Constraint-led approach (CLA) is one of the most effective teaching methods. I explained the method in a previous article that you can take a look at here. I highly recommend the read of that article before reading this one. Here, my goal is to share a CLA planner, a tool that coaches can use to design and plan the training session considering the CLA components.
How to Use the CLA Session Builder/Planner
Firstly, make sure to download the excel sheet HERE. Below, I will be explaining each part of the sheet so you can understand how to use it.
This session planner is designed to help coaches implement the Constraint-Led Approach (CLA) by systematically planning and manipulating task, individual, and environmental constraints in their training sessions. It promotes representative, variable, and adaptive practice environments that facilitate learning through exploration. Here’s a step-by-step guide to using the tool:
The sheet is divided into three parts:
- Warm-Up: Include constraint-based activities that prepare the athlete physically and cognitively.
- Main Part: Core training drills, games, and progressions with constraint manipulation.
- Cool Down: Wrap-up activities, reflection, and debrief.
1. Header Section
At the top of the planner, fill in the basic information that frames your session:
- Date: When the session will take place
- Period/Phase: Indicate the broader training phase, such as pre-season, in-season, or off-season
- Goal: The main focus of the session (e.g., passing, hitting under pressure)
- Expected Intensity: Use either a 0–5 scale (where 0 is rest/light and 5 is very intense) or describe the intensity qualitatively (e.g., light, moderate, heavy)
- Number of Athletes: Design the session with the number of players you’re planning to work with
- Coach/Team: Optional fields to track who designed or delivered the session
2. Start Time (ST)
Enter the exact start time (HH:MM format) of each activity. This ensures a clear timeline and flow throughout the session.
3. Constraint Type
Specify the type of constraint being manipulated:
- Task – Rules, equipment, goals
- Individual – Athlete-specific factors (e.g., posture, fatigue)
- Environment – Space, surface, noise, crowd, etc.
You can also indicate combinations, such as “Individual/Task.”
4. Manipulation
Describe how the constraint is being altered. Be concise but specific. For example:
- “Single-leg posture”
- “Weighted vests”
- “Serve from 10 ft line with elastic”
5. Ratings: GR / VAR / TC / Reps
Use the 0–5 scale to rate each dimension of your activity:
- GR (Game Representativeness): How closely the activity mimics actual game performance
- VAR (Variability): The range of solutions the activity invites. Think of variability in movements, decision making, mental states, etc.
- TC (Task Complexity): Task complexity refers to the number of elements or demands involved in executing a task. A simple, repetitive activity like kicking a ball back and forth with a partner involves low complexity, as it requires limited decision-making and environmental interaction. In contrast, a game-like scenario where the player must choose between passing or shooting based on opponent positioning involves higher complexity due to the increased cognitive, perceptual, and motor demands.
- Reps: How many reps are performed. Is the player constantly executing the action or they way to wait some time in line?
Although those ratings are subjective, they help balance your session and increase awareness of what kind of challenge you’re designing.
6. Goal
Define the goal or focus of each activity. For example:
- “Passing under pressure”
- “Body positioning for receiving”
- “Coordination under fatigue”
7. Development
Provide a detailed description of how the activity will run. Include:
- Equipment used
- Group organization (e.g., 2v2, teams)
- Cue words or instructions
- Role of the coach (e.g., calling a cue, adding pressure, etc.)
- Transitions between conditions or progressions
You can also add other meaningful information, such as how the feedback should be given? Or added variations.
8. Assessment
This column is used to self-evaluate the effectiveness of each activity. You can assign:
- A quantitative score (0–5) based on how well the constraint design achieved its goal
- Or write a qualitative note (e.g., “Too easy,” “Didn’t prompt exploration,” “Players found creative solutions”)
This feedback is critical for iterative design. It helps you understand what worked, what didn’t, and how you might adjust the constraint in future sessions to better support learning.
9. Observations
Use the bottom row to note key observations, adaptations needed, or feedback from athletes. This can inform future session planning.
By using this planner, you will ensure that your sessions are systematic, intentional, and grounded in the principles of ecological dynamics. It encourages thoughtful manipulation of constraints to foster skilled, adaptable, and self-regulating athletes.
Example: Full Volleyball Session Using the CLA Planner
Below, you will find a completed example of a full volleyball session designed using the CLA Session Builder/Planner. This session was created for a Boys U17 team in the pre-competitive period, with the main goal of improving deep and short passing under game-like conditions.
This example illustrates how to apply the principles of the Constraint-Led Approach in a real coaching context. Each activity was carefully designed with specific task constraints, varied levels of representativeness, variability, complexity, and repetition, all rated using the planner’s built-in 0–5 scale.
You’ll notice how the constraint types are clearly labeled, the manipulations are described in practical terms, and the development section outlines how the activity should run—including group organization, task goals, cues, and feedback focus. For example:
- In the warm-up, a task constraint is used to work on body positioning for passing while seated or kneeling, prompting balance and core engagement.
- In the main part, athletes work on passing and hitting with targets while alternating serve directions—helping them adapt to game-like spacing and decision-making.
- The cool down includes a rule-modified game, reinforcing session goals while promoting fun and light competition.
The Assessment column is also filled out to help reflect on the effectiveness of each drill (rated 0–5). You can see how one warm-up activity was marked as effective but potentially unsafe in crowded spaces—an insight that helps guide future modifications.
This template is designed to encourage intentional design, guided experimentation, and reflective practice—all central principles of the CLA. Use this example as a reference when designing your own sessions, and adapt it to your athletes, goals, and sport context.
