Is the pedagogic practice of elite rowing coaches unknowingly underpinned by a Constraints-Led Approach?

Background A Constraints Led Approach (CLA) theory has been applied widely to the coaching of a large number of sports, particularly team sports and invasion games. It has, though, seen little-to-no uptake in highly repetitive and technical sports such as cycling and swimming. The experiences of the researcher who has spent many years coaching rowing suggest that there are parts of everyday coaching practice which resemble a CLA, whether the theory is consciously applied or not. This study explores this perspective whether this is the case by exploring current practice in elite rowing coaching and its links to the CLA framework. Method A qualitative approach was taken to the study in the form of a multiple single case study design. Elite coaches of junior rowers, identified through their 1st eight crews’ success in 2019 National School final six placings, were invited to participate in the study. A total of nine coaches eventually took part with each undergoing a semi-structured interview conducted remotely via zoom on their coaching principles and coaching practice. Interview transcripts were coded for key factors that emerged from the interviews in an iterative process and from these, three main themes were identified: social understanding, barriers & approaches to understanding movement, and learning & understanding ‘what works’. The themes were then discussed in the context of the other coaches’ experience and with regard to the existing literature. Findings The varied positions and strategies held by the coaches’ practice were varied, reflecting differences in background and education. However, there were similarities and overlaps amongst the nine participants that both informed the extent to which a CLA was currently underpinning practice, as well as furthering understanding into the pedagogical philosophy of the coaches. The coaches understood the complexity of the athletes that they worked with, as well as the complexity/chaos of the sport itself. Consequently, they had developed a rationale that attempted to deal with that relationship, which resembled a constructivist learning environment; encouraging athletes to explore and develop movement solutions in accordance with exercises that the coaches set. Although there were elements of the data that did not wholly support this notion, there is little that directly contrasts it. The coaches were found to highly value internal athlete feeling and replicating races/performance environments which aligns with action fidelity and representative learning designs amongst other cornerstones of CLA-informing literature