The constraints approach is a teaching mechanism that is dependent on the principles of non-linear pedagogy, this means that the learners go through stages in which their skills have to develop categorically by either moving backward or plateau methodologies (Renshaw et al.,2009, p.555). Evidenced by the increased competition, as well as the huge sums of financial input involved in elite performance, there is a need to look for other means of developing and modeling the sportsmen and sportswomen professionals of tomorrow. Teachers are tasked with ensuring that the pupils acquire the needed skills. Thus, the study into the teaching of pupils has recently paid attention to how teachers are using their skills and expertise to help the pupils acquire new ideas (Davis et al.,2000, p.388). There have been concerns regarding whether in any case, it is possible to model the teaching methodology, the reason being it does not meet the inherent social technicalities that do take place. However, taking a look at the teaching process via an epistemology that allows one to expound on the experiences gives a much more precise picture in regard to social well-being.

The constraints-led approach was pioneered by Newell in the year 1986. Ever since it has been assisting teachers with a delivery approach that pays attention to the constraints of the assignment at hand, the pupils, and the environmental setup of the task so that the development of motor learning and schedules becomes a success. Besides understanding the importance of situated studies via the holistic nature of constructivism and non-linear pedagogy, there still lies a gap in that the best method that ought to be applied in learning has not been found. The teaching knowledge has outlined some of the ways of practice that can be put in place to counter this disparity siting its arguments on the use of more powerful other in modeling.

The ‘learn by practice' mentality of traditional teaching education has been facing several criticisms due to its simplified nature aided by the learning environment. This change towards a situated learning environment tends to do away with the relatively linear and traditional characteristic epistemology. This provides a way for a holistic constructivist coaching setup. The shift into a constructivist coaching environment developed strength from game-based delivery mechanisms. However, myths regarding which is the best way to justify the ideal game-based classes revolve around the incorporation of technical grasp as well as motor learning. The numerous factors that are engulfing the athlete-directed notions of knowledge have resulted in the growth of the in-vogue non-linear pedagogy to be accounted for the environmental sophistication in athlete learning.

However, it should be noted that teacher-centered learning, is a progressive adaptation and a reflective process. The ambiguous nature of this process as evidenced by the non-existence of evidence has often resulted in the frequent justification of the application of reflective practice as a studying technique besides being used as a tool for the teacher's personal progress.

1. How the constraints-led approach can be implemented in schools to increase the pupils' skill acquisition and participation

The constraints-led approach is dependent on the ecological movements as base elements under which to scaffold its implementation to nature the pupils. This will help the pupils to be successful if subjected to the game. It then requires the involved parties to agree on the suitability of the environmental setup for carrying out the training sessions. In relation to the real-life applications of this learning approach, the outcomes indicate how the framework was implemented to bolster the dynamic patterns, resemblances, and decision-making in the pupils. (Davids, and Shuttleworth, 2005, p.17) suggests that the application of environmental constraints is vital in facilitating the learning process as they shift their attention towards the physical and social impacts on the surroundings. While designing the task, the teacher should be wary of how the physical setup, the student, as well as the job constraints, affect the reliability of the learning environment.

One of the key things to be considered when designing and developing such games is that they are interdependent. They also pose an image of the landscape within its reach aimed at the games meant for adults. Equally, it should ensure that the capabilities designed by the pupils will be a replica of those needed at a later stage. Thus, educating the focus of the learners to enhance them selectively identify the major features of the environment while ignoring the others and directing them towards a given affordance, where they can identify the likelihood of an event in the environment is a very vital teaching skill when implementing the constraints-aid approach.

These are the major points to put in place while implementing a Constraints-led approach;

The environment has to be conducive for both the teachers and the pupils for the learning process to take place.
Biographies of the teachers who have achieved the abilities shaped by the landscape of the theoretical teaching aids.
The relationship existing between the perception and the event at hand which highlights how constraints model the characters of the pupils
The vitality of the environmental setup
The ability of the environment to provide opportunities for the actions yet or taking place
1. Discussion of key critical issues and perspectives

A lot of people continuously mistake the constraints approach for a game that is centered. However, this is not the case, for the game-centered approach which in the recent past has come out as the ideal solution was developed to counter the major issues like the inability to play games skillfully or cater to the common psychological needs of the pupils. On the contrary, the constraints-led approach is quite different from this one because it is developed from the theoretical model of motor features (Davids, Chow, and Shuttleworth, 2005, p. 17). The constraints-led approach does not only focus on sports but also provides a guided approach to skill learning in all kinds of games in all pedagogical settings. One of the chief themes that should be taken into consideration is the development and understanding of what it means to be a teacher in this field with several sophisticated design tasks as well as theoretical work in the learning environment.

1. Aims

To ascertain the applications of the reflective norm in its capability to facilitate the understanding and conduction of an advanced analysis of daily activities, the decision to put into practice this approach aims at;

To investigate the applications of the constraints-led approach
Critically review the teaching process
Conduct a review of the practical uses of the delivery mechanisms
Having an understanding of the teachers are perceived in their places of work
With the application of the reflective approach to examine these aims for the first character to look at the most likely issues to arise in using the non-linear constraints-led approach.
1. Objectives

One of the primary goals of the research was to investigate the uses of a constraints-led approach and highlight the key features that are involved in the modeling framework. The introduction of reflective practice paved the way to go and get an idea of how the whole procedure of accomplishing the series of classes (Renshaw et al. 2009 works, assembling together several skills that could be manipulated and applied in finding the meaning of the application of a constraints-led approach. Even though the whole process is aimed at the development and betterment of the pupils' well-being, it is not always the case that it is going to work as expected (Sallis et al., 1999, p.130). Complications may arise while trying to achieve accuracy of the highest order and maintaining honesty in their work.

The impacts of social teachers, oneself interpretations, and philosophies, bring about some element of negativity with the feeling of doubting their work while comparing them with personal experiences. The reflective methodology like any other approach comes with its own drawbacks. For instance, there is a low number of sessions being registered which otherwise suffers from a limited experience that could have fuelled further goals in the application of the constraints aid approach. As a new user of this delivery mechanism, a large percentage of the research should base its attention on understanding and the applications of the fundamental theories that are in place up to date. For an experienced teacher in this field of education should be in a position to have a broader understanding and knowledge ranging from classwork to the field where the theories are put into use.

1. Explanation of the Choice of Approach and the Subject Curriculum Development Focus

Reflective models; the mentality of reflexivity clarifies the inherent subjectivity that teachers get equipped with based on their technical know-how. The importance of having the capability to reflect in action is that teachers can make decisions and come up with solutions to the problems in question (McKenzie et al., 1997, p.290). The major barrier to using them in action as a study mechanism is the live performance of notating key samples and feelings while doing the practices.

1. Data Analysis

A recommendation of the present uncertainty resulting from the aims of this research indicates that an inductive mechanism of examining the data in question was employed. Having inductively highlighted the themes, it facilitated the possibility of deductively analyzing the collected data. After it was gathered, a process of making sure that the dependability and interpretation of the raw information were executed. To start with, completing the pre-set reflective format was kept constant throughout the whole study to ensure that there was trustworthiness and dependability of the collected data.

Every reflection that arose during the research was inductively examined so that it would pave the way to identify the major themes of the research. Taking a step backward, the reflections in question then granted access to the most obvious themes that emerged as a result of transferability. Also, with respect to an interpretation of epistemology, it is suggested that it is so crucial that the pupils be given a chance to internalize the information in a way that they understand and makes sense to them, this allows the pupils to go through the data freely, thereby creating a sense of credibility amongst themselves. A last confirmation of the results was reached through coding of the raw information so that the data could be tracked from their source of origin. Analyzing a given qualitative data is not an easy process since the data in question is quite huge and unorganized thereby forcing one to carefully identify the themes manifesting at the latent level. Employing the thematic analysis process can be put into use to minimally organize and explain the raw information while noting and grouping the themes that result from the reflections collected. The table below summarizes and highlights some of the roles played by the teacher, task, and environment.

Teacher	Task	Environment
Psychological elements, cognitive knowledge, objectives, plans	Maximum and minimum endpoints, marks, highlighted instructions	Family aid and other useful resources
Physical features like power, and the ability to work in a number of different environmental conditions.	Instructive constraints comprising of the teaching mechanisms, the various answers from the pupils, how well the pupils have been exposed to the mastery of the taught concept	Expected cultural responses in regard to the skill being taught, gender, and age limits
Genes	The application of visual pictures and simulations	Peer pressure where the pupils tend to imitate one another

1. Justification

In an attempt to justify the constraints-led approach, going through the whole methodology of reflecting on my technical know-how. One of the most outstanding elements of the teaching practice is the capability to reflect in use to create a meaning of the geographical setup and make solutions. However, making use of reflective practice as a way of analyzing the application of the constraints-led approach requires that they are reflected retrospectively with the exclusion of the session (Ntoumanis 2002, p.180). These reflections occurred within the stipulated time frame showing stepwise how well the descriptive analysis was carried out and what happened as a result of it. This research contains a reviewed constraints-led approach in regard to its impact on the understanding as well as the exploration of the outdoor environmental setup activities. From the references, it is evident that this approach has the capability to yield outdoor teachers with a way of understanding how the pupils learn. Ideal classification of the constraints for every pupil will surely be of much help to the teachers in understanding how differences originate from different themes but keeping the same performance feedback.

Hence, non-linear pedagogy facilitates the idea of coming up with affordances that in turn will have to be acted upon, with the help of task design and manipulation of the constraints found within the geographical setup for the learners it not only allows them but also the teachers to take their skills to another level (Farrow and Reid, 2010, p.730) it only costs the common knowledge by the instructor in charge of the activity and the pupils taking the session. This approach emphasizes that pupils' behaviors are emergent and by modeling the relevant constraints and competing with the learning experience, working dynamic solutions will definitely take place. Lastly, non-linear pedagogy argues that practical task constraints should be designed to facilitate the constraints of the real-life performance physical setup.

Part B

Analysis of the key issues arising from teaching in relation to the impact on pupils' learning and process.

The way the lesson schedules and instructions have been organized has a direct impact on the pupils on how they feel and act in response to the instructions set for them. For instance, in the traditional outdoor class session, the conversations are usually directed at raising the performance standards by aiding the pupils to improve their skills and use them in a competition. This requires every child to attain excellent skills from their teachers which has several unlimited advantages to the pupils (Araújo and Davids, 2011, p.15) To have a full understanding of this, the teachers must take note of what every pupil brings into the session. For instance, some children do better in a given field, thus, when called into action they confidently take the challenge and do it successfully. However, there are cases where a pupil who is less exposed to a given area has been tasked to go into a challenge, as a teacher you are required to motivate the child and instill a sense of self-believe

From this research, it is evident that studying the dynamic nature of the models shows that physical education teachers require to have very high skills which will enable them to critically understand what is required out of the constraints. Dynamic couplings are kept steady in a learning set up which is a replica of real-life performance. Physical teachers should also be in a position to identify that switches in motion do not necessarily have to be detrimental to the studies as it can turn out to be a vital feature before getting a stable and fully functioning movement pattern. As teachers, we ought to be more pragmatic and take note of the available traditional methods, for instance, explicit instruction, as well as controlled technical vices, still have a place in our administrative toolkit. However, we will have to start asking ourselves why we are applying them. Are we in a position to be held accountable for the learning processes and the responses that underpin the teaching methods in place? Clearly, having a precise reason as to why do a given task as PE teachers gives us the room to reflect on when where and from whom. Having in place more skills at hand and a clear understanding of how to apply them means that the pupils can start taking on more sophisticated challenges.

1. Analysis of the Outcomes Resulting from the Investigation against the Original Plans

Introducing the pupils to ecological psychology. That is, a psychological field where perception is regarded as the functioning act of selecting raw data from the surroundings and then thereafter applying it to administer motions, not for facilitating its automaticity (Mousavi et al., 2012 p.784). The way the public perceives, acts, intends, and behaves are thus taken as immensely integrated with one another (Bailey 2005, p.80) When these two ideas are combined together they lead to a theoretical framework for ecological movements as a tool for acquiring skills

Different children have got different studying capabilities. In this regard forcing the pupils to carry out challenges that are beyond their reach is against their rights. For example, it's not always the case that a child who is in class B will automatically execute a challenge that is either ahead of him (class C) or the one that he has just completed (class A). As the pupils develop from one step to another they need to be subjected to new ideas while as a teacher ensuring that whatever concept you had taught them in the previous session is still fresh in their minds and that they can be able to use it without further supervision.

However, if the P.E. teachers do not subject their children to a situation or environment that generates information, definitely it implies that it is not there to be studied. As teachers, ought to give their best in the development of dynamic and responsive characters. At times it is good to note that all teachers instinctively have an idea. A lot of the skills for sports can be taught through a games method, in that there is the need to have a variety in rehearsals, and putting them in practice ensures that self-beliefs and engagement in the pupils are maintained at greater heights. Besides nonlinear pedagogy enhances the practice of constraints alteration, via a constraints-led approach, it equally comprises some implications for sports-based methods carried out alongside physical education.

1. Impact on Pupils' Learning and Progress

It is not the case always that all affordances are equal for all pupils. In some cases, you will find attractive ones while some are not. This results from the ability of the kids to respond with respect to the possibilities that come about as a result of the environment. Having a look at the environment under these terms provides the pupils with a piece of ready information on what they are going to do stepwise to accomplish the challenges set before them. In a constraints-led approach environment, various challenges are set for the pupils or the involved parties to accomplish (Bailey et al 2009, p.20). As the children head into the competitions they need to be motivated and given the sense of self-belief that they will make. However, as competitions are, definitely one of them will have to lose the challenge. Therefore as teachers, it is essential to prepare our children that as much as we hope for the best out of the competition, in case we lose, we should identify our weak areas and improve on them during the next challenge and above all learn to accept the outcomes resulting from the challenge.

Meeting the requirements of self-determination is of much importance to the pupils in that it helps them express themselves before an audience. For instance, instead of the teacher introducing his pupils to some audience, they should instead be allowed to do it by themselves to improve their self-esteem. The teachers should act as facilitators and not vessels that deter the pupils from reaching their goals (Goudas and Biddle, 2004, p.241). They should help in areas where the pupils can't manage to execute their duties without the aid of teachers Students should be given a chance to learn through practice, Even though it is evident that the pupils cannot acquire practical without possessing the theory behind them, there is the need to subject the learners to an environment that compels them to execute their theories in the field. Teachers are obliged to strengthen the pupils' basic skills, networked closely to aim at instilling confidence is the first step in laying a strong foundation for the pupils' basic numerical knowledge. By enabling pupils to exercise and take note of the most important skills for computational continuity. At times when the pupils fall short of the most basic skills at hand.

Environmental constraints objects like playground noise or temperature and the culture that teachers create regardless of the environment set can serve as the pillars for the learning and brain development of our children (Chow et al 2011, p.195). The environment created by the teachers is equally influenced by other external factors like parental aid and expectations. Teachers should, therefore, act as participants carrying out the constraint-led approach, and they help in manipulating and understanding the complexities in the teaching process. Lastly, taking a look at ethics, we can generalize the normality of the nature of the reflective vices, in which there are no active learners. There is the need for the teachers to employ a step-by-step mechanism, it is believed that for the pupils who possess strong technical skills, there comes a task where they feel overwhelmed when subjected to lots of information stored in a given location. It is a good practice to divide the task into smaller steps so that the pupils are capable of understanding and mastering the skills one step at a time before moving to the other.

1. Conclusion

Presently, the Constraint-led approach has become a predominant accepted mode of theoretical exploration due to its powerful learning skills. Since this approach aims at the pupils being able to work by themselves without further supervision, it makes it the most suitable perspective for the outdoor teachers to come up with the most appropriate learning guidelines. To add to this, an unregulated mode of facilitation creates room for the learners who are capable of acquiring knowledge from areas for instance in a team project and stewardship. This research is an ideal example of how to inject the constraints-led approach in a given environment of strength and conditioning. The major obstacle here is not how the teachers are going to use the constraints that arise as a result of the research, however, it is the need to comprehend the used methodology to come up with the constraints. To be specific, assisting the pupils to directly look for a new icon or a self-motivation pattern via the modeling of the geographical location. This research provides an excellent pedagogical alternative directed toward the application of metaphors during the process of coming up with skills that are not attached to explicit expertise. Consequently, it can withstand harsh environmental conditions when subjected to them. From this study, it is evident that strength alongside the conditioning teachers could reap from an increased reputation in non-linearity of getting the required skills and paving the way for learning to flourish. Teacher's technical know-how is crucial to the development of constraints and to the fulfillment of the vital elements that ought to change. The belief that our capabilities can be generated, the teachers need to have an illuminated role of the pupil's energy and a sense of self-understanding by giving pupils an encouragement to take their chances and have a mindset of moving forward is equally motivating. Subjecting pupils to problems that gradually get complex will enable them to crack their minds harder in the name of moving ahead.

1. Future Professional Work and Practice

Future professionals and practices should commence by first, critically analyzing the limitations of this research so that it will be able to find long-lasting impacts of learning an idea from the constraints-led method. This could comprise a study that takes into consideration the most probable retention of the new idea or technology regardless of the time span. For instance, it can take a long period of time or even a short period of time to reach its goals. A test if a change or an alteration has been made equally stands a chance for future work (Flintoff and Scraton, 2001, p.20). One of the chief aims of strength and conditioning is the dynamic nature evidenced while doing practices in relation to athletic performance. Thus, it is vital to note that a test, in case a constraints-led approach facilitates the possibility of dynamism to other athletic task-related movements which forms an excellent question for future work, laying the basis with respect to the psychological elements of the teachers and pupils technical know-how in relation to this implicit approach (Renshaw et al., 2010, p.130). It was evident that the institutionalization of using the verbal approach was witnessed by the pupils. However, not of much value to the study as it was found to be outside the major contents that were to be covered in this research. Based on the observations from the pupils waiting to receive the oral responses as well as terms and conditions from the teachers' results to questions on how comfortable or not the pupils are in respect to the constraints-led approach, whereby no verbal directions nor responses are being given It should be taken into consideration that, this research-based basically tries to explore the obvious strongholds as well conditioning lift, there exists the need to take time and learn on how this method alongside other lifts can be taken to another level (Rehabilitation setup).

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