A Contemporary Pedagogical Design: Implementing a Constraints-led Approach (CLA) in Triple Jump Event

The aim of this study was to examine the effect of implementing a Constraintsled Approach (CLA) on skill acquisition in triple jump events among novice athletes. The participants (8 boys) aged between 11–12 years old, without prior experience in the triple jump events were divided into two training groups; Constraints-led Approach (CLA) and Traditional Coaching Approach (TCA) using the matched paired designed method. The study design was quasi-experimental. The study was conducted over six (6) weeks and was subjected to three (3) testing periods; pre-test (P1), post-test 1 (P2) and post-test 2 (P3). A Mixed ANOVA and Effect Size test were used to analyze the data for the Standing Triple Jump test (STJ), and Five-step Approach Run Triple jump test (5STJ). The finding indicate that there was an improvement over time for both groups in STJ, F(1,6) = 10.063, p = 0.003, ƞ2 = 0.626, and F(1,6) = 13.590, p <.001, ƞ2 = 0.694 for 5STJ. Meanwhile the Effect Size result showed that the magnitude for both group in STJ is P2, ES = 1.518 (moderate) and P3, ES = 1.189 (small); and 5STJ was moderate for both group, ES = 1.498 (P2) and ES = .723 (P3). Thus, this study concludes that skill learning is a non-linear process, where individual undergo a self-organization process to resolve complex movement patterns such in the triple jump event.