The adaptable coach – A critical review of the practical implications for traditional and constraints–led approaches in sports coaching: A commentary

Learning is complex; consequently, it is not surprising that numerous theories have been developed which endeavour to explain the learning process.1,2 These theories are sometimes accompanied by guidelines for practitioners such as coaches and physical education teachers to help them to translate theoretical principles into practical strategies.3,4 We commend Lindsay and Spittle on their efforts to revisit well-established questions5–8 in the motor learning domain: of the many theories which have been proposed, which should the coach attend to? Is it better to adhere to one theory, or to draw ideas from different theories? The sheer diversity of theories, and the conviction of the adherents of each, can create a confusing picture for the practitioner seeking to be informed by theory and led by evidence in their practice.