The Constraints Collective #84 Brendon Moy
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Mar 8, 2026 Brendon Moy, Associate Professor in Physical Education at QUT focused on constraints-led approaches and transforming teacher training. He discusses shifting from traditional drills to game-based, representative tasks. Short, simplified and 1v1 games that create real consequences boost engagement and inclusion. Practical strategies for preparing teachers through micro-teaching, school placements and collaborative PD are explored.
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Seeing Works And Inclusion Drives Belief Change
- Two mechanisms drove student belief change: they observed the approach working and they saw it was inclusive.
- Inclusive small-sided, representative tasks engaged learners who previously disliked PE, shifting preservice teachers' perspectives.
Change Rules To Elicit Desired Behaviours
- Use task constraints to target emergent behaviors rather than instruction; for a dribbler limit team touches to force passing.
- That rule change produced long passing and side-on first touches without explicit technical coaching.
Practicum Revealed The Chasm Between Uni And School
- Two preservice teachers implemented constraints-led lessons on practicum; one supervising teacher was supportive because he had been a unit tutor.
- Observations revealed designing representative environments is hard and students struggled to observe emergent behaviours initially.