Questions On The Ecological Dynamics Approach To Teaching
- jamie03066
- 8 hours ago
- 3 min read
02.10.2025
My client teacher from Hostlebro Taekwondo Klub in Denmark continued his remote training with me. We are covering the application of ecological dynamics to his classes, which is being covered in a project set for one of his black belt grades. Last lesson, after a discussion on how to introduce the approach and various ideas for topics to approach, I asked my client to come back with a series of problems for me to answer.
He came back with the following:
Boxing - the students are staying at long distance how do we get them to close the distance.
You set up a series of games designed to reward those who close the distance. A simple one might be body shots versus head shots. Others include having one student restricted to a space in the centre, which they have to defend and cannot leave versus a student on the outside who seeks to engage with the student in the centre and then move back to the outside. More complex games include the three-square corner escape game: one student in the corner seeks to escape over a metre square to the left or right, landing a clean shot on their opponent without receiving one versus another student preventing them from doing so with their own punches. Both games can be also used for Kickboxing.
MA in general: The students finish (One step) in position where they can’t generate optimal power and mobility.
This is not ecological dynamics in the fullest sense, as in we are not looking at a game to drive a certain specific behaviour. Rather it is a more general issue my client is concerned with regarding his students. He isn't talking about one-step in sense of one-step sparring found in traditional martial arts like Taekwondo and Karate. Rather, he is concerned about where his students find themselves in exchanging one-for-one strikes. My solution here is to do one-for-one sparring in a restricted space. Put lead feet in a ring or tyre or just enclose a small space for them to spar. Limit the round time to 1-2 minutes maximum to encourage urgency and tell them to "strike straight back", so you have this endless flow of back-and-forth techniques.
THE CLA Triangle - can we talk about drills for each corner especially the student and the environment corner - most CLA I focused on the Tasks -
The Constraints-Led Approach triangle is composed of performer, environment and task. The environment is restricted by the gym setting. However, we can alter certain elements such as restricting space, bringing in rules that dictate how that space is used. The examples provided in the previous two problem solutions describe ways to use that space. Performer emphasis aligns with the CCMA approach of individuality. Games need to be altered according the strengths and weaknesses of an individual.
Moving on this particular area, I addressed this problem:
Syllabus related goals - drills:
Playing for grips - adding Resistance
Working the flow - How to work away for one punch exchange
Movement drills - moving forward and working angels
Kicking- introducing head kicking early and safely
Grip sparring can be developed using CLA by having one individual tasked with taking the back whilst the other can seek a front headlock or a neutral body lock or one individual seeking an upper body hold and the other a leg shoot. Taking out takedowns and having two people play for positions is a great way to encourage more creative flow.
We covered working the flow in the one-step problem.
Movement games can be improved though pitting students restricted to linear footwork against those only permitted circular or angled footwork. This can be better constrained through the choice of techniques such as one person tagging front facing targets versus one person permitted to only tag side or rear targets.
Head kicks can be brought in a one-for-one format but performed at reduced speed.
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