Preservice Physical Education Teachers’ Experiences With Constraint-Led Approach: A RE-AIM Framework Evaluation

Purpose: This study investigated the experiences of 49 preservice physical education (PE) teachers as they developed and implemented PE lesson plans in a simulated classroom, guided by the constraints-led approach during ball game lessons. The aim was to explore the practical application of Newell’s constraints model within a teacher education context. Method: A single case study design was employed. Qualitative data were collected primarily from preservice PE teachers’ reflection journals, structured using the RE-AIM framework, and thematic analysis was employed to analyze the data. Results: Three main themes and 11 subthemes emerged: (a) reshaping pedagogical practices, (b) challenges in applying Newell’s constraints model, and (c) enhancement and application in teacher education programs. Discussion/Conclusion: The study results highlight the importance of understanding the subtle dynamics between constraints and instructional strategies. The findings stress the vital role of teachers in pinpointing and integrating key elements of sports performance. Through deepening our understanding of the constraints-led approach, this study suggests potential improvements in PE teaching methods and curriculum design.