Teaching glide and leg drive in breaststroke as a sequence of instructional tasks

Coaches of trained breaststrokers can find biomechanical descriptions of the glide and the leg drive and general accounts of motor learning, but not the order in which the two elements are set and the sign by which the next is introduced. This review reads a teaching sequence from the author's own competitive practice through the constraints-led approach of nonlinear pedagogy: six instructional tasks and one information condition are placed by the class of constraint that limits the target coordination. An ordering rule with two sub-rules follows: a structural constraint is released before any task manipulation aimed at the same solution, and the task whose practice form is closer to the competitive cycle comes later. Two synthesis matrices carry the numbers of a 304-record corpus, 15 studies read in full text, among them 28.2 % of legs-only performance explained by flexibility and a glide distance falling from 0.50 m to 0.22 m between 200 m and 50 m pace. The mastery sign for each task is persistence of the functional outcome when the constraint the drill fixed is varied; the observation mechanism and the flexibility proxy come from that practice and are marked as such. Rows where the framework disagrees with the practice are stated, with transfer conditions, one of them on the reader.