3 Constraints you can Apply in Practice to Reinforce Optimal Floor Spacing

Constraints don’t just teach where to stand, they teach when and why to move.

When it comes to spacing, teaching the game through instruction alone isn’t enough.

You can lecture players all day about where to stand, how to lift on a drive, or why they shouldn’t crowd the paint, but until they feel the effects of poor spacing, the learning doesn’t stick.

That’s where the Constraints-Led Approach (CLA) shines.

Rather than overloading players with cues or running choreographed actions, you subtly modify the environment, constraining certain behaviours to nudge players toward the desired outcome.

Want better spacing? Design practices where spacing is a necessity to succeed, not just a rule to remember.

This article 3 powerful constraints you can apply in your practices to develop spacing instincts organically. Each one creates a “need for space,” helping players learn through experience, decision-making, and feedback.

Let’s break them down.

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Why Constraints Matter in Teaching Spacing

Before diving into the specific constraints, it’s worth reinforcing why constraints are so effective in developing spacing:

• They drive self-discovery. Instead of being told what to do, players solve problems. This leads to deeper, longer-lasting understanding.

• They simulate game pressure. Spacing decisions are dynamic and contextual. Constraints mimic the unpredictability of live play.

• They embed perception-action coupling. Players learn to link what they see (help defenders, clogged lanes, gaps) with how they act (lift, drift, cut, hold corner).

In other words, constraints don’t just teach where to stand; they teach when and why to move.

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Constraint #1: “If You're Not Spaced, You're Invisible” Rule

The Constraint:

In any small-sided or 5-on-5 scenario, a rule is enforced: If you're not occupying a spacing spot correctly, you cannot receive the ball. Teammates are instructed to ignore players who are improperly spaced.

Why It Works: