Constraints are characteristics of the individual, the task, or the environment that mold and shape movement choices and performances. Constraints can be positive--encouraging proficient movements or negative--discouraging movement or promoting ineffective movements. Physical educators must analyze, evaluate, and determine the effect various constraints have on students' movement choices. In this article, the author provides insight and initiates reflection regarding the physical educator's role in creating positive constraints within the learning environment, specifically the importance of matching the intended learning goal with the task structure, and making sure that both of these match the individual student's developmental readiness.