The effect of nonlinear pedagogy on the acquisition of game skills in a territorial game.

Autor:	Chow JY; Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore., Meerhoff LA; Leiden Institute of Advanced Computer Science, Faculty of Mathematics and Natural Sciences, Leiden University, Leiden, Netherlands., Choo CZY; Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore., Button C; School of Physical Education, Sport and Exercise Sciences, Division of Sciences, University of Otago, Dunedin, New Zealand., Tan BS; Physical Education and Sports Teacher Academy, Academy of Singapore Teachers, Ministry of Education, Singapore, Singapore.
Jazyk:	angličtina
Zdroj:	Frontiers in psychology [Front Psychol] 2023 Feb 06; Vol. 14, pp. 1077065. Date of Electronic Publication: 2023 Feb 06 (Print Publication: 2023).
DOI:	10.3389/fpsyg.2023.1077065
Abstrakt:	Introduction: Nonlinear Pedagogy (NP), underpinned by Ecological Dynamics, provides a suitable pedagogical approach for practitioners (e.g., Physical Educators, coaches) to encourage exploratory learning that is learner-centered even in Traditional Sporting Games (TSG) that could be represented by invasion or territorial-like games. NP involves the manipulation of constraints which form boundaries for interacting components to self-organize, facilitating the emergence of goal-directed behaviours. Key pedagogical principles relating to representativeness, manipulation of constraints, awareness of focus of attention instructions, task simplification and the functional role of noise can encourage exploratory learning that helps develop 21st century competencies. This is in contrast to a Linear Pedagogy (LP) approach that is more teacher-centered and focuses on repetition in practices to promote movement form consistency in enhancing the acquisition of movement skills. Little is known about the effectivity of NP in the learning and transfer of invasion games. The aims of this study were to: (a) determine the impact of NP on the teaching and learning of an invasion game in the Physical Education (PE) context; (b) examine the transferability of game skills to other games in the same game category (i.e., floorball as a territorial game in this study). Methods: 224 (between 12 to 13 years old) students underwent a 10-week intervention program to learn to play an invasion game (football) with either a NP or LP approach (i.e., repetitive and prescriptive drills). Results: Performance outcome data were measured during Pre, Post, Retention, Transfer test 1 (larger playing area) and Transfer test 2 (floorball). Significant improvements in several performance outcome and game play measures in football was observed for the NP condition. Fewer improvements in the same measures were found for the LP condition. Discussion: Evidence for transfer of learning for NP was not as strong as anticipated although there was still some potential for encouraging transfer of learning. The key findings from this study further challenge the "one-size fits all" philosophy in the teaching of PE. Both LP and NP approaches would have a role to play in supporting teaching and learning which could be context dependent. Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. (Copyright © 2023 Chow, Meerhoff, Choo, Button and Tan.)
Databáze:	MEDLINE
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