Complex and nonlinear pedagogy and the implications for physical education

Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications

“…There is adequate evidence to support that human learning is nonlinear in nature and, therefore, teaching and coaching should account for such nonlinearity (see Chow & Atencio, 2012;Tan, Chow, & Davids, 2012). Based on ideas from Newell (1986) and Davids et al (2008), a constraints-led approach has been vigorously presented to promote the understanding of how goal-directed behavior can emerge as a consequence of the interacting constraints (task, environment, and performer) in a learning or performance situation (see Renshaw, Chow, Davids, & Hammond, 2010 for a comprehensive discussion on a constraints-lead approach).…”

“…There is increasing acceptance that individual differences among learners need to be accounted for when practitioners plan teaching interventions in any learning contexts (Chow & Atencio, 2012). The focus is on the individual and pedagogical practices will have to cater to the dynamic and complex interactions that occur between learners, the task and the environmental constraints (Chow, Davids, Hristovski, Araújo, & Passos, 2011;Renshaw, Davids et al, 470 J. Y. Chow 2010).…”

Can physical education and physical activity outcomes be developed simultaneously using a game-centered approach?

“…Responding to the constraints within game play requires the learner to process information (perception) and provide movement responses (action), forming a perception-action coupling (Gibson, 1979). This process contextualizes learning of skills within the games they will be played in, with skills learnt more likely to be transferrable to actual game performance situations (Chow and Atencio, 2014).…”

A comparative analysis of badminton game instructions effect of non-linear pedagogy and linear pedagogy

“…Perhaps merging TGfU and CLT as more holistic NP could enhance significant skill execution in game play. However, limited research has been undertaken globally and in Malaysia to investigated the effectiveness non-linear pedagogy (NP) with merging TGfU with of CLT [6,7,8] which emphasizes on decision making tactics and skill execution during game play [21]. In particular, limited research has been undertaken to investigate the merged model of TGfU with CLT as a holistic Non-Linear game pedagogy (NP) approach in Malaysian secondary school game based curriculum such badminton game especially, investigating the effect of tactical decision making when and where to send long or short shot,, recovery movement to base, skill execution of drop shot and smash and the process on how badminton learning takes place, interacting with environment, performance and task prepared by teacher.…”