Nonlinear pedagogy : implications for teaching games for understanding (TGfU)

CHOW, J-Y, DAVIDS, K, BUTTON , C, RENSHAW, I, SHUTTLEWORTH, R and UEHARA, L (2009). Nonlinear pedagogy : implications for teaching games for understanding (TGfU). In: HOPPER, T, BUTLER, J and STOREY, B, (eds.) TGfU Simply good pedagogy: understanding a complex challenge. PHE Canada, 131-144.

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Abstract

Nonlinear Dynamics, provides a framework for understanding how teaching and learning processes function in Teaching Games for Understanding (TGfU). In Nonlinear Pedagogy, emergent movement behaviors in learners arise as a consequence of intrinsic self-adjusted processes shaped by interacting constraints in the learning environment. In a TGfU setting, representative, conditioned games provide ideal opportunities for pedagogists to manipulate key constraints so that self-adjusted processes by players lead to emergent behaviors as they explore functional movement solutions. The implication is that, during skill learning, functional movement variability is necessary as players explore different motor patterns for effective skill execution in the context of the game. Learning progressions in TGfU take into account learners’ development through learning stages and have important implications for organisation of practices, instructions and feedback. A practical application of Nonlinear Pedagogy in a national sports institute is shared to exemplify its relevance for TGfU practitioners.

Item Type: Book Section
Research Institute, Centre or Group: Centre for Sports Engineering Research
Related URLs:
Depositing User: Carole Harris
Date Deposited: 11 Apr 2011 10:35
Last Modified: 11 Apr 2011 10:35
URI: http://shura.shu.ac.uk/id/eprint/3333

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