The role of nonlinear pedagogy in physical education

CHOW, J-Y, DAVIDS, K, BUTTON, C, SHUTTLEWORTH, R, RENSHAW, I and ARAUJO, D (2007). The role of nonlinear pedagogy in physical education. Review of Educational Research, 77 (3), 251-278.

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Official URL: http://rer.sagepub.com/
Link to published version:: https://doi.org/10.3102/003465430305615
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    Abstract

    In physical education, the Teaching Games for Understanding (TGfU) pedagogical strategy has attracted significant attention from theoreticians and educators for allowing the development of game education through a tactic-to-skill approach involving the use of modified games. However, some have proposed that as an educational framework, it lacks adequate theoretical grounding from a motor learning perspective to empirically augment its perceived effectiveness. The authors examine the literature base providing the theoretical underpinning for TGfU and explore the potential of a nonlinear pedagogical framework, based on dynamical systems theory, as a suitable explanation for TGfU's effectiveness in physical education. Nonlinear pedagogy involves manipulating key task constraints on learners to facilitate the emergence of functional movement patterns and decision-making behaviors. The authors explain how interpreting motor learning processes from a nonlinear pedagogical framework can underpin the educational principles of TGfU and provide a theoretical rationale for guiding the implementation of learning progressions in physical education.

    Item Type: Article
    Research Institute, Centre or Group - Does NOT include content added after October 2018: Centre for Sports Engineering Research
    Identification Number: https://doi.org/10.3102/003465430305615
    Page Range: 251-278
    Depositing User: Carole Harris
    Date Deposited: 05 Apr 2011 08:59
    Last Modified: 19 Mar 2021 00:31
    URI: http://shura.shu.ac.uk/id/eprint/3300

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