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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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:	https://shura.shu.ac.uk/id/eprint/3300

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