The Role of Nonlinear Pedagogy in Physical Education

Autor/inn/en	Chow, Jia Yi; Davids, Keith; Button, Chris; Shuttleworth, Rick; Renshaw, Ian; Araujo, Duarte
Titel	The Role of Nonlinear Pedagogy in Physical Education
Quelle	In: Review of Educational Research, 77 (2007) 3, S.251-278 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/003465430305615
Schlagwörter	Physical Education; Educational Principles; Systems Approach; Learning Processes; Teaching Methods; Games; Instructional Effectiveness; Motor Development; Decision Making; Skill Development + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Bildungsprinzip; Systemischer Ansatz; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Game; Spiel; Spiele; Unterrichtserfolg; Motorische Entwicklung; Decision-making; Entscheidungsfindung; Kompetenzentwicklung; Qualifikationsentwicklung
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. (Contains 3 figures and 1 note.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10