Nonlinear pedagogy : implications for teaching games for understanding (TGfU)
Chow, Jia Yi, Davids, Keith W., Button, Chris, Renshaw, Ian, Shuttleworth, Richard, & Uehara, Luiz Antonio (2009) Nonlinear pedagogy : implications for teaching games for understanding (TGfU). In Hopper, Tim A. J., Butler, Joy, & Storey, Brian (Eds.) TGfU : Simply Good Pedagogy : Understanding a Complex Challenge, Physical & Health Education (PHE) Canada, University of British Columbia, Vancouver, pp. 131-143.
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.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Keywords:||Learning Design, Teaching, Self-Organisation, Constraints, Emergence|
|Subjects:||Australian and New Zealand Standard Research Classification > MEDICAL AND HEALTH SCIENCES (110000) > HUMAN MOVEMENT AND SPORTS SCIENCE (110600) > Motor Control (110603)|
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health|
Current > Institutes > Institute of Health and Biomedical Innovation
Current > Schools > School of Exercise & Nutrition Sciences
|Copyright Owner:||Copyright 2009 please consult the authors|
|Deposited On:||24 Nov 2009 10:43|
|Last Modified:||23 Dec 2013 12:34|
Repository Staff Only: item control page