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The role of nonlinear pedagogy in physical education

Chow, Jia Yi, Davids, Keith W., Button, Chris, Shuttleworth, Rick, Renshaw, Ian, & Araujo, Duarte (2007) The role of nonlinear pedagogy in physical education. Review of Educational Research, 77(3), pp. 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 alike because it allows the development of game education through a tactic-to-skill approach based on the use of modified games. However, it has been proposed that, as an educational framework, it currently lacks adequate theoretical grounding from a motor learning perspective to empirically augment its' perceived effectiveness by educators. In this paper we 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 as a strategy in physical education teaching. The basis of nonlinear pedagogy involves the manipulation of key task constraints on learners to facilitate the emergence of functional movement patterns and decision-making behaviors. We explain how interpretation of motor learning processes from a nonlinear pedagogical framework can underpin educational principles of TGfU and provide a theoretical rationale for guiding implementation of learning progressions in physical education.

Impact and interest:

31 citations in Scopus
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24 citations in Web of Science®

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ID Code: 7436
Item Type: Journal Article
Keywords: nonlinear dynamics, physical education, motor learning, constraints
DOI: 10.3102/003465430305615
ISSN: 0034-6543
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000)
Divisions: Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > School of Exercise & Nutrition Sciences
Copyright Owner: Copyright 2007 Sage Publications
Copyright Statement: The final, definitive version of this article has been published in the Journal, Review of Educational Research 77(3):pp. 251-278. © <SAGE Publications Ltd on SAGE Journals Online: http://online.sagepub.com/
Deposited On: 08 May 2007
Last Modified: 29 Feb 2012 23:37

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