Nonlinear Pedagogy: An Effective Approach to Cater for Individual Differences in Learning a Sports Skill

Miriam Chang Yi Lee, Jia Yi Chow, John Komar, Clara Wee Keat Tan and Chris Button

PLOS ONE, 2014, vol. 9, issue 8, 1-13

Abstract: Learning a sports skill is a complex process in which practitioners are challenged to cater for individual differences. The main purpose of this study was to explore the effectiveness of a Nonlinear Pedagogy approach for learning a sports skill. Twenty-four 10-year-old females participated in a 4-week intervention involving either a Nonlinear Pedagogy (i.e.,manipulation of task constraints including equipment and rules) or a Linear Pedagogy (i.e., prescriptive, repetitive drills) approach to learn a tennis forehand stroke. Performance accuracy scores, movement criterion scores and kinematic data were measured during pre-intervention, post-intervention and retention tests. While both groups showed improvements in performance accuracy scores over time, the Nonlinear Pedagogy group displayed a greater number of movement clusters at post-test indicating the presence of degeneracy (i.e., many ways to achieve the same outcome). The results suggest that degeneracy is effective for learning a sports skill facilitated by a Nonlinear Pedagogy approach. These findings challenge the common misconception that there must be only one ideal movement solution for a task and thus have implications for coaches and educators when designing instructions for skill acquisition.

Date: 2014
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pone00:0104744

DOI: 10.1371/journal.pone.0104744

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