The Role of Nonlinear Pedagogy in Physical Education
By Jia Yi Chow, Keith Davids, Chris Button, Richard Shuttleworth, Ian Renshaw, Duarte Araújo. 2007
324 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Economics and Econometrics, Physical Therapy, Sports Therapy and Rehabilitation
View Paper: https://www.semanticscholar.org/paper/441afb1780596b85cc3772c686a79eac871fdae6
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Economics and Econometrics
In Physical Therapy, Sports Therapy and Rehabilitation
Citations in the corpus
- Insights from Ecological Psychology and Dynamical Systems. Theory can underpin a philosophy of coaching. (2009, background): “…an overview of motor learning processes emanating from a constraints-led perspective, demonstrating how it can substantiate a platform for a new pedagogical framework: nonlinear pedagogy (e.g., Chow et al., 2006, Chow et al., 2007; Davids, Button & Bennett, 2008; Renshaw et al., in review).”
- The nonlinear nature of learning : a differential learning approach (2012, background): “[18], where key tasks constraints are manipulated in order “to facilitate the emergence of functional movement patterns and decision making behaviors”, the differential learning approach does not identify key task constraints.”
- Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification (2016, background): “…the CLA, can provide a comprehensive, theoretical framework to support the principles of TGfU learning design (e.g. Butler, Storey, and Robson 2014; Chow 2013; Chow et al. 2007b, 2009; Davids, Chow, and Shuttleworth 2005; Stolz and Pill 2014; Storey and Butler 2013; Tan, Chow, and Davids 2011).”
- ‘How does TGfU work?’: examining the relationship between learning design in TGfU and a nonlinear pedagogy (2012, background): “Ecological dynamics has provided relevant insights and understanding of learning processes in sport and physical education (e.g., see Chow et al. 2007; Renshaw et al. 2010; Rink 2001; Rovegno, Nevett, and Babiarz 2001; Chow et al. 2011).”
- The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation (2016, background): “…extensive empirical and theoretical research evidence to demonstrate that adopting these principles in practice meets the skill acquisition needs of the individual performer, while at the same time explaining why traditional approaches are failing students (Chow et al. 2007; Renshaw et al. 2010).”
- Developing pupils’ performance in team invasion games (2011, background): “…(manipulate task constraints), set problem-solving tasks and apply questioning techniques, pupils explore a variety of movement solutions within authentic contexts and, as a result, goal-related, decision-making behaviours emerge without the need for prescriptive instructions (Chow et al. 2007).”
- Representative learning design and functionality of research and practice in sport. (2011, background): “…sport pedagogy, and coaching science has demonstrated how principles of ecological psychology and dynamical systems theory can underpin interventions and practice in a nonlinear pedagogy (Chow et al., 2006, 2007; Renshaw, Chow, Davids, & Hammond, 2010; Renshaw, Davids, Shuttleworth, & Chow, 2010).”
- Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications (2013, methodology): “…on an information-processing perspective that focuses on the construction of knowledge by the learner without accounting for important dynamic environmental-performer interactions, has dominated and supported most pedagogical practices in learning settings (Chow et al., 2007; Tan et al., 2012).”