Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications

Autor/in	Chow, Jia Yi
Titel	Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications
Quelle	In: Quest, 65 (2013) 4, S.469-484 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6297
DOI	10.1080/00336297.2013.807746
Schlagwörter	Physical Education; Physical Education Teachers; Teaching Methods; Learning Strategies; Psychomotor Skills; Motor Development; Cognitive Style; Cognitive Processes; Perceptual Motor Learning; Attention; Expertise; Teacher Competencies; Educational Research; Qualitative Research; Statistical Analysis; Learning Theories; Student Motivation + Suchen Sie Ihr Suchwort? Körpererziehung; Sportunterricht; Physical education; Physical training; Teacher; Teachers; Sportlehrer; Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Psychomotorische Aktivität; Motorische Entwicklung; Cognitive styles; Kognitiver Stil; Cognitive process; Kognitiver Prozess; Perceptual-motor learning; Sensumotorisches Lernen; Wahrnehmungsschulung; Aufmerksamkeit; Expert appraisal; Lehrkunst; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Statistische Analyse; Learning theory; Lerntheorie; Schulische Motivation
Abstract	This article provides a brief overview of the framework of nonlinear pedagogy and evidence emanating from motor learning literature that underpins a nonlinear pedagogical approach. In addition, challenges for nonlinear pedagogy and a discussion on how nonlinear pedagogy support the work of physical education (PE) teachers will be shared. Evidence from the increasing volume of work on nonlinear learning from motor learning literature is used to suggest how acquisition of movement skills is supported by nonlinearity. The emergence of goal-directed behaviors is a consequence of the performer, environmental, and task constraints. With a nonlinear pedagogy approach, the focus is on the individual learner where opportunities for meaningful actions can be learnt. Design principles based on representativeness, focus of attention, functional variability, manipulation of constraints, and ensuring relevant information-movement couplings can be delivered via pedagogical channels of instructions, practices, and feedback to the learners. Importantly, this focus on the individual sets the foundation for a developing nonlinear pedagogy framework to enhance teaching in PE although the challenges are non-trivial. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10