Motor Behavior

Comparison of the Effect of Nonlinear Pedagogy on Emergence of Coordination Patterns in Low Badminton Backhand Serve

Document Type : Research Paper

Authors

Seyed Kazem Mousavi 1
Rasoul Yaali 2
Abbas Bahram 3
Ali Abbasi 4

1 M.Sc. of Motor Behavior, Kharazmi University of Tehran

2 Assistant Professor of Motor Behavior, Kharazmi University of Tehran

3 Professor of Motor Behavior, Kharazmi University of Tehran

4 Assistant Professor of sport biomechanic, Kharazmi University of Tehran

https://doi.org/10.22089/mbj.2018.5609.1654
Abstract
Based on ecological dynamic theory and its nonlinear approach, a learner should be encouraged to explore various movement solutions to determine the most suitable for them. The purpose of this study was to determine the effectiveness of a Nonlinear Pedagogy approach in the learning of low badminton backhand serve. A total of fourteen subjects were divided randomly into two groups. The Linear approach based on a traditional viewpoint and the Nonlinear Pedagogy approach based on the ecological dynamics theory were planned and conducted. Performance accuracy scores, movement criterion scores and kinematic data were measured. The findings showed that although the accuracy of the performance and the movement criterion between the two groups were insignificant, the nonlinear group showed more clusters in both the post-test and the retention, which indicates the presence of degeneracy. The results of this study indicate that although the nonlinear pedagogy approach is effective in achieving the results of the task and creating different movement patterns that are suitable to the characteristics of the learners, the emergence of specific patterns depend on factors such as the nature of the task, as well as the purpose and motivation of the learner. Therefore, the precise design of the affordances can provide better results that are more appropriate for the learner and the task.

Keywords

Ecological dynamics
Degeneracy
Functional Variability
Subjects
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Motor Behavior
Volume 12, Issue 39
Spring 2020
Spring 2020
Pages 107-124

  • Receive Date 08 March 2018
  • Revise Date 21 July 2018
  • Accept Date 04 August 2018

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