Motor Behavior

The comparison of effectiveness Linear and Nonlinear Pedagogy on manipulation Motor Skills performance of children

Document Type : Research Paper

Authors

1 motor behavior, faculty of sport science, university of mazandran, babolsar, Iran

2 motor behavior group,faculty of sport sciences, university of kharazmi, tehran, iran

3 motor behavior group, facuity of sport sciences, university of kharazmi, tehran, iran

Abstract
Abstract
The complexity of educational practices and the issue of individual differences has created many challenges for motor skills educators. So the purpose of this study was to compare effectiveness linear and nonlinear pedagogy on manipulation motor skills performance of children. The population of this study included all girl children of 8 years old primary schools in Babolsar city that 55 children of them were selected using accessible sampling method and participated for 4 weeks, twice a week, in interventional program involving linear pedagogy (performing prescriptive and repetitive exercises) and nonlinear pedagogy (manipulation of task constraints including equipment and instructions) to performance improvement of manipulation motor skills. Data collection tools included quantitative or product-oriented tests adjusted of overarm throwing accuracy, Moore-christine shot test (modified for children) and basketball spiral dribble test. The data were analyzed using Mix-ANOVA analysis test. The results showed that there was a significant difference between the two nonlinear and linear pedagogy groups in throwing accuracy skills, spiral dribbling skill and kicking skill (P<0/001) and Children with nonlinear pedagogy had a higher level of performance in manipulation motor skills than those with linear pedagogy. As a result, it is recommended that teachers and educators help children to achieve better performance outcomes in a dynamic learning environment by applying a nonlinear pedagogy approach to teaching Fundamental motor skills to children.

Keywords

Main Subjects

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Motor Behavior
Volume 13, Issue 45
January 2022
Pages 91-112

  • Receive Date 04 August 2018
  • Revise Date 23 December 2018
  • Accept Date 20 January 2019

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