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Principles of nonlinear pedagogy in sport practice
Abstract
Background: There are deeply relevant questions concerning how to integrate and organise various nonlinear pedagogical strategies and methods in order to structure training in the professional development of Physical Education (PE) teachers and sport coaches. To promote the emergence and development of innovative and adaptive performance behaviours in sport, nonlinear pedagogy advocates the methodology of constraints manipulation to facilitate learning. Sport pedagogues have to manage and apply different constraint manipulations at varying times in practice contexts, that is, while planning before/following a learning session (i.e. designing the micro-structure of practice) and in interactions during the session. In nonlinear pedagogy, the design of practice micro-structure is predicated on the continuous, intertwined relationships between decision-making, action, perception and cognition in sport performance and learning contexts.Purpose: Here, we present an analysis of the activities that pedagogues engage in to facilitate learning and performance in sport (i.e. the micro-structure of practice) during practical interventions in sport and exercise contexts, based on the use of a Constraints-led approach by PE teachers and coaches.Method: Based on data from illustrative studies on performance analysis and constraints manipulation, we exemplify some of the main principles and assumptions of nonlinear pedagogy. This synthesis, framed in a nonlinear pedagogy, aims to reveal how adopting a constraint led approach can straightforwardly enhance learning designs of sport practitioners.Conclusions: This article shares insights from a nonlinear pedagogy that can frame the micro-structure of practice during interventions, compared to utilization of traditional pedagogical practices. It is proposed that PE teachers and coaches are designers of learning environments and that both learning and performance improvement are seen as emerging from the interaction of key constraints (related to task, learner and environment).
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“These interpersonal interactions emerge from other players' movements and actions, as well as from further task (e.g., game score), environmental (e.g., changing weather or light conditions), and individual constraints (e.g., motor system fatigue, motivation, or emotions) (Davids, 2012, 2015; Correia et al., 2019; Renshaw et al., 2019b).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Correia et al., 2019
In the citing paper
“and on the other hand, there has been recent demand for coaching practitioners to adopt research-supported coaching methodologies in order to systematically plan (and periodize) skill training (Correia et al., 2019; Renshaw and Chow, 2019).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Correia et al., 2019
In the citing paper
“In simple terms, coach-induced coordination changes in training aim at enhancing an athlete's ability to achieve the same task goal in different ways and support “the search for, exploration of, and exploitation the use of the same solution to respond to different problems” (Correia et al., 2019, p. 124).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Correia et al., 2019
In the citing paper
“This approach of using “scaled-down versions of tasks [that] are created in practice and performed by learners” (Chow et al., 2007, p. 270) aims at maintaining relevant information-movement couplings and constraint interactions, while blocking degrees of freedom in order to meet the athlete's skill level (Davids et al., 2008; Correia et al., 2019).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Correia et al., 2019
In the citing paper
“(3) the absence of a single best way of learning and teaching (i.e., the same training approach may affect individual performer's learning differently; e.g., Correia et al., 2019).”
From Skill Training Periodization in “Specialist” Sports Coaching—An Introduction of the “PoST” Framework for Skill Development (2019) · cites this paper as Correia et al., 2019
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Metadata
- Authors
- Correia, V., Carvalho, J., Araújo, D., Pereira, E., & Davids, K.
- Affiliations
- University of Lisbon (PT)
- University of Algarve (PT)
- Sheffield Hallam University (GB)
- Corresponding author
- Correia, Vanda
- Venue
- Physical Education and Sport Pedagogy
- Publisher
- Informa UK Limited
- Published
- 2018-12-04
- Volume
- 24
- Issue
- 2
- Pages
- 117-132
- ISSN
- 1362-7120 (ISSN-L)
- 1740-8989
- 1742-5786
- OpenAlex
- W2898607919
- Cited by
- 169
- References
- 71
- Citations by year
- 2026: 15 · 2025: 21 · 2024: 31 · 2023: 28 · 2022: 25 · 2021: 27 · 2020: 19 · 2019: 3
- FWCI
- 29.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Physical Education and Sport Pedagogy (publishedVersion)
- SHURA (Sheffield Hallam University Research Archive) (Sheffield Hallam University) (acceptedVersion)
- Topics
- Social Sciences › Education › Physical Education and Pedagogy
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Social Sciences › Psychology › Developmental and Educational Psychology › Sport Psychology and Performance
- Keywords
- nonlinear pedagogy, constraints-led approach, constraint manipulation, sports coaching, physical education teachers, sports learning, performance evaluation, learning environment design, decision-making in sport
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