Linear or Nonlinear Pedagogy: A Research Based on Comparing the Performance and Percivied Cognitive Load
Oral Presentation
Paper ID : 1235-12THCONG
Oral / Poster Presentation File: 1235-12THCONG.mp4
Authors
1master of motor learning and control, sport sciences faculty, University of Allameh Tabataba'i, Tehran, Iran
2associate professor in motor behavior, sport sciences faculty, University of Allameh Tabataba'i, Tehran, Iran
3professor in motor behavior, sport sciences faculty, University of Allameh Tabatab'i, Tehran, Iran
Abstract
Most pedagogical approaches pursuing to achieveing peak performance in real terms. linear pedagogy instructions involved a ‘‘centralized control’’ where practitioners instruct what is considered as the ideal movement pattern for a task through the use of prescriptive cues and repetitive drills, leaving negligible opportunity for exploration; LP comes from a traditional perspective that views learners as linear systems and that all learners should aspire towards a common, idealized motor pattern (Lee, M. C. Y and al. 2014). nonlinear pedagogy provides a theoretical impetus for practitioners to incorporate ‘‘representativeness, manipulation of constraints, attentional focus, functional variability, and the maintenance of pertinent information-movement couplings’’ to effectively design motor learning interventions (Tan, C. W. K and al. 2012).
The purpose of this study was to compare the effectiveness of two linear and nonlinear pedagogical approaches in the performance of basketball skills and perceived cognitive load. For this purpose, the sample was selected purposefully, consisting of 24 girls (age: 10- 13years), without any previous experience in basketball, in two groups of 12 subjects, three sessions per week, in a month each session for 90 minutes and they were trained in both linear and nonlinear ways. After the end of each training session, the cognitive load was assessed individually using the 9-value measure scale cognitive load (pass and van mearburber, 1994); The performance was measured in the actual conditions of the competition after all sessions. The results of this study showed that the nonlinear group performance was better than the linear group in the actual situation, and perceived cognitive load imposed (p = 0.002) on the learners in the nonlinear group was lower than that of the linear group(p = 0.002). Therefore, the results of the research indicated that the use of nonlinear approaches in basketball training is more beneficial.
The purpose of this study was to compare the effectiveness of two linear and nonlinear pedagogical approaches in the performance of basketball skills and perceived cognitive load. For this purpose, the sample was selected purposefully, consisting of 24 girls (age: 10- 13years), without any previous experience in basketball, in two groups of 12 subjects, three sessions per week, in a month each session for 90 minutes and they were trained in both linear and nonlinear ways. After the end of each training session, the cognitive load was assessed individually using the 9-value measure scale cognitive load (pass and van mearburber, 1994); The performance was measured in the actual conditions of the competition after all sessions. The results of this study showed that the nonlinear group performance was better than the linear group in the actual situation, and perceived cognitive load imposed (p = 0.002) on the learners in the nonlinear group was lower than that of the linear group(p = 0.002). Therefore, the results of the research indicated that the use of nonlinear approaches in basketball training is more beneficial.
Keywords
Subjects