Chow Jia Yi, Komar John, Seifert Ludovic
Physical Education and Sports Science, National Institute of Education, Nanyang Technological University, Singapore, Singapore.
CETAPS - EA 3832, Faculty of Sport Sciences, University of Rouen Normandy, Rouen, France.
Front Psychol. 2021 Oct 29;12:744814. doi: 10.3389/fpsyg.2021.744814. eCollection 2021.
Nonlinear Pedagogy has been advocated as an approach that views acquisition of movement skills with a strong emphasis on exploratory behaviors and the development of individualized movement skills. Underpinned by Ecological Dynamics, Nonlinear Pedagogy provides key ideas on design principles to support a teaching and learning approach that accounts for dynamic interactions among constraints in the evolution of movement behaviors. In the context of junior sports, the manipulation of task constraints is central to how games can be re-designed for children to play that are age and body appropriate so that the games can still capture the key elements of representativeness as compared to the adult form of the game. Importantly, these games offer suitable affordances that promote sensible play that could be transferable to other contexts. In this paper, we provide an in-depth discussion on how Nonlinear Pedagogy is relevant in supporting the design and development of modified games in the context of junior sports. Practical implications are also provided to share how games can be modified for meaningful play to emerge.
非线性教学法已被倡导为一种方法，该方法在看待运动技能的习得时，非常强调探索行为和个性化运动技能的发展。在生态动力学的支撑下，非线性教学法提供了关于设计原则的关键理念，以支持一种教学方法，这种方法考虑了运动行为演变过程中各种限制因素之间的动态相互作用。在青少年体育的背景下，任务限制的操控对于如何重新设计适合儿童年龄和身体状况的游戏至关重要，这样与成人形式的游戏相比，这些游戏仍能捕捉到代表性的关键要素。重要的是，这些游戏提供了合适的可供性，促进了明智的玩法，而这种玩法可能会转移到其他情境中。在本文中，我们深入讨论了非线性教学法如何与支持青少年体育背景下改良游戏的设计和开发相关。还提供了实际应用，以分享如何修改游戏以产生有意义的玩法。
