Department of Biomedical Sciences for Health, Università degli Studi di Milano, 20129 Milan, Italy.
Sport Faculty, San Antonio Catholic University of Murcia, 30107 Murcia, Spain.
Int J Environ Res Public Health. 2022 Sep 1;19(17):10939. doi: 10.3390/ijerph191710939.
This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children's motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; = 61); and control (C; conventional teaching from generalists; = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions' task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.
本群组随机对照试验研究了不同组合的线性和非线性教学法（由专家主导的丰富体育教育与常规体育教育与普通教育者主导）对提高一年级儿童运动创造力、执行功能、自我效能和学习乐趣的剂量反应效应。我们通过 12 周的综合教学，基于线性和非线性教学法领导了三个体育课，分别为：主要线性（ML；80%线性，20%非线性； = 62）；主要非线性（MNL；20%线性，80%非线性； = 61）；和控制（C；普通教育者的常规教学； = 60）。MNL 在以下方面得到了改善：（a）运动创造力能力（DMA；分别在移动性、稳定性和操作性任务中提高了 48.7%、76.5%和 47.6%）；（b）RNG 任务（14.7%）和任务错误（70.8%）的执行功能（工作记忆和抑制控制）；（c）自我效能感（5.9%）；和（d）享受（8.3%）。在 ML 中，DMA 在移动性方面提高了 18.0%，在操作性任务中提高了 60.9%。C 在享受方面提高了 10.5%，RNG 任务恶化了 22.6%。MNL 在 DMA 任务、执行功能和自我效能方面的改善明显优于 C。ML 在 DMA 任务和执行功能的任务错误方面优于 C。总体而言，ML 和 MNL 方法比传统的普通教育教学（C）更有效，80%非线性和 20%线性教学法的 MNL 组合是最佳的。我们建议教育工作者倾向于采用 MNL 方法。
