Nonlinear Pedagogy: Learning Design for Skill Acquisition

Chow Jia-Yi

Nanyang Technological University

       Theoretical developments in motor control and learning can help inform how skill acquisition can be undertaken. By acknowledging that learners function as complex neurobiological systems, we can identify key processes that support a nonlinear pedagogy. Based on concepts in nonlinear dynamics, a Nonlinear Pedagogical approach advocates the importance of appropriate manipulation of constraints to direct learners to search for functional movement solutions. Empirical evidence from animal studies, classroom cognitive learning and human movement sciences highlight the role of variability in encouraging the acquisition of and transition to new behavioural patterns in neurobiological systems. The growing body of supporting literature, advocating self-organization processes under constraints, demands a pedagogical approach that embodies the dynamic interactions of learners, task and environment. Nonlinear Pedagogy can provide theoretical grounding to teaching models and pedagogical principles in physical education such as the Teaching Games for Understanding (TGfU) model that has become increasingly popular globally. At the elite performance context, aspects of Nonlinear Pedagogy have also been applied to improve game play and decision making processes. Investigations on the effectiveness of Nonlinear Pedagogy can be undertaken in a school setting to provide insights on learning design for skill acquisition.