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Nonlinear pedagogy and its impact on the learning process during the acquisition of a sports skill
Author
Choo, Corliss Zhi Yi
Supervisor
Chow, Jia Yi
Abstract
There has been increasing support on the notion that learning activities should incorporate individual differences and accommodate the dynamic and complex relationship that occurs between the learner, the task, and the environment. A potential framework that caters for individual differences and accounts for the nonlinear changes in behaviour is the Nonlinear Pedagogy (NP) approach. Underpinned by Ecological Dynamics, NP views learners as nonlinear dynamical movement systems (Button et al., 2020; Chow et al., 2006; Chow, Davids, Renshaw, et al., 2020; Davids et al., 2008). It includes key pedagogical principles such as representativeness, task simplification, manipulation of constraints, functional variability, and an awareness of focus of attention instructions (Chow, 2013; Chow et al., 2016). Empirical studies examining the impact of NP for learning of a sports skill from practice or during the intervention phase is few and far between. Therefore, the main purpose of this study was to close this gap by providing a better understanding of the impact of both a Nonlinear and Linear Pedagogy approaches on the learning process. Evidence from the current study will inform practitioners and coaches about the impact of both NP and LP on performance, kinematic changes, motivation and enjoyment levels during skill acquisition rather than a comparison between the two approaches.
This thesis is segmented into two phases. Phase 1 (Chapter 3) focused on establishing the validation of the Perception Neuron motion capture system (PNS) with reference to a conventional optoelectronic motion capture system (VICON) through the use of dynamic movements (e.g., walking, jogging and a multi-articular sports movement with object manipulation) and to determine its feasibility through full-body kinematic analysis. Information from this chapter will support the use of Perception Neuron as an alternative system to capture human motion data that is reliable and valid for this programme of study. Phase 2 (Chapter 4) investigated the effectiveness and underlying processes of learning from NP and LP approaches of a discrete multi-articular action (floorball wrist shot) during the motor skill acquisition process.
Findings from chapter 3 showed that although the PNS may not be the best substitute for traditional motion analysis technology if there is a need to replicate raw joint angles, there was adequate sensitivity to measure changes in joint angles. As such, the PNS was found to be suitable when normalized joint angles are compared and the focus of analysis is to identify changes in movement patterns as a function of practice (i.e., see Chapter 4).
The combination of its portability, ease of use and most importantly the suitability of the PNS in identifying changes in movement patterns, as established in Chapter 3, allowed the PNS to be used in a practical setting in Chapter 4. Notably, the PNS allowed for a more comprehensive understanding of the process of learning as it was found to be an appropriate tool for kinematic data to be collected continuously throughout the learning process, which might have been previously limited due to the high costs, limited portability and lengthy preparation process that is involved when using traditional motion capture systems.
As such, the main purpose of Chapter 4 was to fill this gap through investigating the underlying process of learning from a Nonlinear and Linear Pedagogy approaches of a discrete multi-articular action during the motor skill acquisition process. This was done by using five different measures. The first three measures of performance accuracy scores, movement criterion scores and kinematic movement patterns were used to examine the performance and kinematic changes. On top of that, a questionnaire and interview were also employed to help explore the impact on participants motivation and enjoyment levels especially since the affective domain is a crucial part of the learning process as well.
It was revealed that while both NP and LP participants showed improvements in performance accuracy scores, an increase in performance accuracy scores in the NP condition was observed despite the lack of significant improvement in movement criterion scores. This highlights the presence of degeneracy within the NP condition in which different functional coordination can be explored without compromising on effectiveness and that it is not necessary for learners to conform to a ‘criterion model’ to be successful. Cluster analysis revealed that variability and transitions between movement patterns were experienced by both NP and LP participants throughout the intervention phase. Five different learning pathways were observed: (1) Gradual transition between movement patterns with presence of variability, (2) Abrupt and nonlinear transition in movement patterns, (3) Transition between movement patterns without the presence of high variability, (4) Occasion when high variability did not elicit a change in preferred movement clusters during subsequent sessions, and (5) Re-emergence of previously used movement patterns.
Although the intrinsic motivation questionnaire (IMI) showed no differences for all subscales, interviews revealed subtle intricacies in the way participants in each condition differed in terms of the difficulties faced and recommendations to improve lessons. Instead, many movement solutions can be utilized to achieve the same performance outcome. Therefore, as pathways of exploration and acquisition of movement patterns as a function of learning are highly individualised, practitioners could incorporate key pedagogical principles of NP when designing instructions for skill acquisition to help each learner optimize learning. Finally, an epilogue (Chapter 5) provides a summary of the key findings and the practical implications of the current work will be discussed.
This thesis is segmented into two phases. Phase 1 (Chapter 3) focused on establishing the validation of the Perception Neuron motion capture system (PNS) with reference to a conventional optoelectronic motion capture system (VICON) through the use of dynamic movements (e.g., walking, jogging and a multi-articular sports movement with object manipulation) and to determine its feasibility through full-body kinematic analysis. Information from this chapter will support the use of Perception Neuron as an alternative system to capture human motion data that is reliable and valid for this programme of study. Phase 2 (Chapter 4) investigated the effectiveness and underlying processes of learning from NP and LP approaches of a discrete multi-articular action (floorball wrist shot) during the motor skill acquisition process.
Findings from chapter 3 showed that although the PNS may not be the best substitute for traditional motion analysis technology if there is a need to replicate raw joint angles, there was adequate sensitivity to measure changes in joint angles. As such, the PNS was found to be suitable when normalized joint angles are compared and the focus of analysis is to identify changes in movement patterns as a function of practice (i.e., see Chapter 4).
The combination of its portability, ease of use and most importantly the suitability of the PNS in identifying changes in movement patterns, as established in Chapter 3, allowed the PNS to be used in a practical setting in Chapter 4. Notably, the PNS allowed for a more comprehensive understanding of the process of learning as it was found to be an appropriate tool for kinematic data to be collected continuously throughout the learning process, which might have been previously limited due to the high costs, limited portability and lengthy preparation process that is involved when using traditional motion capture systems.
As such, the main purpose of Chapter 4 was to fill this gap through investigating the underlying process of learning from a Nonlinear and Linear Pedagogy approaches of a discrete multi-articular action during the motor skill acquisition process. This was done by using five different measures. The first three measures of performance accuracy scores, movement criterion scores and kinematic movement patterns were used to examine the performance and kinematic changes. On top of that, a questionnaire and interview were also employed to help explore the impact on participants motivation and enjoyment levels especially since the affective domain is a crucial part of the learning process as well.
It was revealed that while both NP and LP participants showed improvements in performance accuracy scores, an increase in performance accuracy scores in the NP condition was observed despite the lack of significant improvement in movement criterion scores. This highlights the presence of degeneracy within the NP condition in which different functional coordination can be explored without compromising on effectiveness and that it is not necessary for learners to conform to a ‘criterion model’ to be successful. Cluster analysis revealed that variability and transitions between movement patterns were experienced by both NP and LP participants throughout the intervention phase. Five different learning pathways were observed: (1) Gradual transition between movement patterns with presence of variability, (2) Abrupt and nonlinear transition in movement patterns, (3) Transition between movement patterns without the presence of high variability, (4) Occasion when high variability did not elicit a change in preferred movement clusters during subsequent sessions, and (5) Re-emergence of previously used movement patterns.
Although the intrinsic motivation questionnaire (IMI) showed no differences for all subscales, interviews revealed subtle intricacies in the way participants in each condition differed in terms of the difficulties faced and recommendations to improve lessons. Instead, many movement solutions can be utilized to achieve the same performance outcome. Therefore, as pathways of exploration and acquisition of movement patterns as a function of learning are highly individualised, practitioners could incorporate key pedagogical principles of NP when designing instructions for skill acquisition to help each learner optimize learning. Finally, an epilogue (Chapter 5) provides a summary of the key findings and the practical implications of the current work will be discussed.
Date Issued
2021
Call Number
GV346 Cho
Date Submitted
2021