Chow, Jia Yi

The emergence of a Nonlinear Pedagogical approach that accounts for nonlinearity in learning supports exploratory behaviour during practice, mainly through the design of relevant contexts of practice. The purpose of this article is to present a framework based on Ecological Dynamics and the principles of Nonlinear Pedagogy to assemble contents and contexts from key compatibilities in the design of played-form practice for soccer. Our review of notions related to the game (contents) and formats of played-form practice (contexts) covered in scientific literature is conducted with the objective to display them as parallel continuums and suggest associations between their respective steps. The result of this review is presented in the form of four inter-connected levels of contents, namely actions, principles, ideas, and model, for it provides clarification about relevant possibilities for actions and intervention strategies to explore within the play. We conclude that contexts are important platforms to incorporate both content and pedagogical strategies.

This book offers an ecological conceptualization of physical literacy. Re-embracing our ancestry as hunter gatherers we gain a new appreciation and understanding of the importance of play, not only in terms of how children learn, but also in showing us as educators how we can lay the foundations for lifelong physical activity. The concept of physical literacy has been recognized and understood thoughout history by different communities across the globe. Today, as government grapple with the multiple challenges of urban life in the 21st century, we can learn from our forebears how to put play at the centre of children’s learning in order to build a more enduring physically active society.

This book examines contemporary pedagogical approaches, such as constraints-led teaching, nonlinear pedagogy and the athletic skills model, which are underpinned by the theoretical framework of Ecological Dynamics. It is suggested that through careful design, these models, aimed at children, as well as young athletes, can (i) encourage play and facilitate physical activity and motor learning in children of different ages, providing them with the foundational skills needed for leading active lives; and (ii), develop young athletes in elite sports programmes in an ethical, enriching and supportive manner.

Through this text, scientists, academics and practitioners in the sub-disciplines of motor learning and motor development, physical education, sports pedagogy and physical activity and exercise domains will better understand how to design programmes that encourage play and thereby develop the movement skills, self-regulating capacities, motivation and proficiency of people, so that they can move skilfully, effectively and efficiently while negotiating changes thoughout the human lifespan.