Nonlinear Pedagogy and the implications for teaching and training in table tennis

Larissa Rafaela Galatti,Taisa Belli,Mairin Del Corto Motta,João Cláudio Machado,Milton Shoiti Misuta

doi:10.1590/s1980-6574201900010015

Larissa Rafaela Galatti, Taisa Belli + Show 3 more

Open Access

https://doi.org/10.1590/s1980-6574201900010015

Copy DOI

Abstract

Nonlinear Pedagogy and the implications for teaching and training in table tennis

Highlights

Table tennis is a sport comprising a high structural complexity with a wide range of technical-tactical elements, which the players need to develop to solve the match problems[1]
Nonlinear and complex pedagogical approaches have emerged in sports scenarios, supported by the dynamic and nonlinear nature of learning[10,13]
Based on the above statements, the aim of this study is to propose a game-based and player-centred approach for teaching and training table tennis that can help in providing players diversified tasks and experiences using Nonlinear Pedagogy (NLP) insights

Summary

Introduction

Table tennis is a sport comprising a high structural complexity with a wide range of technical-tactical elements, which the players need to develop to solve the match problems[1]. Nonlinear and complex pedagogical approaches have emerged in sports scenarios, supported by the dynamic and nonlinear nature of learning[10,13] This approach understands players as complex neurobiological systems, with the capacity to perceive relevant information flows within the game context, to self-organize under the influence of specific constraints and to transition between states of stability and instability[14,15]. This theoretical model can provide a framework for the emergence of creative and adaptive behaviours[12,14,15]. The learning process must simulate these dynamic and complex features of both the learning process and the internal dynamics of the game

Objectives

Methods