The effects of linear, nonlinear, and differential motor learning methods on the emergence of creative action in individual soccer players

Abstract

ObjectiveThe purpose of this study was to compare the effects of linear (LP), nonlinear (NLP), and differential (DL) motor learning methods on the emergence of creative actions in soccer. MethodSixty-six novice players were randomly allocated to one of three groups, which practiced soccer skills for three months, according to different motor learning methods. In the LP-group, attention was focused on acquiring movement patterns largely through prescriptive instructions and feedback and frequent repetitions. By contrast, in the NLP-group, the aim was to guide the players’ search for movement solutions. This was done by manipulating task constraints to induce practice variability. Finally, in the DL-group, prescriptive instructions were again used, but now to maximize random variation in the practice of movement patterns. ResultsBehavioral analysis after the three-month training showed that the number of different actions (i.e., variability) was highest in the NLP-group, followed by DL-group, whereas the LP-group showed the lowest number of different actions. Similarly, the NLP-group and DL-group demonstrated more original and creative actions than the LP-group. ConclusionIn sum, the NLP and DL motor learning methods, which aim to promote motor variability in practice, are most conducive for the emergence of creative actions. Coaches are advised to design training environment that help learners increase their adaptive motor repertoire and creative actions.