Effect of applying nonlinear pedagogy in invasion games on the cognitive, physical and affective development of elementary school students

Abstract

Purpose: This study investigated the impact of hybrid nonlinear pedagogical models in physical education (PE) on enhancing decision-making, skill acquisition, and communication.Material and methods. During a span of 12 weeks, the intervention group was provided with physical education using hybrid pedagogical methods, whilst the control groups followed the physical education curriculum already in place at their respective schools. The decision-making and skill development scales, originally designed for student usage, were administered both prior to and following the program. The two groups were compared using two- and one-way analysis of variance, paired sample t-tests, and a Pearson correlation analysis.The results. The research findings revealed a substantial enhancement in decision-making, skill development, and communication within the intervention group compared to the control group. Treatment with invasion game learning based on nonlinear pedagogy leads to an improvement in decision-making ability. This is demonstrated by the outcomes of two-way ANOVA, one-way ANOVA, and paired sample t-tests, where the F value is less than 0.05 (F = 0.000 < 0.05) and the ρ value is less than 0.05 (ρ = 0.000 < 0.05). The Skill Acquisition ability showed a significant increase after receiving the nonlinear pedagogy-based invasion game learning treatment, with a value of F < 0.05 (F = 0.000 < 0.05) and ρ < 0.05 (ρ = 0.000 < 0.05). Additionally, there was also an increase observed in communication, with a value of F < 0.05 (F = 0.000 < 0.05) and ρ < 0.05 (ρ = 0.000 < 0.05).Conclusions. Applying hybrid nonlinear pedagogical models in invasion games during physical education can significantly enhance students' decision-making abilities, skill acquisition, and communication skills. These findings suggest that physical education teachers should utilize effective learning methodologies. Furthermore, the impacts of nonlinear pedagogy are being examined.