Bridging theory and practice: The power of content knowledge and nonlinear pedagogy in skill acquisition

Abstract

Despite the known effects of linear (LP) and non-linear (NLP) pedagogies on sports performance, the role of pedagogical content knowledge (PCK) within these approaches remains underexplored. This study examines how content knowledge (CK) workshops influence teachers’ PCK and impact students’ table tennis forehand performance under two coaching methodologies: linear (CK-LP) and non-linear (CK-NLP). Fifty-four physical education students (Mage = 21.78, SD = 2.03) were assigned to three groups: control (G1), LP (G2), and NLP (G3). Each received 10 days of table tennis forehand training. G1 was trained before the CK-LP workshop, while G2 was trained afterward. The teacher then attended the CK-NLP workshop before training G3. Teacher PCK was assessed based on verbal communication, demonstration, and training appropriateness, while student performance was measured using a standardized accuracy test. Results indicated that CK workshops reduced teacher interventions (G1 > G2 > G3), especially verbal instructions and feedback. Student performance improved significantly, with greater gains in G2 and G3. This study validates the effectiveness of CK workshops in enhancing teaching strategies and student skill acquisition. However, the type of training provided influences the extent of these improvements (G3>G2). Future research should explore long-term effects and broader skill assessments in real-game conditions.