The effect of nonlinear pedagogy on the acquisition of game skills in a territorial game.

Introduction: Nonlinear Pedagogy (NP), underpinned by Ecological Dynamics, provides a suitable pedagogical approach for practitioners (e.g., Physical Educators, coaches) to encourage exploratory learning that is learner-centered even in Traditional Sporting Games (TSG) that could be represented by invasion or territorial-like games. NP involves the manipulation of constraints which form boundaries for interacting components to self-organize, facilitating the emergence of goal-directed behaviours. Key pedagogical principles relating to representativeness, manipulation of constraints, awareness of focus of attention instructions, task simplification and the functional role of noise can encourage exploratory learning that helps develop 21st century competencies. This is in contrast to a Linear Pedagogy (LP) approach that is more teacher-centered and focuses on repetition in practices to promote movement form consistency in enhancing the acquisition of movement skills. Little is known about the effectivity of NP in the learning and transfer of invasion games. The aims of this study were to: (a) determine the impact of NP on the teaching and learning of an invasion game in the Physical Education (PE) context; (b) examine the transferability of game skills to other games in the same game category (i.e., floorball as a territorial game in this study). Methods: 224 (between 12 to 13 years old) students underwent a 10-week intervention program to learn to play an invasion game (football) with either a NP or LP approach (i.e., repetitive and prescriptive drills). Results: Performance outcome data were measured during Pre, Post, Retention, Transfer test 1 (larger playing area) and Transfer test 2 (floorball). Significant improvements in several performance outcome and game play measures in football was observed for the NP condition. Fewer improvements in the same measures were found for the LP condition. Discussion: Evidence for transfer of learning for NP was not as strong as anticipated although there was still some potential for encouraging transfer of learning. The key findings from this study further challenge the "one-size fits all" philosophy in the teaching of PE. Both LP and NP approaches would have a role to play in supporting teaching and learning which could be context dependent.

Validation of the Perception Neuron system for full-body motion capture.

Recent advancements in Inertial Measurement Units (IMUs) offers the possibility of its use as a cost effective and portable alternative to traditional optoelectronic motion capture systems in analyzing biomechanical performance. One such commercially available IMU is the Perception Neuron motion capture system (PNS). The accuracy of the PNS had been tested and was reported to be a valid method for assessing the upper body range of motion to within 5° RMSE. However, testing of the PNS was limited to upper body motion involving functional movement within a single plane. Therefore, the purpose of this study is to further validate the Perception Neuron system with reference to a conventional optoelectronic motion capture system (VICON) through the use of dynamic movements (e.g., walking, jogging and a multi-articular sports movement with object manipulation) and to determine its feasibility through full-body kinematic analysis. Validation was evaluated using Pearson's R correlation, RMSE and Bland-Altman estimates. Present findings suggest that the PNS performed well against the VICON motion analysis system with most joint angles reporting a RMSE of < 4° and strong average Pearson's R correlation of 0.85, with the exception of the shoulder abduction/adduction where RMSE was larger and Pearson's R correlation at a moderate level. Bland-Altman analysis revealed that most joint angles across the different movements had a mean bias of less than 10°, except for the shoulder abduction/adduction and elbow flexion/extension measurements. It was concluded that the PNS may not be the best substitute for traditional motion analysis technology if there is a need to replicate raw joint angles. However, there was adequate sensitivity to measure changes in joint angles and would be suitable when normalized joint angles are compared and the focus of analysis is to identify changes in movement patterns.

Perceptual-motor skill transfer: Multidimensionality and specificity of both general and specific transfers.

This paper aims to investigate perceptual-motor skill transfer, both through the specific as well as the general aspect of skill transfer. Specifically, we examined differences in skill transfer that occurred between participants who are skilled in practicing a perceptual motor activity involving striking with an implement and participants who are skilled in their own sports but are novice to striking task (i.e., batting an immobile ball). Skill transfer was assessed through the effect of practicing a new, novel task on the performance (ball velocity), intrinsic behavior (elbow and shoulder kinematic) as well as on the impetus for exploratory behavior (variability of elbow and shoulder kinematics) in the two groups of participants (n = 8 for each group), with reference to another group of expert participants (n = 8) for this batting task. Results showed that positive skill transfer was present and was multidimensional in the group of participants who have experience in using an implement in striking tasks. In addition, both specific transfer as well as general transfer were dependent on the task dynamics. More precisely, positive transfer was observed both through a sharing of similar movement patterns, an impetus for exploration and a direct transfer of performance in a novel task between groups who have experience in using an implement in striking tasks.