Nonlinear pedagogy and its application in a volleyball didactic unit: a practical approach (La pedagogía no lineal y su aplicación en una unidad didáctica de voleibol: un enfoque práctico)

Abstract

Abstract. Introduction: The current holistic demands of the curriculum for the students’ Secondary education require further methodologies that do not only focus on the simple acquisition of physical and motor skills. The implementation of contemporary models such as the non-linear pedagogy understand the teaching-learning process as a complex and nonlinear system, in which students, group-classroom, environment and teachers interact between each other, therefore negotiating the barriers of the acquisition of motor skills. Objective: The aim of this study was to design, implement and observe the motor response to a volleyball Didactic Unit based on non-linear pedagogy principles, such as the modification of the rules, size of the game area or material used. Methods: 66 students participated in this experience (age= 14.8 ± 0.3 years old). All of them performed a self-assessment of this practice and we also collected some observations. We encouraged the students’ participation through the variability, the use of uncertainty activities, learning exploration, creativity and decision-making. Results: We observed the expected students’ motor response to the modification of constraints without giving specific instructions addressed to what they should perform. There was a high significant correlation between the knowledge of the game and the self-perception competence of the pass (r=0.366, p=0.004), the reception (r=0.266, p=0.040), serve (r=0.376, p=0.003), colocation of the body (r=0.413, p=0.001), and attack and block (r=0.267, p=0.038). . Conclusions: Through the implementation of non-linear pedagogy, we observed that the students improved their autonomy and decision making. We also observed multiple interactions among the students in order to optimize their response to the constrictions applied. 
 Resumen. Introducción: La demanda actual desde una perspectiva holística del curriculum hacia el alumnado de Secundaria, requiere de la implementación de metodologías que no sólo tengan en cuenta la simple adquisición de habilidades motrices. La implementación de modelos contemporáneos tales como la pedagogía no-lineal entienden el proceso de enseñanza-aprendizaje como un Sistema complejo y no lineal, en el que alumnado, el grupo-clase, el entorno y profesorado interactúa entre sí, negociando las barreras de la adquisición de habilidades motrices. Objetivo: El objeto de este estudio fue diseñar, implementar y observar la respuesta motriz del alumnado de Secundaria a una Unidad Didáctica de voleibol impartida a través de la pedagogía no lineal, empleando la modificación de las normas, el tamaño del área de juego, o el material empleado. Metodología: 66 estudiantes participaron en esta experiencia (edad= 14.8 ± 0.3 años). Todo este alumnado llevó a cabo una auto-evaluación de su práctica, al mismo tiempo que el profesorado tomamos notas de las observaciones. Fomentamos la participación del alumnado a través de la variabilidad, la introducción de tareas dirigidas hacia la incertidumbre, la exploración del aprendizaje, creatividad y toma de decisiones. Resultados: Observamos las esperadas respuestas motrices por parte del alumnado, en respuesta a la modificación de las constricciones, aún sin haber instrucciones específicas dirigidas hacia lo que debían ejecutar. Encontramos una alta correlación significativa entre el conocimiento del juego y la auto-percepción de la competencia del pase (r=0.366, p=0.004), la recepción (r=0.266, p=0.040), el saque (r=0.376, p=0.003), la colocación del cuerpo (r=0.413, p=0.001), y el remate y bloqueo (r=0.267, p=0.038). Conclusiones: A través de la implementación de la pedagogía no lineal, observamos que el alumnado aumentó su autonomía y toma de decisiones. También observamos interacciones múltiples entre el alumnado, con el objeto de optimizar su respuesta a las constricciones aplicadas.

Systematic Review of Self-Assessment in Physical Education

“…The results showed statistically significant improvements in the experimental group in their execution of gymnastic skills. In the case of the study by Gómez-Criado and Valverde-Esteve [37], a high significant correlation was found between knowledge of the game and self-perception (self-assessment) of the competence of different technical skills in volleyball such as passing, receiving, the serve, the block, or the attack.…”

“…The studies were heterogeneous in terms of design. Five papers exclusively used qualitative research [29][30][31]33,37]. Of these five studies, the works by Aarskon [29] and Macken, MacPhail, and Calderon [31] are worthy of mention regarding the wide range of qualitative instruments used.…”

“…Europe, with twelve studies [27,[29][30][31][32][33][34][35][36][37][38][39][40], and America [41], with one, were the only continents to be represented in the systematic review on self-assessment in physical education. In the case of Europe, Spain was the country with the most articles on the subject, with a total of five [30,33,35,37,40]. Other countries were represented on this continent such as Ukraine [38,39], Belgium [36], France [34], Norway [29], and Portugal [32].…”

“…In this category, it is worth noting that secondary and higher education (with seven and six studies, respectively) were the only educational stages addressed in articles on self-assessment in physical education. In the case of Spain, four [30,33,35,40] of its five articles focused on a university setting and only one [37] on secondary education. The two articles from Ukraine were also directed towards university teaching.…”

“…Two studies on gymnastics ( [33,34] and corporal expression [30,35] were found, respectively. One study aimed "To design, implement and observe the motor response to a volleyball didactic unit based on nonlinear pedagogy principles" [37], and another dealt with aspects related to physical condition and health but in a very specific way. This was the case of the study by Hakman et al [39], which sought "To determine the increase in indicators of physical qualities and circumference sizes of the body in students as a motivational component of physical self-improvement.…”