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

Orangi, Behzad Mohammadi; Yaali, Rasoul; Bahram, Abbas; Kamp, John van der; Aghdasi, Mohammad Taghi

doi:10.1016/j.psychsport.2021.102009

Cited by 11 publications

(11 citation statements)

References 31 publications

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“…SRL strategy in solving complex problems can awaken students' creative process [19]. This follows the opinion of Mohammadi Orangi et al (2021) that learning strategies that lead to self-regulation can increase adaptive abilities and flexible actions that produce more original and creative ideas [18].…”

Section: Self-regulated Learning (Srl)supporting

confidence: 59%

“…Case study research by Porter and Peters-Burton (2021) shows that most teachers design SRL strategies by linking the self-reflection phase to students' SRL to improve students' higher-order thinking skills [23]. Learning strategies that lead to self-regulation can increase adaptive abilities and flexible actions that produce more original ideas [18].…”

Section: Discussionmentioning

confidence: 99%

“…Research related to self-regulated learning, which refers to creative learning to get new ideas, has been reviewed by several studies, including self-regulated learning supports adaptive abilities and flexible actions to get original ideas [18]; students' higher-order thinking [19]; and improving students' understanding [20], [21] during the learning process. However, research by Capron Puozzo 2021) has not proven that SRL has an effect on the success of creative learning ( [2], [18], [20]- [23]). In addition, the material objects of these studies ( [20], [21], [23]) are non-mathematical.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, the material objects of these studies ( [20], [21], [23]) are non-mathematical. On the other hand, participants in Porter and Peters-Burton's research (2021) are teachers [23], and participants in research by Liu et [18], [20], [22]). Abstract thinking is the primary basis for thinking at the highest level, namely creative thinking [24].…”

Section: Introductionmentioning

confidence: 99%

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Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Hidajat

2022

Int. J. Interact. Mob. Technol.

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This study aims to determine the effect of self-regulated learning (SRL) on students' mathematical creativity through the "zoom" mobile e-learning application. SRL is learning that refers to activities to control and regulate the learning process independently of students to find creative ideas. This quantitative research uses a quasi-experiment approach. Participants in this study were 53 students at a secondary school in Malang, Indonesia. Participants were divided into two groups, namely 26 students in the experiment group and 27 students in the control group—grouping based on the purposive random sampling technique. The design of this study used a Nonequivalent Pre-Test and Post-test Control-Group design because the implementation of SRL was only for the experiment group, but both groups carried out pre-test and post-test. The data analysis technique used paired T-test analysis to compare and identify students' creativity from the experiment and control groups. Data analysis using the SPSS 23 application. The results showed that students' creativity in the experiment group was higher than in the control group. In the experiment group, students provided many creative solutions for various shapes of cube nets. This research will provide educators with suggestions to consider implementing SRL strategies to increase students' creativity in “Zoom” e-learning applications.

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Section: Self-regulated Learning (Srl)supporting

confidence: 59%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Hidajat

2022

Int. J. Interact. Mob. Technol.

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“…They are involved in multi-teaching styles, where the interaction of productive and reproductive styles stimulates inhibition and memory updating, which are required to excel in RNG tasks [ 25 ]. The results of motor creativity and executive functions presented mostly medium effect sizes, likely to the literature that in similar studies reported medium to large effect sizes [ 26 , 69 , 70 ]. Moreover, the results align with those by Pesce, Masci, Marchetti, Vazou, Saakslahti, and Tomporowski [ 51 ], highlighting that integrating motor and cognitive tasks is essential for improving children’s creative motor skills.…”

Section: Discussionmentioning

confidence: 55%

Promoting Children’s Psychomotor Development with Multi-Teaching Didactics

Invernizzi

Signorini

Rigon

et al. 2022

IJERPH

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This group randomized control trial examined the dose-response effect of varied combinations of linear and nonlinear pedagogy (enriched physical education with specific program led by specialist vs. conventional physical education led by generalist) for improving first-grade children’s motor creativity, executive functions, self-efficacy, and learning enjoyment. We led three physical education classes per group through 12 weeks of combined instruction, based on linear and nonlinear pedagogy: mostly linear (ML; 80% linear, 20% nonlinear; n = 62); mostly nonlinear (MNL; 20% linear, 80% nonlinear; n = 61); and control (C; conventional teaching from generalists; n = 60). MNL improved in (a) motor creativity ability (DMA; 48.7%, 76.5%, and 47.6% for locomotor, stability, and manipulative tasks, respectively); (b) executive functions (working memory and inhibitory control) for RNG task (14.7%) and task errors (70.8%); (c) self-efficacy (5.9%); and (d) enjoyment (8.3%). In ML, DMA improved by 18.0% in locomotor and 60.9% in manipulative tasks. C improved of 10.5% in enjoyment, and RNG task worsened by 22.6%. MNL improvements in DMA tasks, executive functions, and self-efficacy were significantly better than those in C. ML was better than C in DMA task and in executive functions’ task errors. Overall, ML and MNL approaches were more effective than conventional generalist teaching (C), and the MNL combination of 80% nonlinear and 20% linear pedagogy was optimal. We recommend that educators favor the MNL approach.

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A Pragmatic Approach to Skill Acquisition for Physical Education: Considering Cognitive and Ecological Dynamics Perspectives

Alali,

Carson,

Collins

2024

Quest

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

Cited by 11 publications

References 31 publications

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Self-Regulated Learning for Creative Mathematics Teaching to Secondary School Students through Mobile E-Learning Applications

Promoting Children’s Psychomotor Development with Multi-Teaching Didactics

A Pragmatic Approach to Skill Acquisition for Physical Education: Considering Cognitive and Ecological Dynamics Perspectives

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