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The Role of Nonlinear Pedagogy in Physical EducationNanyang Technological University
Queensland University of Technology
University of Otago
Australian Institute of Sport
Queensland University of Technology
Technical University of Lisbon
In physical education, the Teaching Games for Understanding (TGfU) pedagogical strategy has attracted significant attention from theoreticians and educators for allowing the development of game education through a tactic-to-skill approach involving the use of modified games. However, some have proposed that as an educational framework, it lacks adequate theoretical grounding from a motor learning perspective to empirically augment its perceived effectiveness. The authors examine the literature base providing the theoretical underpinning for TGfU and explore the potential of a nonlinear pedagogical framework, based on dynamical systems theory, as a suitable explanation for TGfU’s effectiveness in physical education. Nonlinear pedagogy involves manipulating key task constraints on learners to facilitate the emergence of functional movement patterns and decision-making behaviors. The authors explain how interpreting motor learning processes from a nonlinear pedagogical framework can underpin the educational principles of TGfU and provide a theoretical rationale for guiding the implementation of learning progressions in physical education.
Key Words: Teaching Games for Understanding (TGfU) • nonlinear pedagogy • physical education • manipulation of constraints
Review of Educational Research, Vol. 77, No. 3,
251-278 (2007) 
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