Dr Mahrokh Dehghani,
Volume 12, Issue 24 (12-2022)
Abstract
Nonlinear methods in physical education is a new idea that covers all the disadvantages of the traditional method and is effective for learning and implementation based on the results of studies compared to the linear method. However, it is not clear how much this method is used by trainers in Iran. This study sought to determine what kind of method (linear / non-linear) instructors use for training. Therefore, 15 expert trainers were selected by available method and interviewed by semi-structured method. The study and determination of linear or non-linear methods was based on the differences between linear and non-linear methods and the results showed based on the interview of trainers and taking into account the target categories, repetition, pattern, description, variability, feedback and instructions. The educators studied in this study use the linear method in education. The results of this study show that the university environment and practice in the field of education are separate and emphasizes that specialists in nonlinear methods should raise the awareness of sports coaches by holding training workshops and increasing knowledge. Also, the use of physical education graduates in the field of coaching and as teachers of federations may be helpful in this regard.
Behzad Mohammadi Orangi, Dr Rasoul Yaali, Professor Abbas Bahram, Professor Mohammad Taghi Aghdasi,
Volume 100, Issue 100 (10-2020)
Abstract
The purpose of present study was to investigate the role of motor learning strategies (linear, non-linear, and differential) in the experience of flow and clutch in beginner footballers. Participants (66, M age= 27.49 and SD =2.68) participated in this study voluntarily and based on inclusion and exclusion criteria. Participants practiced in three groups: linear, nonlinear, and differential, for three months, two sessions each week and each session one and a half hours. The study method was quantitative and qualitative. In the quantitative part, flow and clutch questionnaire was used and in the qualitative part a semi-structured interview was used. The results of Tukey showed nonlinear pedagogy was effective in flow experience and linear method in clutch experience (p<0.05). In the differential learning, flow was experienced more than linear method (p<0.05) and less than non-linear method (p>0.05). In the qualitative part, four factors of purpose, pleasure, effort and exploration are identified that support the results of the quantitative part. Based on the results of this study, nonlinear and differential methods are effective in the flow experience and linear method are effective in the clutch experience.
