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Motor learning or the acquisition of coordination is a process of searching for stable functional coordination patterns, into which a system can settle during a task or activity. Human as complex creatures can choose the best pattern based on conditions within different coordination patterns and also achieve goals of tasks. So the purpose of this study is to determination the effect of a Nonlinear Pedagogy approach for the effectiveness of the movement and acquisition of skills. Accordingly, in this study 14 participants (with the average 19.64 and SD 0.74) are taught the short backhand serve of badminton with using linear and nonlinear pedagogy approaches. Linear approach Based on traditional Viewpoint using the descriptive methods and repetive instructions. On the other hand, nonlinear Pedagogy Approach Based on the ecological dynamics theory using manipulation of task constraints especially task constraints including equipment and rules Planned and conducted. Performance accuracy were selected to analyze further selections and used analysis of covariance to measure the effect of the independent variable measured. The test significance level was considered P <./ 05. Despite the progress of both groups to the pre-test, no difference was observed between the two groups in accuracy scores (F=0.092 and p=0.767) and both were equal to achieve results of the task as an indicator of skill acquisition. Our findings indicate that nonlinear pedagogy approach, resulted from theory of ecological dynamics, consider the complexity of Acquisition the skill and inherent tendency of individuals with providing movement affordances. Also, this approach can be effective in the fulfilment of goal tasks.

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Inclusive education refers to the placement of people with disabilities alongside their peers. Recent studies have found this method to be effective when it comes to manipulating the environment. The study investigated the effects of an inclusive education learning method applied in an extracurricular physical education to promote self-esteem and motor proficiency in a child with developmental Coordination Disorder (DCD). The research is a critical case study that involved one obese boy with DCD (age =8 years, height=127 cm and weight =33 kg) who participated in physical education activities with 14 other children without disability over a period of 9 weeks. Three tools, Cooper Smith self-esteem questionnaire, developmental coordination disorder questionnaire and Bruininks-Oseretsky-2 test and semi-structured interviews were used to collect data. Results of semi-structured interviews showed independence, belief, pleasure, family relationships, educational relationships, and social relationships improved. The Cooper Smith questionnaire also showed general (10 score), family (5 score), social (4 score), and educational self-esteem (6 score) increased. While motor proficiency increased (9 score), the body mass index decreased (1.24 score). Results emphasized the importance of applying nonlinear pedagogy in physical education by manipulating the environment and the task without direct instructions and feedback in inclusive settings.

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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.

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The aim of this study was to comparison of the effectiveness of linear and non-linear pedagogy on locomotor motor skills Performance and movement motivation in children with developmental coordination disorder. The statistical population was all children with developmental coordination disorder in Urmia. The statistical sample consisted of 30 boys (age = 9.35 ± 1.37) who were selected from Urmia schools using the available method. MABC-2 test was used to diagnose developmental coordination disorder, TGMD- test was used to evaluate locomotor skills, and motor motivation test was used to evaluate movement motivation. To carry out this study, the participants practiced two 50-minute sessions of motor skills interventions in two linear methods (15 people) and task manipulation (15 people) for eight weeks. Variables were measured before and after the interventions. The results of covariance analysis showed that non-linear training compared to linear training significantly improved both in movement skills (p=0.04) and motor motivation (p=0.000) than the linear group. According to these results, non-linear methods considering the individual characteristics of each child are helpful for helping children with movement disorders. Considering the unique characteristics of each child helps to improve motor skills and to have enough motivation to continue the activity. Therefore, the use of non-linear methods is suggested for children with developmental coordination disorder.