Nonlinear Pedagogy and the Athletic Skills Model

Nonlinear Pedagogy and the Athletic Skills Model examines contemporary pedagogical approaches, such as constraints-led teaching, nonlinear pedagogy and the athletic skills model, which are underpinned by the theoretical framework of ecological dynamics.

James Rudd is a senior lecturer in Physical Education at Liverpool John Moores University, UK; his research interests are in the areas of pedagogy, child development and motor learning. Ian Renshaw is an associate professor of Human Movement and Sports Science at Queensland University of Technology, Autralia. Geert J.P. Savelsbergh is head of the Motor Learning & Performance section of the Amsterdam Movement Sciences & Institute for Brain and Behaviour at the Vrije Universteit, Netherlands. Jia Yi Chow is currently the Associate Dean, Programme and Student Development, with the Office of Teacher Education (OTE), National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. Will Roberts is a senior lecturer in Sport and Exercise Science, and Academic Course Lead for the MSci/BSc in Sport Coaching Science at the University of Gloucestershire, UK. Daniel Newcombe is a senior lecturer on the Sport, Coaching & PE degree at Oxford Brookes University, UK. Keith Davids is professor of Motor Learning in the Sport & Human Performance research group at Sheffield Hallam University, UK (2014 onwards), investigating skill acquisition, expertise and talent development in sport.

Section 1: Theoretical Positioning of Physical Literacy 1. Time for a Rethink: Why a New Approach to Physical Literacy is Needed 2. Understanding the Ecological Roots of Physical Literacy and How We Can Build on this to Move Forward 3. What Physical Literacy in the Community Can Teach Us: Learning Designs in Natural Settings Section 2: Contemporary Approaches for Operationalising Physical Literacy 4. Motor Learning and Why It Matters: How We Teach Physical Literacy 5. Nonlinear Pedagogy: A New Framework for Designing Learning Environments for Sport, Physical Education and Recreational Activities 6. Practitioners as Architects of the Environment: How We Can Use Environmental Design Principles to Support Physical Literacy 7. The Athletic Skills Model: Enhancing Physical Literacy across the Life-span Section 3: Further Considerations and Future Direction of Research and Practice in Physical Literacy 8. A More Holistic Way of Measuring Physical Literacy 9. What We Have Learned and the way Forward Section 4: Exploring New Avenues of Research to Understand Physical Literacy 10. Physical Education: Combining Movement Education and Nonlinear Pedagogy to Provide Meaningful Physical Education Experiences 11. Boing and Physical Literacy: A Play Based Movement Programme for Community, School and Sport 12. High Performers: Physical Literacy is Still an Important Consideration 13. Measuring Physical Literacy: A Fresh Approach 14. Development of Creative Movement through Enriched Game Design