Is Prescription of Specific Movement Form Necessary for Optimal Skill Development? A Nonlinear Pedagogy Approach

• Published in: Research quarterly for exercise and sport Vol. 94; no. 3; pp. 793 - 801
• Main Authors: Lindsay, Riki S., Komar, John, Chow, Jia Yi, Larkin, Paul, Spittle, Michael
• Format: Journal Article
• Language: English
• Published: United States Routledge 03.07.2023
• Subjects: motor exploration; motor skills; Nonlinear pedagogy; skill acquisition; task constraint; Nonlinear pedagogy; motor skills; skill acquisition; task constraint; motor exploration
• ISSN: 0270-1367; 2168-3824; 2168-3824
• DOI: 10.1080/02701367.2022.2054925

Purpose: Nonlinear Pedagogy (NLP) proposes that skill development is a nonlinear process, advocating the integration of variability into practice to facilitate individualized movement patterns. However, the influence of a NLP for skills that emphasize a specific movement form is relatively unknown. This study aimed to investigate the impact of a NLP approach when learning a movement form based skill. Method: Sixteen beginners in the power clean (PC), were randomly assigned into a linear pedagogy (LP) condition receiving instructions that prescribed explicit movement form, and a NLP condition presented with analogy-based instructions and two task constraints. Both conditions completed seven lessons across 4-weeks. Results: There were no significant differences in the quantity of exploration, with both conditions demonstrating a similar range of movement patterns. These findings were coupled with a significant improvement in performance accuracy (reduced forward movement of the barbell; F × D) for both conditions. No significant differences were detected in the distribution of barbell trajectory types, with type one, three and four trajectories being exhibited to a similar degree in both conditions. Conclusion: Findings from this study suggests both NLP and LP pedagogies can successfully develop movement form based skills. Overall, both NLP and LP approaches appear to positively influence skill development. These findings have important implications for practitioners suggesting that deviations from instructed technique in learners (i.e., LP approach) do not negatively impact performance. However, further research is needed to determine whether these approaches can more effectively facilitate learners' search for movement solutions that "fit" their individual abilities.