Preservice Physical Education teachers’ learning experience with a game-based approach based on nonlinear pedagogy
DOI:
https://doi.org/10.47197/retos.v81.118373Keywords:
Games teaching, nonlinear pedagogy, physical education, teacher educationAbstract
Objective: The aim of this study was to examine the impact of a Game-based approach based on Nonlinear Pedagogy, on the learning experience of preservice teachers.
Methodology: A total of 21 preservice teachers underwent a soccer teaching unit of 32 lessons (16 theoretical and 16 practical). Theoretical lessons were based on formal instructions, whereas practical lessons were delivered by using the Oslin and Mitchell (2006) structure for invasion games teaching and by developing representative task design workshops. After the unit, preservice teachers completed a survey to provide insights on their perception of their learning experience. They were asked about six of the key components of a Game-based approach unit, their perceptions of their skills, game understanding and enjoyment, and the use of Game-based approach and non-linear methods as well as its possibilities.
Results: Results showed positive perceptions of the participants about their learning experience. Participants who had experience in soccer scored significantly higher in the importance of technical skills within the game performance. In addition, participants scored significantly higher after their participation in the unit in the perceptions about their skills and game understanding.
Discussion: Findings suggest that the Game-based approach based on Nonlinear Pedagogy provided a positive learning experience for the participants.
Conclusions: This approach, based on Nonlinear Pedagogy, could be useful in teacher preparation in the Physical Education context.
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