Precision or adaptability? Contrasting effects of linear and non-linear pedagogy models in handball instruction

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dc.catalogadorgrr
dc.contributor.authorEspoz Lazo, Sebastián Ignacio
dc.contributor.authorMasoud Rahmati, Arani
dc.contributor.authorHinojosa-Torres, Claudio
dc.contributor.authorFarías-Valenzuela, Claudio
dc.contributor.author Zadeh, Jalal Dehghani
dc.date.accessioned2025-10-08T14:19:12Z
dc.date.available2025-10-08T14:19:12Z
dc.date.issued2025
dc.description.abstractIntroduction: Research in physical education increasingly compares linear and non-linear teaching for invasion games. The present study examined how these frameworks affect technical execution and game-based decision-making in handball. Methods: A quasi-experimental pretest–posttest study (5 weeks) assigned students to a Linear model (progressive, repetitive practice) or to Non-Linear Pedagogy (ecological dynamics, task representativeness). Technical skills were measured with the Zinn Handball Skills Battery and the Johanson Ability Test; tactical performance with the Game Performance Assessment Instrument in representative scenarios. Inter-rater reliability was established among independent observers. Results: Both groups improved technical execution from pre- to post-test. The Linear group showed greater gains in precision-based tasks (passing, shooting), whereas the Non-Linear group improved more in tactical dimensions (decision-making, off-the-ball support). ANOVA indicated significant main effects of time but no group × time interaction; intra- and inter-group contrasts revealed differentiated developmental patterns. Discussion: Findings suggest complementary strengths: linear instruction favors technical refinement, whereas non-linear approaches promote adaptability, perception–action coupling, and context-sensitive responses.Conclusion: Educators should adopt flexible, learner-centred programming integrating both models to align with learners' developmental needs
dc.fechaingreso.objetodigital2025-10-08
dc.format.extent9 páginas
dc.fuente.origenORCID
dc.identifier.doi10.3389/fspor.2025.1673424
dc.identifier.eissn2624-9367
dc.identifier.uri https://doi.org/10.3389/fspor.2025.1673424
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/105945
dc.information.autorucFacultad de Educación; Espoz Lazo, Sebastián Ignacio; 0000-0002-8513-4977; 1349235
dc.language.isoen
dc.nota.accesocontenido completo
dc.revistaFrontiers in Sports and Active Living
dc.rightsacceso abierto
dc.rights.licenseCC BY 4.0 Attribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.subjectNovice
dc.subjectNon-linear pedagogy
dc.subjectTraditional pedagogy
dc.subjectObservational analysis
dc.subjectSport education
dc.subject.ddc370
dc.subject.deweyEducaciónes_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titlePrecision or adaptability? Contrasting effects of linear and non-linear pedagogy models in handball instruction
dc.typeartículo
dc.volumen7
sipa.codpersvinculados1349235
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