The effect of linear and non-linear training on learning badminton long serve skills in children with Down syndrome

Document Type : Original Article

Authors

1 Ph.D. student, Motor Behavior Department, Faculty of Physical Education and Sports Sciences, University of Tabriz, Tabriz, Iran.

2 Associate Professor, Department of Motor Behavior, Payam Noor University, P.O. Box 61556-63314, Khuzestan, Iran.

3 Associate Professor, Department of Motor Behavior, Payam Noor University, PO Box 86613-15986, Tehran, Iran.

Abstract

The aim of the present study was to investigate the effect of linear and non-linear training on learning badminton long serve skills in 9-12-year-old boys with Down Syndrome. The present study was applied, semi-experimental and pre-test, post-test with control group. 45 boys from 9 to 12 years old with Down Syndrome in Tabriz Welfare Center were selected and after homogenization based on the pre-test scores randomly in three groups of linear training (15 people), non-linear training (15 people) and control group ( 15 people) were placed. The acquisition phase consisted of 12 weeks and 2 sessions per week and each session lasted for 60 minutes. The task of the test was badminton long serve. After the end of the acquisition phase, the post-test and 48 hours later the memory test was performed. So that there is a significant difference between the measured steps in linear and non-linear training methods. It was also found that there is a significant difference between the different experimental groups in the post-test and memorization stages, so that the subjects of the linear and non-linear training groups performed better than the control group. In the explanation of the current research, it can be stated that in most motor learning studies, especially those conducted in young people, researchers believe that interventions and training have a significant effect on growth, learning and motor performance, and therefore the type of intervention is necessary.

Keywords

Main Subjects

References

Afencio, M., Jess, M.,& Dewar, K. (2012). It is a case of changing your thought processes, the way you actually teach: Implementing a complex professional learning agenda in Scottish Physical Education. Physical Education and Sport Pedagogy, 17 (2), 127-144 . https://doi.org/10.1080/17408989.2011.565469
Afonso, J., Clemente, F. M., Ribeiro, J., Ferreira, M., & Fernandes, R. J. (2020). Towards a de facto nonlinear periodization: Extending nonlinearity from programming to periodizing. Sports, 8(8), 110.‏ https://doi.org/10.3390/sports8080110
Alizadeh, L., & Mohammad Zadeh, H. (2019). The Role of Task Constraints Manipulation on Learning of Skills and Strategies of Basketball by Nonlinear Pedagogy (TGFU). Motor Behavior, 11(38), 115-128.‏  https://doi.org/10.22089/mbj.2018.4684.1547. [In Persian].
Barbalho, M., Gentil, P., Raiol, R., Boscolo Del Vecchio, F., Ramirez-Campillo, R., Coswig, V. S. (2018). Non Linear Resistance Training Program Induced Power and Strength but Not Linear Sprint Velocity and Agility Gains in Young Soccer Players, Sports, 6 (2), 43-60. https://doi.org/10.3390/sports6020043
Chow, J. Y. (2013). Nonlinear learning underpinning pedagogy: evidence, challenges, and implications. Quest, 65(4), 469-484.‏ https://doi.org/10.1080/00336297.2013.807746
Chow, J. Y., David K., C.,& Renshaw, I. (2016). Nonlinear pedagogy in skill acquisition. 1st Ed Routledge.
Chow, J. Y., & Atencio, M. (2014). Complex and nonlinear pedagogy and the implications for physical education. Sport, Education and Society, 19(8), 1034-1054.‏ https://doi.org/10.1080/13573322.2012.728528
Crotti, M., Rudd, J. R., Roberts, S., Boddy, L. M., Fitton Davies, K., O’Callaghan, L., ... & Foweather, L. (2021). Effect of linear and nonlinear pedagogy physical education interventions on children’s physical activity: a cluster randomized controlled trial (SAMPLE-PE). Children, 8(1), 49-70.‏  https://doi.org/10.3390/children8010049
Van Kann, D. H. H., Kremers, S. P. J., De Vries, N. K., De Vries, S. I., & Jansen, M. W. J. (2016). The effect of a school-centered multicomponent intervention on daily physical activity and sedentary behavior in primary school children: The Active Living study. Preventive medicine, 89, 64-69.‏ https://doi.org/10.1016/j.ypmed.2016.05.022
De Muynck, G. J., Vansteenkiste, M., Delrue, J., Aelterman, N., Haerens, L., & Soenens, B. (2017). The effects of feedback valence and style on need satisfaction, self-talk, and perseverance among tennis players: An experimental study. Journal of sport and exercise psychology, 39(1), 67-80.‏ DOI: https://doi.org/10.1123/jsep.2015-0326
Tavakolian, M. E., Orangi, B. M., Ghadiri, F., & Nejad, M. M. (2020). The effect of nonlinear pedagogy on motor proficiency and self-esteem of hyperactive obese girls. J Fundam Ment Heal, 22(3), 240-250.‏ DOI:  https://doi.org/10.1123/jsep.2015-0326
da Silva, F. P., Vilaça-Alves, J., de Souza, L. L., dos Santos, J. S., & Figueiredo, T. (2016). Effects of daily and flexible non-linear periodization on maximal and submaximal strength, vertical jump and speed performance of Brazilian army skydivers. Int J Sports Exerc Med, 2(4), 6-12.‏ DOI:10.23937/2469-5718/1510047
Farrokhzad, B. A., Nik Sarasht, M.,& Taheri Kalani, A. H. (2019, February 15). Comparison of the effect of resistance training with linear and non-linear timing on resting metabolism and body composition in inactive women. Tehran. [In Persian].
Kerksick, C. M., Rasmussen, C., Lancaster, S., Starks, M., Smith, P., Melton, C., ... & Kreider, R. (2007). Impact of differing protein sources and a creatine containing nutritional formula after 12 weeks of resistance training. Nutrition, 23(9), 647-656.‏ https://doi.org/10.1016/j.nut.2007.06.015
Komar, P., Bennett, S. D., Stannigel, K., Habraken, S. J. M., Rabl, P., Zoller, P., & Lukin, M. D. (2013). Single-photon nonlinearities in two-mode optomechanics. Physical Review A, 87(1), 013839.‏ DOI:https://doi.org/10.1103/PhysRevA.87.013839
Cantin-Garside, K. D., Srinivasan, D., Ranganathan, S., White, S. W., & Nussbaum, M. A. (2020). Multi-level modeling with nonlinear movement metrics to classify self-injurious behaviors in autism spectrum disorder. Scientific reports, 10(1), 16699.‏ DOI:10.1038/s41598-020-73155-4
Lee, M. C. Y., Chow, J. Y., Komar, J., Tan, C. W. K., & Button, C. (2014). Nonlinear pedagogy: an effective approach to cater for individual differences in learning a sports skill. PloS one, 9(8), e104744.‏ https://doi.org/10.1371/journal.pone.0104744
Lee, M. C. Y., Chow, J. Y., Button, C., & Tan, C. W. K. (2017). Nonlinear Pedagogy and its role in encouraging twenty-first century competencies through physical education: a Singapore experience. Asia Pacific Journal of Education, 37(4), 483-499.‏ https://doi.org/10.1080/02188791.2017.1386089
Leiker, A. M., Bruzi, A. T., Miller, M. W., Nelson, M., Wegman, R., & Lohse, K. R. (2016). The effects of autonomous difficulty selection on engagement, motivation, and learning in a motion-controlled video game task. Human Movement Science, 49, 326-335.‏ https://doi.org/10.1016/j.humov.2016.08.005
mirali, M. (2019). Modeling the Physical Literacy Theory in Ten-year Old Female Students in Ahvaz Educational District one. Sport Psychology Studies, 8(28), 1-12. doi: 10.22089/spsyj.2019.2516.1268. [In Persian]
Orangi, B. M., Yaali, R., Bahram, A., van der Kamp, J., & Aghdasi, M. T. (2021). The effects of linear, nonlinear, and differential motor learning methods on the emergence of creative action in individual soccer players. Psychology of Sport and Exercise, 56, 102009.‏ https://doi.org/10.1016/j.psychsport.2021.102009
Mousavi, S. K., Yaali, R., Bahram, A., & Abbasi, A.(2019). Effect of nonlinear pedagogy on the performance of the short backhand serve of badminton ‌. JRSM,9 (18),1-16.doi: 10.29252/JRSM.9.18.1. [In Persian].
Moy, B., Renshaw, I., & Davids, K. (2016). The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Physical Education and Sport Pedagogy, 21(5), 517-538.‏ https://doi.org/10.1080/17408989.2015.1072506
Neff, K. D., Kirkpatrick, K. L., & Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of research in personality, 41(1), 139-154.‏https://doi.org/10.1016/j.jrp.2006.03.004
Newell, K.M. (1986) Constraints on the Development of Coordination. In Wade M.G. and Whiting, H.T.A., Eds., Motor Development in Children Aspects of Coordination and Control, Martinus Nijhoff, Leiden, 341-360. https://doi.org/10.1007/978-94-009-4460-2_19
Niazinejad, N., Parno, A. H. & Eslami, R. (2016,   January  14). The effects of two models of resistance training with linear and non-linear timing on muscle strength and endurance in untrained young girls. Tehran. [In Persian].
O’Leary, N. (2016). Learning informally to use the ‘full version’of teaching games for understanding. European Physical Education Review, 22(1), 3-22.‏ https://doi.org/10.1177/1356336X15586177
Gonelli, P. R., Braz, T. V., Verlengia, R., Pellegrinotti, Í. L., César, M. C., Sindorf, M. A., ... & Lopes, C. R. (2018). Effect of linear and undulating training periodization models on the repeated sprint ability and strength of soccer players. Motriz: Revista de Educação Física,  24(4), e101841.
Niazi Nejad, N., Parnow, A., & Eslami, R. (2018). Effect of linear and nonlinear periodized programs on muscular strength and endurance in untrained adolescence girls. Journal of Practical Studies of Biosciences in Sport, 6(11), 59-71.‏  https://doi.org/10.22077/jpsbs.2018.846‏ [In Persian].
Práxedes, A., Del Villar Álvarez, F., Moreno, A., Gil-Arias, A., & Davids, K. (2019). Effects of a nonlinear pedagogy intervention programme on the emergent tactical behaviours of youth footballers. Physical education and sport pedagogy, 24(4), 332-343.‏ https://doi.org/10.1080/17408989.2019.1580689
Pitta, R. M., Pinto Montenegro, C. G., Rica, R. L., Bocalini, D. S., Tibana, R. A., Prestes, J., ... & Figueira Jr, A. J. (2019). Comparison of the Effects of Linear and Non-Linear Resistance Training Periodization on Morphofunctional Capacity of Subjects with Different Fitness Levels: A Systematic Review. International Journal of Exercise Science, 12(4), 666-690.‏ DOI: 10.1519/JSC.0b013e318231a659
 Dana, A., Rafiee, S., Soltan Ahmadi, T., & Sabzi, A. H. (2018). The effect of education based on the developmental physical education on students’ attention-deficit/hyperactivity disorder. Motor Behavior, 10(32), 17-34.  https://doi.org/10.22089/mbj.2018.3682.1446 ‏ [In Persian].
Chow, J. Y., Davids, K., Button, C., & Renshaw, I. (2015). Nonlinear pedagogy in skill acquisition: An introduction. Routledge.‏
Renshaw, I., Davids, K., & Savelsbergh, G. J. (Eds.). (2010). Motor learning in practice: A constraints-led approach. Routledge.‏
Rostami, M., Khosrowabadi, R.,& Pouretemad, H.(2020) Electroencephalographic characteristics of attention-deficit/hyperactivity disorder subtypes. Advances in Cognitive Sciences, 22 (1),70-80.doi:  10.30699/icss.22.1.70. [In Persian].
Shamsipour, P. (2009). The effect of types of self-modeling (appetizer, positive browsing and mere observation) and physical training on learning badminton long serve. Shahid Beheshti University. [In Persian].
Stoddart, A. L. (2018). Physical Literacy: A Journey of Understanding and Development (Doctoral dissertation, University of Saskatchewan).‏
Sum, K. W. R., Wallhead, T., Ha, S. C. A., & Sit, H. P. C. (2018). Effects of physical education continuing professional development on teachers’ physical literacy and self-efficacy and students’ learning outcomes. International Journal of Educational Research, 88, 1-8.‏ https://doi.org/10.1016/j.ijer.2018.01.001
Taş, H. (2019). Evaluation of physical literacy of secondary school children (Master's thesis, Middle East Technical University).‏
Tavakolli, M., Najafi, A., & Ramezani, Z. N. (2013). Studying role of mass media in sport development. Advances in Applied Science Research, 4(4), 49-54.‏
Telford, R. M., Olive, L. S., Cochrane, T., Davey, R., & Telford, R. D. (2016). Outcomes of a four-year specialist-taught physical education program on physical activity: a cluster randomized controlled trial, the LOOK study. International journal of behavioral nutrition and physical activity, 13(1), 1-11.‏ DOI:10.1186/s12966-016-0388-4
Utesch, T., & Bardid, F. (2019). Dictionary of sport psychology: Sport, exercise, and performing arts.‏
Valeh, F., Saberi Kakhki, A., & Alirezaei Noghondar, F. (2020). The comparison of Linear and Nonlinear pedagogy on the learning of table tennis forehand stroke. International Journal of Physical Education, Sports and Health, 7(6),106-111.‏ DOI:10.22271/kheljournal.2020.v7.i6b.1904.[In Persian].
Wulf, G., Iwatsuki, T., Machin, B., Kellogg, J., Copeland, C., & Lewthwaite, R. (2018). Lassoing skill through learner choice. Journal of motor behavior, 50(3), 285-292.‏ https://doi.org/10.1080/00222895.2017.1341378
Yaali, R., Teymoori, N., & Bagheri, S. (2020). The Effect of Training Method (Linear and Nonlinear) on Student Participation Motivation in Physical Education Class. Sport Psychology Studies (ie, mutaleat ravanshenasi varzeshi), 8(30), 205-220.‏ https://doi.org/10.22089/spsyj.2019.7880.1850. [In Persian].

Files

History

  • Receive Date: 07 February 2023
  • Revise Date: 13 August 2023
  • Accept Date: 19 August 2023

Share

How to cite

Statistics