Document Type : Original Article
Authors
1
PhD student in motor development, Faculty of Sport Sciences, Central Tehran Branch, Islamic Azad University, Iran.
2
Assistant Professor, Department of physical education and sport science, Central Tehran Branch, Islamic Azad University, Tehran, Iran
3
Department of Motor Behaviour and Sport Psychology, Sport Sciences Faculty, Shaid Chamran University of Ahvaz, Ahvaz, Iran.
4
Yadegar-eImam Khomeini(RAH) Shahre Rey Branch, Islamic AzadUniversity, Tehran, Iran.
10.22034/mmbj.2026.67233.1190
Abstract
Abstract
The present study investigated and compared the impacts of linear and nonlinear instructional methods on motor competence and functional movement among children aged 8 to 10 years, with special attention to the mediating effect of body composition. Employing a quasi-experimental design with pre- and post-tests, the study involved 60 male students from elementary schools in Bagh-e Malek, who were randomly assigned to one of three groups: linear training, nonlinear training, or control. Motor competence and functional movement were measured using the Körperkoordinationstest für Kinder (KTK) and the Functional Movement Screen (FMS), respectively. Over six weeks, participants in the intervention groups took part in two 55-minute sessions per week, consisting of bodyweight-based, game-oriented activities designed around fundamental movement patterns. Instruction in each experimental group followed the principles of either linear or nonlinear pedagogy. Meanwhile, the control group continued with their usual physical education curriculum. Statistical analyses, including mediation analysis, were applied to assess the role of body composition. Both training models led to significant improvements in motor competence and functional movement compared to the control condition. Notably, the nonlinear approach outperformed the linear method in certain aspects. Additionally, body composition was identified as a significant mediator linking the training type to improvements in motor outcomes. These results underscore the value of customized motor development interventions in early education, particularly those grounded in nonlinear methods that encourage discovery-based and self-directed movement learning. The findings provide practical implications for physical education instructors and policymakers aiming to enhance motor skills and physical activity engagement in children.
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