ArticleFrontiers in sports and active living2025
Precision or adaptability? Contrasting effects of linear and non-linear pedagogy models in handball instruction.
Article in Frontiers in sports and active living, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: 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.
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