ABSTRACT
Traditional pedagogical approaches display some shortcomings, given emerging evidence from motor learning research. These approaches can: (i) overemphasise use of verbal instructions and movement imitation; (ii) promote teaching and instructions in a coach-centric approach, rather than providing a learner-centred framework; (iii) imply the existence of common movement templates, towards which all learners should aspire, rather than promoting individualised movement solutions; and (iv) can be overly concerned with time spent rehearsing putative ‘classical techniques’ or movement templates. In this chapter we outline three key ideas from an ecological dynamics theoretical rationale to support principles of a Nonlinear Pedagogy which counter these weaknesses in traditional pedagogies.
