The Implication of Non-Linear Pedagogy on Volleyball Technical and Tactical Skills

Abstract

Traditional sports and physical education practices have long been viewed as linear processes aided by analytical and decontextualization exercises. However, a learning process needs to encourage a holistic approach and non-linear pedagogy to enable students to understand the complexity of the learning and teaching processes where learners and teachers engage with each other and find solutions to overcome motor skill acquisition barriers. The research aimed to explore applying non-linear pedagogical principles in volleyball learning and their implications for sports teaching. It used The mix method with the sequential exploratory design. Participants of this study were 39 students, 19 males and 20 females aged 14-16 years, from 3 junior high schools in Malang City, East Java. The sampling technique used was the purposive sampling technique. Instruments used observation and questionnaires. Data analysis techniques used Ms. Excels and Spearman correlation. The study found a significant relationship between the game knowledge and competencies experienced in in-game skills, such as serving, passing, receiving, attacking, and blocking. In applying non-linear pedagogy in the study, students demonstrated interaction in multi-faceted games with each other for optimal responses to pre-established constructions.

Keywords

• physical education, sport education, volley ball