Citations (76)
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Carmen Barquero-Ruiz & David Kirk. (2023) If ‘the medium is the message’, what do students learn to do in NLP and GBAs within physical education?. Curriculum Studies in Health and Physical Education 0:0, pages 1-18.
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Michael Ashford, Ed Cope, Andrew Abraham & Jamie Poolton. (2022) Coaching player decision making in rugby union: exploring coaches espoused theories and theories in use as an indicator of effective coaching practice. Physical Education and Sport Pedagogy 0:0, pages 1-22.
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Dave Collins, Jamie Taylor, Mike Ashford & Loel Collins. (2022) It depends coaching – The most fundamental, simple and complex principle or a mere copout?. Sports Coaching Review 0:0, pages 1-21.
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Wayne Smith. (2022) Enactive cognition and physical education – a natural coupling. Sport, Education and Society 27:9, pages 1061-1070.
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Asier Gonzalez-Artetxe, José Pino-Ortega, Markel Rico-González & Asier Los Arcos. (2022) Training effects of artificial rules on youth soccer team tactical behavior. Physical Education and Sport Pedagogy 27:5, pages 467-482.
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Alba Práxedes, David Pizarro, Bruno Travassos, Miguel Domínguez & Alberto Moreno. (2022) Level of opposition constrains offensive performance in consecutive game situations. An analysis according to game principles. Physical Education and Sport Pedagogy 27:3, pages 291-303.
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Paul Kinnerk, Philip E. Kearney, Stephen Harvey & Mark Lyons. (2021) An investigation of high-performance team sport coaches’ planning practices. Sports Coaching Review 0:0, pages 1-28.
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Jia Yi Chow, John Komar, Keith Davids & Clara Wee Keat Tan. (2021) Nonlinear Pedagogy and its implications for practice in the Singapore PE context. Physical Education and Sport Pedagogy 26:3, pages 230-241.
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Paul Godbout & Jean-Françis Gréhaigne. (2020) Revisiting the Tactical-Decision Learning Model. Quest 72:4, pages 430-447.
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Francisco de Sa Fardilha & Justine B. Allen. (2020) Defining, assessing, and developing creativity in sport: a systematic narrative review. International Review of Sport and Exercise Psychology 13:1, pages 104-127.
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Anthony Meléndez Nieves & Luis Estrada Oliver. (2019) Introducing a TGfU Mini-volleyball Unit. Journal of Physical Education, Recreation & Dance 90:9, pages 56-60.
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Brendan Moy, Ian Renshaw, Keith Davids & Eric Brymer. (2019) Preservice teachers implementing a nonlinear physical education pedagogy. Physical Education and Sport Pedagogy 24:6, pages 565-581.
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Luis M. García-López, David Gutiérrez, David Sánchez-Mora & Stephen Harvey. (2019) Teachers’ use of teaching games for understanding in Central Spain. Physical Education and Sport Pedagogy 24:5, pages 463-477.
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Alba Práxedes, Fernando Del Villar Álvarez, Alberto Moreno, Alexander Gil-Arias & Keith Davids. (2019) Effects of a nonlinear pedagogy intervention programme on the emergent tactical behaviours of youth footballers. Physical Education and Sport Pedagogy 24:4, pages 332-343.
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Jaime Serra-Olivares, Luis M. García-López & Bruno Gonçalves. (2019) Effects of the players’ level and age group category on positional tactical behaviour during 7- and 8-a-side football youth games. International Journal of Performance Analysis in Sport 19:2, pages 236-247.
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Ian Renshaw & J-Y Chow. (2019) A constraint-led approach to sport and physical education pedagogy. Physical Education and Sport Pedagogy 24:2, pages 103-116.
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William M. Roberts, Daniel J. Newcombe & Keith Davids. (2019) Application of a Constraints-Led Approach to pedagogy in schools: embarking on a journey to nurture Physical Literacy in primary physical education. Physical Education and Sport Pedagogy 24:2, pages 162-175.
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João Cláudio Machado, Daniel Barreira, Larissa Galatti, Jia Yi Chow, Júlio Garganta & Alcides José Scaglia. (2019) Enhancing learning in the context of Street football: a case for Nonlinear Pedagogy. Physical Education and Sport Pedagogy 24:2, pages 176-189.
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Carmen Fernandez-Echeverria, Isabel Mesquita, Manuel Conejero & M. Perla Moreno. (2019) Perceptions of elite volleyball players on the importance of match analysis during the training process. International Journal of Performance Analysis in Sport 19:1, pages 49-64.
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Bastian Carter-Thuillier, Víctor López-Pastor & Francisco Gallardo-Fuentes. (2018) Teaching for understanding and school sport: a study in an intercultural context and situation of social risk / Enseñanza para la comprensión y deporte escolar: un estudio en contexto intercultural y situación de riesgo social. Journal for the Study of Education and Development 41:3, pages 491-535.
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Amy Price, Dave Collins, John Stoszkowski & Shane Pill. (2018) Learning to Play Soccer: Lessons on Meta-cognition from Video Game Design. Quest 70:3, pages 321-333.
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Stephen Harvey, Shane Pill & Len Almond. (2018) Old wine in new bottles: a response to claims that teaching games for understanding was not developed as a theoretically based pedagogical framework. Physical Education and Sport Pedagogy 23:2, pages 166-180.
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Jeroen Koekoek, Hans van der Mars, John van der Kamp, Wytse Walinga & Ivo van Hilvoorde. (2018) Aligning Digital Video Technology with Game Pedagogy in Physical Education. Journal of Physical Education, Recreation & Dance 89:1, pages 12-22.
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Miriam Chang Yi Lee, Jia Yi Chow, Chris Button & Clara Wee Keat Tan. (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, pages 483-499.
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Andrew Miller, Stephen Harvey, David Morley, Roland Nemes, Maggie Janes & Narelle Eather. (2017) Exposing athletes to playing form activity: outcomes of a randomised control trial among community netball teams using a game-centred approach. Journal of Sports Sciences 35:18, pages 1846-1857.
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Peter A. Hastie, Jeffrey K. Ward & Sheri J. Brock. (2017) Effect of graded competition on student opportunities for participation and success rates during a season of Sport Education. Physical Education and Sport Pedagogy 22:3, pages 316-327.
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Richard L. Light & Stephen Harvey. (2017) Positive Pedagogy for sport coaching. Sport, Education and Society 22:2, pages 271-287.
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Ian Renshaw, Duarte Araújo, Chris Button, Jia Yi Chow, Keith Davids & Brendan Moy. (2016) Why the Constraints-Led Approach is not Teaching Games for Understanding: a clarification. Physical Education and Sport Pedagogy 21:5, pages 459-480.
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Brendan Moy, Ian Renshaw & Keith Davids. (2016) The impact of nonlinear pedagogy on physical education teacher education students’ intrinsic motivation. Physical Education and Sport Pedagogy 21:5, pages 517-538.
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B. Gonçalves, R. Marcelino, L. Torres-Ronda, C. Torrents & J. Sampaio. (2016) Effects of emphasising opposition and cooperation on collective movement behaviour during football small-sided games. Journal of Sports Sciences 34:14, pages 1346-1354.
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Brendan Moy, Ian Renshaw, Keith Davids & Eric Brymer. (2016) Overcoming acculturation: physical education recruits' experiences of an alternative pedagogical approach to games teaching. Physical Education and Sport Pedagogy 21:4, pages 386-406.
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Wayne Smith. (2016) Fundamental movement skills and fundamental games skills are complementary pairs and should be taught in complementary ways at all stages of skill development. Sport, Education and Society 21:3, pages 431-442.
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Daniel Memmert, Len Almond, David Bunker, Joy Butler, Frowin Fasold, Linda Griffin, Wolfgang Hillmann, Stefanie Hüttermann, Timo Klein-Soetebier, Stefan König, Stephan Nopp, Marco Rathschlag, Karsten Schul, Sebastian Schwab, Rod Thorpe & Philip Furley. (2015) Top 10 Research Questions Related to Teaching Games for Understanding. Research Quarterly for Exercise and Sport 86:4, pages 347-359.
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Jia Yi Chow & Matthew Atencio. (2014) Complex and nonlinear pedagogy and the implications for physical education. Sport, Education and Society 19:8, pages 1034-1054.
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Yi Chow. (2013) Nonlinear Learning Underpinning Pedagogy: Evidence, Challenges, and Implications. Quest 65:4, pages 469-484.
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Vicki Ahmad Karisman. (2023) Hybrid sports education and step game approach: Improving volleyball skills. Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 9:1, pages 110-124.
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Víctor Arufe-Giráldez, Alberto Sanmiguel-Rodríguez, Oliver Ramos-Álvarez & Rubén Navarro-Patón. (2023) News of the Pedagogical Models in Physical Education—A Quick Review. International Journal of Environmental Research and Public Health 20:3, pages 2586.
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Asier Gonzalez-Artetxe, José Pino-Ortega, Markel Rico-González & Asier Los Arcos. (2020) Variability of the Motor Behavior during Continued Practice of the Same Motor Game: A Preliminary Study. Sustainability 12:22, pages 9731.
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