Revisiting the Tactical-Decision Learning Model

ABSTRACT

The purpose of this article was to examine the potential contribution of a particular student-oriented and socio-constructivist teaching model, T-DLM, with respect to (a) constructivism and nonlinear pedagogy and (b) the development of metacognitive awareness and self-regulation of learning in students engaged in a team-sport teaching/learning process. In the first section, we describe the main features of nonlinear pedagogy and of constructivism and socio-constructivism in view of relating them to T-DLM. Then, after a description of the context in which T-DLM was developed, the components of the model are discussed in relation to constructivism and nonlinear pedagogy. Several features of the model, such as observing, experiencing tactical problems while engaged in adapted sport activities, debating, and reflecting on prior game play, provide opportunities for the development of students’ metacognitive awareness and self-regulation of learning.

KEYWORDS:

• Constructivism
• nonlinear pedagogy
• T-DLM
• metacognition
• self-regulation of learning