Sport pedagogy in played-form practice in soccer: the articulation between contents and contexts

ABSTRACT

The emergence of a Nonlinear Pedagogical approach that accounts for nonlinearity in learning supports exploratory behaviour during practice, mainly through the design of relevant contexts of practice. The purpose of this article is to present a framework based on Ecological Dynamics and the principles of Nonlinear Pedagogy to assemble contents and contexts from key compatibilities in the design of played-form practice for soccer. Our review of notions related to the game (contents) and formats of played-form practice (contexts) covered in scientific literature is conducted with the objective to display them as parallel continuums and suggest associations between their respective steps. The result of this review is presented in the form of four inter-connected levels of contents, namely actions, principles, ideas, and model, for it provides clarification about relevant possibilities for actions and intervention strategies to explore within the play. We conclude that contexts are important platforms to incorporate both content and pedagogical strategies.

KEYWORDS:

• skill acquisition
• player development
• game-based training
• ecological dynamics
• affordances

Disclosure statement

No potential conflict of interest was reported by the author(s).