Nonlinear Pedagogy and the implications for teaching and training in table tennis

Galatti, Larissa Rafaela; Machado, João Cláudio; Motta, Mairin Del Corto; Misuta, Milton Shoiti; Belli, Taisa

doi:10.1590/S1980-6574201900010015

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Brasil

Motriz: Revista de Educação Física

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ORIGINAL ARTICLE (SHORT PAPER) • Motriz: rev. educ. fis. 25 (1) • 2019 • https://doi.org/10.1590/S1980-6574201900010015 copy

Nonlinear Pedagogy and the implications for teaching and training in table tennis

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Aim:

It is to propose a game-based and player-centred approach to teaching table tennis using nonlinear pedagogy insights.

Methods:

This is an essay which offers a well-reasoned articulated nonlinear pedagogy perspective on coaching and teaching table tennis issues

Results:

It offers the description of a propose based on a player-centred and game-based approach for table tennis supported by nonlinear pedagogy, illustrating examples of how to apply nonlinear pedagogical principles to design representative learning tasks in order to adapt them to learners’ skills level.

Conclusion:

A novel perspective for teaching and training table tennis is presented here and we intend that this proposal may help coaches to design an effective learning environment.

Keywords:
racquet sports; sports pedagogy; training/learning methods; athlete-centred approach; game-centred approach

Nonlinear Pedagogy Principles	Practical implications for learning environment design
Representativeness	Provide practical contexts that simulate competitive environment, respecting game dynamical context.
Functional information-movement coupling	Stimulate players to become attuned to key sources of information within game context, which regulate their actions and decisions.
Manipulation of constraints	Manipulate key tasks constraints in attempt to better adapt them to players’ skill level and to training content.
Exploratory learning	Stimulate players to explore different game contexts in search of solutions to different game problems. Also, stimulate players to solve game problems in different ways (functional variability).
Attentional focus	Stimulate players’ autonomy to explore different game contexts in search of different movement solutions, appropriate to their individual constraints. That is, coaches should avoid giving direct instructions that condition players’ actions through predefined answers to game problems.

Emphasis	Task description	Constraints manipulated by coach
- Dealing with ball spin - Reading opponent’s ball spin - Applying a diversity of ball spins according to tactical ideas during the game - Large-sized scenario, - Without racket, - Without ball-over-net	- Learners play by themselves. Thus, the opponents are any of the other players standing in the circle. The players are positioned in a circle shape, as evidenced on the illustration. - The aim of this game is to have one player throw the ball with a spin inside the circle area, and the opponents in the circle must let the ball bounce on the floor before catching it. - The player must focus on keeping the ball out of the control of the opponents to win the game (i.e. representation - information-action coupling).	- Offering different types of balls (e.g. Swiss ball, volleyball ball, tennis ball) in order for players to experience a diversity of game-play with tactical elements in common (i.e. sampling). In addition, bigger balls may decrease the tactical complexity of the task and facilitate the emergence of functional movement patterns (and vice-versa). - Increasing the amount of balls during the game increases the tactical complexity of the task. - Challenging the players to explore the different types of ball spin (e.g. backspin, sidespin, top spin), and challenging how they reflect about the application of each ball spin and its consequences during the game. - Asking the players which ball spin they are able to use to cause the opponent make mistakes, and emphasise a tactical skill. Alternately, the coach can ask the players to focus on how they are able to throw the ball with spin and emphasise a technical skill. (i.e. exaggeration)
- Dealing with ball spin - Reading and dealing with an opponent’s ball spin - Performing functional strokes with a spin component - Applying a diversity of ball spins according to tactical ideas during the game - Ball placement - Large-sized scenario, - With racket, - With ball-over-net	- Possible trajectories - 2 Teams of 3 or more players. One team for each side of the net. - The aim of this game is to play ball-over-net with ball rotation. The opponent players must let the ball bounce on the floor before returning the ball. - The player must focus on moving the opponents out of the field area to win the game.	- Offering different types of rackets (e.g. tennis, table tennis, etc.) and balls (e.g. soft/slower ball, tennis ball, table tennis ball) based on sampling and tactical complexity principles. - Challenging the players to recognise which ball spin may be played in specific places in the opponent’s field (i.e. ball placement) to move the other team out of the field area (information-action coupling). - Delimiting a target zone within the field to be advantageous (i.e. players earn more points if they hit the ball in this zone and the opponent’s team makes a mistake). - Challenging the players to explore different types of ball spin to put the ball in this target zone, and ask them: ‘Why is this area advantageous?’; ‘If this field mimicked a table in table tennis, why is this area a risk area?’
- Performing functional strokes with a spin component - Reading and dealing with an opponent’s ball spin - Applying a diversity of ball spins according to tactical ideas during the game - Ball placement - Full-sized scenario, - With racket, - With ball-over-net	- This aim of this game is to simulate an official single match of table tennis and emphasise that the players play the ball with rotation. In line with this, if the players earn the point by means of a ball spin, they earn two points instead of one point.	- Offering soft/slower balls or increasing the net height during the game. These manipulations decrease the ball speed and facilitate the players dealing with an opponent’s ball spin and make them perform functional strokes with a spin component. Painting part of a ball in table tennis to facilitate the players reading the opponent’s ball spin. All of these interventions may decrease the tactical complexity of the task. - Challenging the players put the ball with spin out of an opponent’s control or cause the opponent to make mistakes (information-action coupling). - Delimiting a target zone within the table to be advantageous (i.e. players earn more points if they hit the ball in this zone and opponent make a mistake). These target zones may be related to different spin on the balls. For example: delimiting a target zone on the side areas of the table to stimulate players to play with side spin in order to cause the opponent to make a mistake.

Universidade Estadual Paulista Universidade Estadual Paulista, Av. 24-A, 1515, 13506-900 Rio Claro, SP/Brasil, Tel.: (55 19) 3526-4330 - Rio Claro - SP - Brazil
E-mail: motriz.rc@unesp.br

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[1] Corresponding author Larissa Galatti Address: School of Applied Sciences, University of Campinas. Pedro Zaccaria Street, 1.300, Jardim Santa Luiza, Postal Code 13484-350, Limeira, Sao Paulo, Brazil Email: larissa.galatti@fca.unicamp.br