Abstract
Pedagogical approaches such as Nonlinear Pedagogy (NLP), under-pinned by Ecological Dynamics, create a learning environment that encourages exploration and adaptation. However, little is known about how PE teachers perceive their understanding of Nonlinear Pedagogy (NLP). In this study, empirical work was undertaken to examine 200 Primary and Secondary School level Singapore PE teachers’ perception of their understanding and enactment of NLP, focusing on the “What”, “Why” and “How” of NLP. A multimethods approach, using quantitative survey data and qualitative open-ended survey questions revealed that teachers perceive themselves to possess substantial knowledge (“What”) about the exploratory role associated with NLP, with a lesser understanding of the role of task simplification. With regards to the “Why” of NLP, the study underscores teachers’ recognition of how multiple movement solutions can achieve the same outcome and the role of representative learning environments. However, concepts related to task simplification and empirical evidence appear to be less familiar to PE teachers. About the “How” of NLP, PE teachers indicated that constraints manipulation is something they can enact but are less familiar with how to support the acquisition of individualised movement solutions. The teachers also requested professional development programmes to transform their pedagogical practices.