Effects of Linear and Non-linear Pedagogy on Motor and Cognitive Creativity
Background: The aim of this study was to determine the effect of linear and non-linear pedagogy on motor and cognitive creativity with respect to the role of high and low memory inhibition. Methods: 40 students (Mean 7 ± 0.51 years) were divided into four groups (high inhibition and nonlinear traini...
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| Format: | Article |
| Language: | English |
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Iranian Motor Behavior and Sport Psychology Association (IMBSPA)
2023-02-01
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| Series: | International Journal of Motor Control and Learning |
| Subjects: | |
| Online Access: | http://ijmcl.com/article-1-121-en.pdf |
| _version_ | 1797811394730524672 |
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| author | Mina Asadi Parvaneh Shamsipour Dehkordi Marzieh Entezari |
| author_facet | Mina Asadi Parvaneh Shamsipour Dehkordi Marzieh Entezari |
| author_sort | Mina Asadi |
| collection | DOAJ |
| description | Background: The aim of this study was to determine the effect of linear and non-linear pedagogy on motor and cognitive creativity with respect to the role of high and low memory inhibition.
Methods: 40 students (Mean 7 ± 0.51 years) were divided into four groups (high inhibition and nonlinear training, low inhibition and nonlinear training, high inhibition and linear training, and low inhibition and linear training). The training sessions included 6 weeks, 3 sessions per week, and 60 minutes for each session. In the pretest, Torrance's cognitive thinking test and Bertsch's motor creativity test were performed on them and fundamental movements were performed in both linear and nonlinear methods.
Results: The results of the 2 (type of training) × 2 (memory inhibition) analysis of covariance showed that in all components (fluency, originality, and flexibility) of motor creativity and cognitive thinking, the nonlinear training group performed better than linear training (p≤0.05). In fluency and originality of cognitive thinking, high memory inhibition groups were better than low memory inhibition groups (p≤0.05). In the fluency of cognitive thinking, the nonlinear group had the highest score and the linear group had the lowest score.
Conclusion: The results showed that the use of nonlinear training is more effective than linear training in improving motor creativity and cognitive thinking. |
| first_indexed | 2024-03-13T07:23:02Z |
| format | Article |
| id | doaj.art-322860f1200b49d4a5c1e746ec5226e5 |
| institution | Directory Open Access Journal |
| issn | 2717-3283 2676-3451 |
| language | English |
| last_indexed | 2024-03-13T07:23:02Z |
| publishDate | 2023-02-01 |
| publisher | Iranian Motor Behavior and Sport Psychology Association (IMBSPA) |
| record_format | Article |
| series | International Journal of Motor Control and Learning |
| spelling | doaj.art-322860f1200b49d4a5c1e746ec5226e52023-06-04T11:32:38ZengIranian Motor Behavior and Sport Psychology Association (IMBSPA)International Journal of Motor Control and Learning2717-32832676-34512023-02-015119Effects of Linear and Non-linear Pedagogy on Motor and Cognitive CreativityMina Asadi0Parvaneh Shamsipour Dehkordi1Marzieh Entezari2 Master of Science, Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran, Iran Associate Professor, Department of Motor Behavior, Faculty of Sport Sciences, Alzahra University, Tehran Iran c) Ph.D in Motor Learning, Department of Motor Behavior, Faculty of Sport Sciences, Kharazmi University, Tehran, Iran Background: The aim of this study was to determine the effect of linear and non-linear pedagogy on motor and cognitive creativity with respect to the role of high and low memory inhibition. Methods: 40 students (Mean 7 ± 0.51 years) were divided into four groups (high inhibition and nonlinear training, low inhibition and nonlinear training, high inhibition and linear training, and low inhibition and linear training). The training sessions included 6 weeks, 3 sessions per week, and 60 minutes for each session. In the pretest, Torrance's cognitive thinking test and Bertsch's motor creativity test were performed on them and fundamental movements were performed in both linear and nonlinear methods. Results: The results of the 2 (type of training) × 2 (memory inhibition) analysis of covariance showed that in all components (fluency, originality, and flexibility) of motor creativity and cognitive thinking, the nonlinear training group performed better than linear training (p≤0.05). In fluency and originality of cognitive thinking, high memory inhibition groups were better than low memory inhibition groups (p≤0.05). In the fluency of cognitive thinking, the nonlinear group had the highest score and the linear group had the lowest score. Conclusion: The results showed that the use of nonlinear training is more effective than linear training in improving motor creativity and cognitive thinking.http://ijmcl.com/article-1-121-en.pdffluencyoriginalityflexibilitymemory inhibition |
| spellingShingle | Mina Asadi Parvaneh Shamsipour Dehkordi Marzieh Entezari Effects of Linear and Non-linear Pedagogy on Motor and Cognitive Creativity International Journal of Motor Control and Learning fluency originality flexibility memory inhibition |
| title | Effects of Linear and Non-linear Pedagogy on Motor and Cognitive Creativity |
| title_full | Effects of Linear and Non-linear Pedagogy on Motor and Cognitive Creativity |
| title_fullStr | Effects of Linear and Non-linear Pedagogy on Motor and Cognitive Creativity |
| title_full_unstemmed | Effects of Linear and Non-linear Pedagogy on Motor and Cognitive Creativity |
| title_short | Effects of Linear and Non-linear Pedagogy on Motor and Cognitive Creativity |
| title_sort | effects of linear and non linear pedagogy on motor and cognitive creativity |
| topic | fluency originality flexibility memory inhibition |
| url | http://ijmcl.com/article-1-121-en.pdf |
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