Comparison of the effect of linear and non-linear pedagogy on static and dynamic balance ‎of girls students aged 7 to 9 years

In line with the view of dynamic systems; the learning process is not a ‎continuous linear progression of behavior but a sudden and discontinuous change over time. Thus, ‎the purpose of current study was to examine comparison of nonlinear and linear pedagogy on static ‎and dynamic balance in female student 7 to 9 years.

In semi-experimental study ‎with pre-post test phases, among 7 to 9 year old female students in Tehran, 30 female students were ‎selected by available methods and located non-linear and linear pedagogy groups. In the pre-test ‎phase, the static and dynamic balance of the participants was measured according to the MABC-2 ‎test instructions. After the pre-test phase, the groups performed the exercise in eight weeks and 3 ‎sessions per week.‎‏ ‏Immediately after the last training session, the static and dynamic balance of the ‎participants was measured again in the post-test phase. Data analyzed with paired t test and ‎covariate.

The results indicated that both nolinear pedagogy and both linear pedagogy had ‎significant effect on static and dynamic balance of girls 7 to 9 years. Other results indicated that ‎there was significant difference between nonlinear and linear pedagogy in static and dynamic ‎balance and participants in nonlinear groups had better static and dynamic balance.

In ‎general, the results of the current study emphasize the importance of nonlinear education in schools ‎in improving the static and dynamic balance of female students and the results are a confirmation ‎of the constraint-led approach. ‎