Impact of Nonlinear Learning Approaches on Performance and Motivation in Sports Climbing: An Empirical Evidence Study
Abstract
Background and Aim: The study's purpose is to examine the impact of two distinct learning approaches: Traditional Learning and Nonlinear Learning, on Practical Skill Performance and Motivation in sports climbing. The study hypothesized that Nonlinear Learning, which emphasizes adaptability, exploration, and self-organization, would result in more effective performance outcomes and motivation levels compared to the more structured Traditional Learning approach.
Materials and Methods: The study employed a quasi-experimental design involving 240 university students enrolled in sports climbing courses. Participants were randomly assigned to either a Traditional Learning group or a Nonlinear Learning group. Practical Skill Performance is assessed using the International Federation of Sport Climbing (IFSC) Scores and Jerk Coefficient (Inertial Measurement Unit), while Motivation is evaluated through the Sport Motivation Scale-II (SMS-II). A series of one-way ANOVA was conducted to analyze the effects of the learning mode.
Results: The results indicated that the Nonlinear Learning group achieved significantly higher IFSC Scores (mean difference = 2.60, 𝑝 = 0.013) and lower Jerk Coefficients (mean difference = 0.04, 𝑝 = 0.018) compared to the Traditional Learning group. Additionally, the Nonlinear Learning group displayed significantly higher levels of Intrinsic Motivation (mean difference = 0.31, 𝑝 = 0.01) and Identified Regulation (mean difference = 0.15, 𝑝 = 0.01). These findings support the hypothesis that Nonlinear Learning positively influences both Practical Skill Performance and Motivation.
Conclusion: The study provides empirical evidence that Nonlinear Learning is more effective than Traditional Learning in enhancing both performance and motivation in sports climbing. And suggest that adopting Nonlinear Learning strategies in sports education could lead to skill acquisition and sustained engagement among students.
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