The Effect of Non-linear Pedagogy of Hurdle on Physical Literacy of Qom City Female Students

Abstract

Background: Progress in physical literacy can significantly influence an individual's intrinsic motivation and overall quality of life. Objectives: The present study aimed to investigate the effect of non-linear pedagogy of hurdle training on the physical literacy (including physical competence, daily behavior, motivation and self-confidence, and knowledge and understanding) of female students in Qom. Methods: This study employed a semi-experimental design with a pre-test and post-test design, including a control group. The statistical population consisted of 85 female students (aged 9 - 10 years) from Nafiseh Primary School. A total of 40 participants were randomly assigned to either the control or experimental group. The research instrument used was the Canadian physical literacy test. The experimental group underwent 12 training sessions, each lasting 45 minutes. Results: The results of the Wilcoxon test indicated significant improvements in the experimental group from pre-test to post-test in the components of physical fitness (plank, pacer, and CAMSA), motor skills, and knowledge and understanding. While daily behavior, motivation, and self-confidence improved in both groups from pre-test to post-test, no significant differences were observed between the groups in these areas. Finally, the results of mixed ANOVA revealed that the total physical literacy score of the experimental group showed a significant improvement compared to the control group. Conclusions: Non-linear pedagogy, which emphasizes the importance of variability in the perceptual-motor system through exploratory learning, can enhance functional variability. The findings suggest that this approach effectively improves physical literacy among female students.