Author(s): MATRISCIANO, C., D'ANNA, C., FORTE, P., PUGLIESE, E., COPPOLA, S., Institution: UNIVERSITÀ DI VERONA, Country: ITALY, Abstract-ID: 2581

The evolution of physical education towards models focused on adaptability, decision-making, and problem solving reflects the growing attention to 21st-century skills (OECD, 2019). This is the context for non-linear pedagogy, based on a dynamic ecological approach that interprets motor learning as an emerging process resulting from the dynamic interaction between the individual, the task, and the environment (Chow et al. 2013). However, evidence regarding its application in primary schools is still fragmented.
The aim of this scoping review is to map and analyze the scientific literature to understand how the principles of Non-Linear Pedagogy are applied through specific pedagogical models and teaching styles in primary physical education, identifying scientific evidence relating to educational outcomes and critical issues in application.
The review was conducted according to the Joanna Briggs Institute framework and reported in accordance with the PRISMA-ScR guidelines. The research question was structured according to the PCC model (Population: primary school students; Concept: non-linear pedagogy and educational practices; Context: physical education). The search was carried out in the following databases: Scopus, Web of Science, and PubMed, with no time restrictions. Sources were selected through independent screening of titles/abstracts and full texts. Data were extracted using data charting and synthesized through descriptive analysis and thematic mapping.
The results show that non-linear pedagogy is mainly applied through game-based pedagogical models, in particular Teaching Games for Understanding. The methodological practices are based on the manipulation of constraints and the use of representative tasks, implemented through indirect teaching styles and a production approach, such as reflective questioning, cooperative learning, and discovery learning. These approaches stimulate motor exploration and problem solving. The reported outcomes mainly concern the development of decision-making skills, motivation, and autonomy; however, the studies are predominantly cross-sectional and limited in their assessment of long-term effects.
The literature review also shows that non-linear pedagogy represents a promising theoretical framework for physical education in primary school, promoting meaningful, adaptive, and student-centered learning. However, there are significant gaps in the literature, especially in relation to the detailed description of teaching practices. Further studies are needed to consolidate the empirical evidence and support a broader integration of non-linear pedagogy into school practice.

Chow, J. Y. (2013). Nonlinear learning underpinning pedagogy: evidence, challenges, and implications. Quest, 65(4), 469-484.
OECD. (2019). Making Physical Education Dynamic and Inclusive for 2030. OECD Publishing.