Improving Students’ Ability to Decision Making and Communicate Effectively Through the use of Hybrid Nonlinear Pedagogical Models

Abstract

The objective of this study is to examine and evaluate the influence of hybrid nonlinear educational models on decision-making and communication in the field of physical education. Techniques. The intervention group received instruction in physical education utilizing hybrid pedagogical techniques for a period of 12 weeks. In contrast, the control groups followed the physical education curricula of their schools. Pre-existing scales designed for student usage were utilized for decision-making and communication purposes, both before and during the program. To compare the two groups, we utilized paired sample t-tests, two-way and one-way analyses of variance, and a Pearson correlation analysis. Outcome. The research findings indicate that the intervention group exhibited a significant improvement in decision-making and communication when compared to the control group. The aforementioned conclusions are substantiated by the results of paired sample t-tests and two-way Analysis of Variance (ANOVA). The variance (ANOVA) and one-way ANOVA tests yielded statistically significant results. The F statistic was less than 0.05 (F = 0.000 < 0.05), and the p-value was less than 0.05 (p = 0.000 < 0.05) respectively. Furthermore, the intervention based on nonlinear pedagogy and invasion game learning resulted in an enhancement of decision-making and communication skills. Final remarks. Incorporating hybrid nonlinear pedagogical models into physical education instruction with invasion games might enhance students’ communication skills and decision-making abilities. The findings of this study offer encouragement for physical education instructors to adopt teaching methodologies. In addition, research is being carried out to investigate the impacts of nonlinear pedagogy.