The Effect of Handball Nonlinear Pedagogy on Motor Creativity of Female Students

The purpose of this research was investigating the effect of handball nonlinear pedagogy on motor creativity of Robat-Karim female students. In this research, first, 30sixth grade students (experimental and control groups) were selected by available sampling strategy, but unfortunately, with the spread of Covid-19 and increasing concern of parents about their children getting sick, many subjects were withdrawn, and only 8people (11-12 years old) remained. The research method was semi-experimental and practical in terms of purpose, which was carried out using a pre test-post test design. The research tool was Burch's motor creativity test including 4stations (throwing, balancing, locomotion and carrying the hulahoop). The research subjects were beginners and had no experience playing handball. In order to familiarize with the basic handball skills, they were trained for 8weeks, 2sessions per week, and each session 60 minutes. Then they entered the nonlinear pedagogy process and played handball for 8weeks, 2sessions per week, and each session 60 minutes, using the principles of small sided games (changeing the number of players). The results of Wilcoxon, MANOVA and univariate ANOVA with repeated measures showed that nonlinear pedagogy has no significant effect on the motor creativity. In fact, the nonlinear approach could not provide a dynamic context for direct perception and developing motor creativity in changing conditions. In other hand, this approach has been affected by subject staying at home, becoming inactive, and the dropping out, and it is suggested that other constrains are also Interfered and their effect on students' motor creativity is studied.