The effect of linear and non-linear training on learning soccer dribbling skills and enjoyment of physical activity in children with developmental coordination disorder

Objectives: The purpose of this study was to investigate the effect of linear and non-linear training on learning soccer dribbling skills and enjoyment of physical activity in children with developmental coordination disorder. Methodology: This semi-experimental research was applied with a pre-test-post-test design. The participants were 30 children aged 9 to 11 with developmental coordination disorder who were assigned to two linear and non-linear groups (15 people in each group) based on the pre-test score of soccer dribbling. The pre-test included completing the physical activity enjoyment questionnaire and performing the soccer dribbling test. The acquisition phase consisted of 4 weeks and a total of 12 training sessions for each group. At the end of the last training session, the questionnaire of enjoyment of physical activity was completed and the soccer dribble post-test was taken. After 72 hours of non-practice, the soccer dribble memory test and after 15 minutes of rest, the soccer dribble transfer test was taken. Findings: The results showed that non-linear training compared to linear training caused a significant increase in children's enjoyment of physical activity and the performance of the soccer dribbling skill transfer test. There was a significant improvement in soccer dribbling scores of the participants of both groups, but no significant difference was observed between the two groups in the post-test and retention test. Conclusion: Non-linear training can cause more enjoyment of physical activity and better transfer of skills in these children, and the use of non-linear training approach is recommended to teachers, coaches and therapists.