Sport pedagogy in played-form practice in soccer: the articulation between contents and contexts
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The emergence of a Nonlinear Pedagogical approach that accounts for nonlinearity in learning supports exploratory behaviour during practice, mainly through the design of relevant contexts of practice. The purpose of this article is to present a framework based on Ecological Dynamics and the principles of Nonlinear Pedagogy to assemble contents and contexts from key compatibilities in the design of played-form practice for soccer. Our review of notions related to the game (contents) and formats of played-form practice (contexts) covered in scientific literature is conducted with the objective to display them as parallel continuums and suggest associations between their respective steps. The result of this review is presented in the form of four inter-connected levels of contents, namely actions, principles, ideas, and model, for it provides clarification about relevant possibilities for actions and intervention strategies to explore within the play. We conclude that contexts are important platforms to incorporate both content and pedagogical strategies.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it