Objective: Selecting an appropriate instructional approach is essential for effective motor skill learning. Although nonlinear pedagogy has recently attracted considerable attention, evidence comparing its effectiveness with linear pedagogy in learning precision-based skills such as dart throwing remains limited. Therefore, this study compared the effects of linear and nonlinear pedagogical approaches on the acquisition and retention of dart-throwing skill in university students.



Methods: This quasi-experimental study employed a pretest–acquisition–retention design. Thirty university students were randomly assigned to either a linear pedagogy group (n = 15) or a nonlinear pedagogy group (n = 15). Both groups completed an eight-session training program. The linear group practiced under constant conditions emphasizing repetition of the optimal movement pattern, whereas the nonlinear group practiced under variable conditions through the manipulation of task and environmental constraints. Acquisition was assessed immediately after training, and retention was evaluated 48 hours later. Data were analyzed using repeated-measures analysis of variance and Bonferroni post hoc tests (P < 0.05).



Results: Both instructional approaches significantly improved performance during the acquisition phase. However, the nonlinear pedagogy group demonstrated significantly better performance in the retention phase than the linear pedagogy group, indicating greater stability of the learned skill.



Conclusion: Both linear and nonlinear pedagogical approaches were effective in promoting the acquisition of dart-throwing skill. However, nonlinear pedagogy produced superior retention, suggesting that practice involving movement variability and task-constraint manipulation may better facilitate long-term motor learning.



Keywords: Linear pedagogy; Nonlinear pedagogy; Dart throwing; Motor learning; Acquisition; Retention.