In the last two decades, research on educational models used in school physical education has expanded. The aim of the present study is to investigate the improvement of students' knowledge structure through the use of nonlinear hybrid education models in the form of native-local games. This study was an interventional, semi-experimental study with a pre-test and post-test design with a control group. The statistical population was girls students aged 10-11 in Tabriz city, who were selected using purposive sampling method and randomly divided into four groups: constraint-based, teaching games for understanding, mix of constraint-based approach and teaching games for understanding, and traditional group. The subjects practiced for 12 weeks, 3 one-hour sessions per week according to their group's educational approach and in the form of native-local games. The Knowledge Structures Assessment Questionnaire was used to measure the dependent variable. The data were analyzed using repeated-measures analysis of variance and independent t-test. The within-group results showed that all four linear and nonlinear education groups improved knowledge structure. The between-group results showed that the effectiveness of the mix nonlinear education model was greater than each education model alone and linear education. Therefore, it is suggested that teachers and trainers, while examining the effect of nonlinear education on children's knowledge structure, use mix education models based on nonlinear principles instead of linear education to improve this skill.