Scaffolding Name: Institution: Scaffolding Scaffolding may be defined as the act of an adult controlling the essentials of a task that are fundamentally beyond a child's ability, hence allowing him to concentrate on and perform only those rudiments that are inside his scope of competence (Wood, Bruner, & Ross, 1976)…
Scaffolding instructions describe specialized training strategies geared toward supporting learning when the trainees are first introduced to a new aspect. Scaffolding gives trainees a situation, motivation and foundation from which to appreciate the new lessons introduced to them (Coackley, 1994). Tasks that are too difficult will be outside the trainees’ level of developmental scope and might have detrimental effects. Bridging the gap between their actual development and the potential, desired results might not be possible because frustration sets in. A core task of the fundamental steps in scaffolding entails keeping the trainees from getting frustrated. Enabling them to bridge the space between the real and the potentially possible skills depends on the resources or support the coach provides (Wood, Bruner, & Ross, 1976). On the other hand, setting the standards too low may drive them into boredom and loss of motivation. In the case of coaching teenagers’ soccer, the coach’s first step was to build their interest and engage their active participation. The trainees see the coach as knowledgeable about the content of soccer as well as a facilitator with the skills, strategies and processes required for coaching. The coach not only helps motivate trainees by providing basic support to enable them to achieve the objective, but also offers support in the form of modeling and highlighting the critical features of soccer, and providing hints and questions that might help them to reflect (Wood, Bruner, & Ross, 1976). Towards this end, the coach requires some personal attributes like pleasantness, a sense of humor, even temper, courtesy, sympathy and enthusiasm (Coackley, 1994). Once the coach achieves participation, he breaks down the training programme into smaller and simpler units. There are specialized drills for strikers, defenders, midfielders and goalkeepers. It begins with each group identifying what and how they ought to achieve. True player growth takes place when each player’s routine training and playing surroundings are of the best standard (Ewing & Seefeldt, 1990). Having a consistent environment and a clear visualization of what is ahead for them maximized the trainees’ development. The coach used video clips and specially arranged soccer fields as teaching aids. The coach consistently uses video analysis of both group and individual performance. He develops the analysis in the region of problem solving thoughts. A trade of questions, suggestions and answers between the coach and players and then again between the players themselves is always productive. The coach stressed the significance of video analysis immediately following the activity. That is when the trainee had a feel for the action. Video feedback had its greatest impact in training sessions where evaluation followed by immediate recurrence of the action took place in a coach controlled situation (Ewing & Seefeldt, 1990). In areas where the trainees are succeeding, the coach’s and teaching aid’s assistance are reduced. In the same way, he provided more assistance where he observed struggling (Coackley, 1994). Brief viewing periods plus the coach’s analysis were followed by attempts to correct as well as improve on performance. Correction had to be positive, not negative. The coach stopped talking and listened. The idea was to avoid filling the trainees’ minds with details, but allow them to think and analyze for themselves. He was only to ...
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