The Fundamental Steps in Scaffolding - Essay Example

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 program 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 are 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 is reduced. In the same way, he provided more assistance when he observed struggling (Coackley, 1994). Brief viewing periods plus the coach’s analysis were followed by attempts to correct as well as improve performance. The 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 guide them to reach a conclusion only when they reach a gridlock.

The coach focused on what the trainees were doing and was able to recognize their stumbling and fumbling efforts as well as those who were moving towards mastery of soccer. In this manner, he was able to bond them with a targeted message of a shared goal. He understood that his trainees were not born with the desired skills, but had to grow them over time through the combination of prodding and deep practice. He treated each of them individually with what was best for them. He customized his communication with each trainee.
Finally, after each trainee had garnered sufficient skills, it was time to group them as a team and combine what they had learned as individuals into one common goal; score as many goals as possible into a common opponent’s goalmouth while preventing any from entering their own. This involved a mix of different techniques just as coached, from goalkeeping, to defending and striking. Read More