Scaffolding Essay Example | Topics and Well Written Essays - 750 words

Scaffolding - Essay ExampleScaffolding instructions describe specialized instruct strategies ge ared toward support 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 lead 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 non 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 musculus quadriceps femoris between the real and the potentially possible skills depends on the resources or support the condition provides (Wood, Bruner, & Ross, 1976). On the other hand, setting the standards too low may ram them into boredom and loss of motivation. In th e case of coaching teenagers soccer, the coachs 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 mull over (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 players 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 picture clips and specially arranged soccer fields as teaching aids. The coach consistently uses video abstract 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 reappearance of the action took place in a coach controlled situation (Ewing & Se efeldt, 1990). In areas where the trainees are succeeding, the coachs and teaching aids assistance are reduced. In the same way, he provided more assistance where he observed struggling (Coackley, 1994). Brief viewing periods plus the coachs 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 pick the trainees minds with details, but allow them to think and analyze for themselves. He was only to