Coaching as ‘scaffolded’ practice: further insights into sport pedagogy

Abstract

The purpose of this article is to locate the pedagogical notion of scaffolding within the field of sports coaching. The aim, however, is not only to present scaffolding as a wide-ranging rhetorical concept, but as a definitive perspective by which to better manage coaching's uncertain nature. Following an introduction, a review of the development and current conceptualisation of scaffolding is undertaken, inclusive of its connection to socio-cultural theory. Subsequently, drawing on current research, examples of how and where coaching practice can be scaffolded from macro, meso and micro perspectives are presented. Finally, a reflective conclusion summarises the main points made and outlines implications for future coaching and coach education.

Teaching handball to players under-12: the perspective of Brazilian coaches

“…Therefore, the coach is responsible for adapting the difficulty levels of the games to players' characteristics in U-12 teams, permitting and stimulating the development of different game skills. This assumption highlight the coaches' role as mediator in the sports learning 14 . In addition, based on coaches' speeches we do not recommend the exclusive use of the technique approach in U-12 teams, because of its proposal of exercises that treat the complexity of the game context in a reductionist way.…”

“…Jones and Thomas 14 argued that coaching is a social and nonlinear process influenced by the interactions between different actors. They also presented a metaphor of coaching as a 'scaffolded practice', which considers coaching as a complex pedagogical system influenced by socio-cultural aspects.…”

“…players skills, players moves or tactical choices). Coaches are also involved in a complex context with aspects that influence their decisions 13 , such as the interaction between different actors 14 . Coaches play a determinant role in the team context and in the players' activities, specifically considering the content distribution and the teaching approaches 15 .…”

The importance of history, language, change and challenge: What Vygotsky can teach sports coaches

“…This was a perspective encased in the aforementioned article by Jones and Thomas 14 , where language was claimed to be the principal macro scaffolding practice of coaches. Such deliberate exploits fall under the category of 'visible' or explicit mediation; actions which require conscious reflection and intent 24 .…”

“…Here, work by Jones and Ronglan 11 and Potrac, Nelson, Groom, Greenough 12 has somewhat interrogated Vygotsky's writings in terms of what they may mean for coaches and coaching. It is a line of inquiry which also includes a tentative examination both of Vygotsky's students 13 , and related ideas 14,15 . Although making welcome inroads in terms of opening alternative coaching horizons, this engagement with Vygotsky's thinking has been somewhat focussed on, and thus been limited to, his idea of learning within a 'zone of proximal development' 12 .…”