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5. Coaching and Teaching as ‘Scaffolded’ Practice (1) How do you assist athlete/student learning in coaching and PE sessions?  Constructive criticism/feedback  Asking questions  Demonstrations  Problem solving activities  Using visual aids  Questioning athlete’s knowledge  Aims and objectives  Communication  Progression and regression What is pedagogical scaffolding?  Context of pedagogical interaction - A metaphor describing how a learner is assisted by another  Interpreted in many ways to describe all types of support and guidance (Boblett, 2012)  Adopted uncritically - ‘…one of the most used and least understood’ (Paliscar)  Scaffolding is how a learner learns with and through the help of another  Adopted in many and various ways – unhinged or unmoored from its original theorisation (Paliscar, 1998) Theoretical Grounding  First used by Bruner and Wood (Bruner and Sherwood, 1975; Wood et al. 1976) - Adult/child interaction - First used by Wood et al in relation to learning interaction  Involved many aspects including: - Incremental steps – organising learning alongside these steps - Focus and direction – focusing on a specific objective in relation to learning - Reduce angst – lessening angst and frustration in relation to that learning Theoretical Confusion  Scaffolding as a design structure or interactional process (van Lier, 2007)  Facilitate learners’ entry into challenging facets (design)  Supporting and encouraging learners’ initiatives and abilities (process)  Dynamic unity of structure and processes results in effective pedagogy (van Lier, 2007) So why has there been criticism? – much of the theoretical confusion revolved around:  Those who saw scaffolding as a design structure or interactional process  Recent work – attempt to clarify both aspects (Walqui, 2006; van Lier, 2007)  Complementary aspects of the ‘construction site’ have been identified – the supportive structure around the building and the actual construction work  Structures to facilitate learners’ entry into challenging facets (design), while at the same time supporting and encouraging learners’ initiatives and abilities c

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Combination or dynamic unit of structure and process where meaningful and effective pedagogy emerges

It is a perspective which views learning not only as a cognitive issue, but a relational and contested one grounded in cultural practice (Sfard, 1998) Why Scaffold?  Coaching/Teaching/Learning is uncertain (Jones et al., 2003) - Much ambiguity in the learning environment – learning is non-linear  Learning happens within the ‘action’ – athlete learning must be seen or witnessed/observed within ‘action’ – there must be physical evidence that this ‘action’ has happened  Athlete learning is non-linear - Depends on many factors  An attempt to order the ‘shifting sands’ of practice - Not rigid but flexible SCAFFOLDING (FOR COACHING AND PE) Scaffolding the insecurity of coaching and sport (Santos et al., 2013) How do we scaffold? 3 elements – working together, not in isolation 1. Macro scaffolding learning through: - A philosophy of playing/coaching/teaching - Principles (of play) that guide practice - General planning process and curriculum - Developing shared understandings of aims and context – provides a way of commonly thinking and reflecting on contextual actions (Englin, 2014) - Refers to power of discourse, through the production of norms and conventions to shape behaviour and sequencing of tasks 2. Meso scaffolding through structuring activities: - More capable other - Does not take place within a social vacuum – the influences of dominant cultures pervade practice, impacting the nature and implementation of given and performed exercises - Construct optimal learning environments – environment shapes learning - ‘Intelligent failure’ (Sitkin, 1996) - Tasks and demands can be made more or less complex and challenging as appropriate (Walqui, 2006) depending on what coaches want athletes to learn - Here, we (coaches) scaffold learning through the exercises we use or more specific explanation of what we want athletes to learn - Constructing learning opportunities in and through scaffolded activity created by a more capable other (e.g. coach) – coaches aim to construct optimal learning environments by manipulating the tension that exists between structure and agency

How to scaffold (plan) activites at Meso level?  Variety of activities e.g. problem solving activities, team building activities  Range of skills between participants – more capable with less capable  Learning objectives and aims  Progressions – start with skill and add progressions into it – adapt to a game situation within the end 3. Micro scaffolding through: - Observation - Interactional talk – questioning and recapping (Engin, 2013) - ‘Face work’ (Jones et al., 2011; Potrac et al., 2013) – managing the impressions of others, principally athletes, through face-to-face strategies or face work so that the latter engage with their words and wishes - Coaching considered akin to stage managing athletes’ learning – a process involving continuous decision making related to iterative planning, observation, evaluation and reactions to contextual ‘goings on’ (Jones and Wallace, 2006) - Illusion of empowerment – destabilising the training context – keeping athletes on their toes...