How can coaches tailor the coaching practices to scaffold players’ learning development? An insider action-research study in youth volleyball team

Abstract

ABSTRACTThrough an insider action-research (AR) design, this study explored how a volleyball coach applied different pedagogical strategies to scaffold players' technical skills acquisition and tactical understanding. Also, it was investigated how scaffolding procedures impacted on players’ learning development. Fifteen female players and one head-coach – who undertook a dual role of coach-researcher – participated in this study. Three AR-cycles were completed, lasting a full competitive season. Coach’s insights were documented using reflexive diary and field notes, while the players’ insights were recorded through focus-group interviews. Data were examined using thematic analysis and following an inductive approach during each AR-cycle to inform the subsequent. Findings emphasised the interplaying of scaffolding components (i.e. contingency, fading, transfer of responsibility) to support learning development. This study innovates by demonstrating when, how and why the coach shifted among guidance- and discovery-based support, considering players’ response to the practice structuration, context characteristics, and competitive moment.KEYWORDS: Scaffoldingaction-researchprocess-oriented approachqualitative approachcoaching practices Disclosure statementNo potential conflict of interest was reported by the author(s).IRB approvalThis research was approved by the Institutional Research Ethics Committee of the first author’s institution (process CEFADE 26.2018)Supplementary materialSupplemental data for this article can be accessed online at https://doi.org/10.1080/21640629.2023.2275398Notes1. Amorti – occurs when the spiker drops the ball near the net in the opponent court; Downball - occurs when a spiker hits the ball overhand while standing on the ground, usually off the net.