Examine the usefulness of Vygotsky’s notion of the zone of proximal development (ZPD) within practice: A coach’s self-reflection
Cardiff Metropolitan University
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Lev Vygotsky theory of the zone of proximal development shapes this understanding of this learning process as this theory is the distance of what a individual can do with a more cable other to what they can do independently. The aim of this study is to reflect upon the overall impact of applying Vygotsky theory of ZPD to practice. Examine how realistic it is to identify this process, explore the methods of scaffolding that are most useful to support this assessment of ZPD. Identify the importance of this theory towards developing coach education and examine the overall impact it has upon practice. Self-reflections from the coach were conducted after practice within a swimming group of students aged 8-13. The qualitative methodology of this study is produced from reflective practice and action research. Gathering the collection of experiences and impacts of the theory that is presented as a narrative analysis within the results. The key aspects of teaching styles and communication were effective coaching tool for assessing and scaffolding individuals ZPD. Goal setting increased the motivation and engagement of focusing on performance. Challenging with applying this theory into practice and impacted the consideration of individuals falling into the zone of confusion and frustration. Problematic with the methodology found that reflective practice impacted the coach as it can cause being over analytical and fixated in practice. Nevertheless, ZPD contributed to this understanding of the learning process that needs to be further developed and recognised by coach education. As well reflective practice as it contributes to this importance of integrating theory to practice within the coaching context.
DEGREE OF BACHELOR OF SCIENCE (HONOURS) SPORT COACHING
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