ABSTRACT
In a learner-oriented approach, the sport educator needs to employ several strategies to successfully help sport learners with different abilities and experience to take greater responsibility in building their learning experience. Sport learners need to progressively develop autonomous and proficient game-play, creativity, problem-solving skills, and assume growing decision-making in instructional processes. This chapter defines the scaffolding concept as an instructional tool to help learners gradually become more competent and independent of sport educators. Fundamental scaffolding strategies scoping from more guidance-based (modelling, explaining, instructing) to more discovery-based strategies (hints, questioning prompts) are discussed. Practical examples are provided for different sets of learner-oriented scaffolding strategies (e.g., guided practice, pre-lesson briefings, guided peer-instruction, etc.). The chapter ends by offering a proposal for the progressive transfer of instructional responsibility from sport educators to learners.
