28 Aug, 17:00
Soccer educators should recognize that improving on learning outcomes hinges on the participation and engagement of young soccer players in challenging and realistic environments in which they can learn new stuff safely. Introduction to realistic soccer / sport - life specific challenges helps them to take charge of their own learning.
Since they come from different backgrounds, instructors need to consider specific socio cultural experiences and aspects since these factors are crucial in influencing the learning processes of youngsters differently. This is because they learn the same material differently hence, a need for differentiated instruction. Consequently, the consideration of individual abilities, interests, emotions, brain adaptability and learning environments in which youngsters thrive will over the course of time lead to improved learning outcomes.
The dynamism associated with soccer calls for youngsters who can think fast, make accurate and problem specific decisions within splits of seconds. This depends on the kind of instruction they receive during soccer education days. The differences exhibited in their abilities, interests and emotions should trigger soccer educators to adjust their teaching methods to cater for the unique needs of an individual young soccer player. This is because they learn the same information differently and best when exposed to challenging but realistic soccer tasks since such experiences are critical for optimized learning outcomes.
Secondly, because young soccer players come from diverse backgrounds, their brains learn new stuff differently. Consequently, the consideration and subsequent adjustment of instruction should cater for the diverse sociocultural backgrounds of the diverse families and communities from which young soccer players’ hail. That will help instructors in devising unique learning environments to cater for the different needs of young learners in addition to their respective levels of development to maximize learning. Differentiated instruction and brain based learning will therefore enhance the learning processes of young soccer players through exposure to challenging and realistic soccer and or life related problems.
Lastly, since young players have unique needs concerning their development, instruction should endeavor to create a mistake free and fun involving learning environment. It being a universal conception that threats instill fear thus jeopardizes learning; soccer teachers should have that at the back of their minds. Therefore, they need to encourage youngsters to play active roles in the creation of their own learning environments in which tolerance of mistakes, fun and entertainment are a norm during training. That will be crucial in influencing their learning processes in different ways as they attempt to find solutions to challenging and realistic soccer encounters in training and matches.
In summary, mistake free and fun involving teaching and learning environments aide in maximizing the learning potential and outcomes for young soccer players. That is in addition to considerations of their families’ diverse backgrounds and emotional states of the young learners. It is paramount to note that instruction needs to consider the diverse abilities, interests, brain adaptability and respective levels of developmental needs of each youngster. With all those issues taken into perspective, continued exposure to realistic soccer or sport specific and life challenges lead to improved learning results over the course of time.
Article by The Scea Development