Impact of scaffolding on rugby skills: a case study of a rugby institution in Nairobi County

Odera, Paul Tindi
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Strathmore University
The main focus of this study, was to investigate the impact of scaffolding on rugby skills based on Lev Vygotsky’s theory that; learning takes place in the Zone of Proximal Development (ZPD) with the support of an expert and the learner undergoes a transformation where the responsibility, skills and expertise gradually shift from the coach to the learner. The target population were 26 male rugby players in a rugby institution within Nairobi County. The players aged 11-15 took part in a three session learning sequence of rugby. The players’ evasion, passing and tackling skills were assessed using Key Factors Analysis (KFA) and Criteria Based Assessment (CBA). The results showed that an increase in the level of micro scaffolding had a positive impact on passing skills and there is a significant association between micro scaffolding and passing skills improvement. Further to this, evasion skills were affected positively by an increase in the levels of micro scaffolding. Tackling skills improved when micro scaffolding was introduced, however the relationship between micro scaffolding and tackling skills is not significant. Key recommendations were; the training of rugby coaches in Kenya on scaffolded coaching methodology, the development of a training manual unique to Kenya rugby coaches, the training of rugby coaches in teaching pedagogy, the development of World Rugby coaching manuals in Kiswahili to make it easier for coaches to scaffold and inclusion of scaffolding by the ministry of education in the training of sports coaches and teachers in the implementation of the new curriculum.
Thesis submitted in partial fulfillment of the requirements for the Degree of Master of Science in Educational Management (MSc.EM) at Strathmore University
Zone of proximal development, Scaffolding, Criteria Based Assessment (CBA), Evasion, Handling, Tackling, Key Factor Analysis (KFA)