The Impact of the Educational Supports Strategy on Teaching Some Types of Football Shooting to Specialized School Players Aged (8-10) Years

Abstract

       The significance of the study lies in its integration of two important dimensions: the educational dimension, represented by the Instructional Scaffolding Strategy, and the sports skill dimension, represented by teaching different types of shooting in football to an age group that is particularly sensitive during the foundational stage of skill development. The research problem emerged from the relatively low level of technical performance accuracy among players aged 8–10 years, whether in stationary shooting or shooting after movement. This weakness may be attributed to the absence of an instructional strategy based on the provision of organized, gradual support that contributes to simplifying the skill and dividing it into manageable components that can be progressively understood and mastered by the learners, Accordingly, the study aimed to develop an Instructional Scaffolding Strategy for teaching selected types of shooting in football to players aged 8–10 years in specialized schools. It also aimed to identify the effect of the Instructional Scaffolding Strategy on learning selected types of shooting in football among these players. The study employed the experimental method, while the research sample consisted of football players aged 8–10 years from specialized schools, Following the implementation of the proposed strategy, the study reached several important conclusions. Most notably, the Instructional Scaffolding Strategy achieved the intended educational objectives in teaching selected types of shooting in football to players aged 8–10 years in specialized schools. Furthermore, the strategy contributed to accelerating the learning process through the provision of gradual support and continuous feedback, which helped reduce motor errors and improve the accuracy of technical performance.