In Bartley Secondary School, Mr Lee Guo Sheng moves seamlessly between two seemingly different worlds: the football field and the classroom. His systematic and measurable approach to both coaching the sport and teaching English relies on the same principle – breaking complex skills into measurable steps. Here’s how this educator scaffolds learning on and off the field.
Breaking down success on the field
In Mr Lee’s Football Co-Curricular Activity (CCA), he uses a goal setting approach where he establishes clear, measurable targets for players: “This week, focus on making 10 successful passes to teammates. Next week, we’ll aim for 15.” For shooting practice, it’s equally concrete: “Today, try to score once within the penalty area. By month’s end, let’s work toward scoring two times from the same position.”
Alumnus Kendrick Hiang, who is currently pursuing coaching qualifications through the Singapore Coach Excellence (SG-Coach) Programme, is proof of just how well this approach works.
Mr Lee recalls, “When Kendrick first joined the CCA, he would kick the ball as hard as he could and hope for the best.” So, he started working with Kendrick one-on-one at the start and end of every practice session, repeating the basics to build confidence.
Kendrick shares, “Mr Lee would tell me, ‘Today, you put the ball in the goal twice. Let’s just have fun, relax, and see how far we can go.’”
Mr Lee also used video tools to help Kendrick see exactly how to improve his kicks. “The AI-powered OnForm app lets you record videos, slow them down, and give feedback,” explains Mr Lee. “It helped track how Kendrick’s legs moved, where he positioned his arms, and the areas where the ball made contact with his body.”
The two of them also watched videos of Kendrick playing to understand cause and effect – why a certain strike went high over the bar instead of staying low and controlled. “He taught me that accuracy matters more than just raw power,” says Kendrick. Over time, these adjustments turned Kendrick into an efficient goal scorer.
Building up skills in the classroom
Mr Lee brings the same game plan to his English Language classes, where he breaks down learning into clear, achievable goals. By making how to write argumentative essays into something that feels like “levelling up” in a game, students can track their progress tangibly and identify which skills to develop next.
Setting small, doable goals and celebrating each win along the way is a strategy that helps even the most reluctant writers gain confidence and skills, shares Mr Lee.
“A student’s goal might be to include three descriptive adjectives per paragraph this week, then focus on varying sentence structures next week,” he explains. Writing portfolios serve as progress trackers, allowing students to visualise their improvement over time. “Just as a footballer needs to master dribbling before attempting advanced plays, students need a solid grasp of sentence structure before tackling complex writing styles.”
This approach means some students focus on the fundamentals first – ensuring every sentence has a clear subject and verb – while others explore compound and complex sentences.
Beyond teaching rules, Mr Lee helps students develop an ear for language. “We work on the rhythm of writing – alternating between long, flowing sentences and short, punchy ones for impact.”
Practice makes progress
Whether coaching proper ball control or guiding the flow of a written argument, Mr Lee’s approach remains consistent: break down complex skills, set incremental goals, and track visible progress.
He is currently exploring neuroscience-based learning approaches – helping students understand how they think and make decisions on the field. This includes visualisation techniques where players mentally rehearse scenarios before games to develop instinctive responses.
“In English, I encourage students to question why they write a certain way rather than just memorising formats,” he says. “This helps their writing feel more natural and purposeful rather than mechanical.”
At the end of the day, Mr Lee believes what happens both on the field and in the classroom are two sides of the same coin. “On the field, players instinctively understand that improvement comes through practice,” he says. “I help students see that the same principle applies to grammar, vocabulary, and writing.”
Photos courtesy of Bartley Secondary School
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