Reflecting on reflection: exploring the practice of sports coaching graduates

  title={Reflecting on reflection: exploring the practice of sports coaching graduates},
  author={Zoe R. Knowles and Gareth Tyler and David Gilbourne and Martin Eubank},
  journal={Reflective Practice},
  pages={163 - 179}
Recent research has commented on the prevalence and usefulness of reflective practice in specific sports coaching domains. The present paper explores how 6 coaching science graduates from Knowles et al’s study deployed reflective processes within their coaching practice outside the confines of a supported reflective based curriculum. A reflective interview guide was used based on Gibbs’ model and staged reflective practice. 21 raw data themes elicited discussion relating to defining models of… 

Innovation in sports coaching: the implementation of reflective cards

Despite the well‐supported concept that reflective learning leads to the nurturing of personal and professional development within sports coaching, the process is often overlooked by coaching

Ruminations on reflection and critical pedagogy in sport coaching

ABSTRACT Within the literature that focuses on how to improve sport coaching there is the criticism that “…coach education was founded on a technical rationality model focused on the delivery of

Reflections on the Application of Reflective Practice for Supervision in Applied Sport Psychology

In the UK, sport psychologists are presently supervised under the auspices of the British Association of Sport and Exercise Sciences (BASES). In the present article, reflective practice is evaluated

‘Real-World Coaching. Student Reflections on Work Based Placements and being in the ‘flow’

ABSTRACT Whilst the issue of how to best educate sports coaches in the UK persists there is, however, a consensus that the use of informal learning helps foster deeper engagement with the process of

The use of reflective practice to support mentoring of elite equestrian coaches

Many equestrian coaches are self employed and rece ive no formal support for development after completion of their lead body qualification. This study investigated a potential solution to maintain

Learning through reflection: values, conflicts, and role interactions of a youth sport coach

This paper examines the use of reflective practices in the personal learning journey of a part-time, volunteer, youth sport coach. Using autoethnographic and reflective texts, the paper explores the

Reflective Practice Within Elite Consultancy: Diary Extracts and Further Discussion on a Personal and Elusive Process

This paper examines reflective practice by illustrating and commenting upon aspects of an elite sport psychology practitioner’s reflective processes. Extracts from a practitioner’s reflective diary,

A Coach Development Program: A Guided Online Reflective Practice Intervention Study

ABSTRACT Coaches can influence athlete outcomes, such as performance and personal development; yet, coaches themselves are learners in their own right, who seek to develop their coaching craft.

Inclusion and SEN coaching: how accelerated learning and ‘workplace’ immersion can help develop core sport coaching skills

  • P. Crisp
  • Education
    Support for Learning
  • 2019
In terms of best practice, the debate concerning SEN and disability sports coaching continues to be a contested area that many believe warrants further investigation (Townsend, Smith, and Cushion,

How elite athletes reflect: an interview with Holly Bleasdale and Paul Bradshaw

Reflection is now regarded as a key facet to any coach’s repertoire. Much of the sports coaching literature related to reflection consider how coaches’ reflect. However, few studies contemplate the



Towards the reflective sports coach: issues of context, education and application

Results indicate that none of the programmes examined contained structures or processes for directly teaching or overtly nurturing reflective skills, but almost all programmes offered a potential structure for this through completion of a coaching log or undertaking a period of mentoring.

Developing the Reflective Sports Coach: A study exploring the processes of reflective practice within a higher education coaching programme

The present paper offers a brief discussion of two procedural frameworks, action research and reflective practice, drawing on literature from the practical domains of teaching and nursing.

Reflective practice and the origins of elite coaching knowledge

This study examines the origins of elite coaching knowledge and the use of this knowledge in the construction of progressions in men's artistic gymnastics. The focus of the current study was first to

A three-step method of self-reflection using reflective journal writing.

This paper describes a three-step process of self-reflection encompassing critical appraisal, peer group discussion and self-awareness that was initiated with one group of clinical nursing students.

Reading for Understanding: Methods of Reflecting on Practice

To become reflective practitioners, both novice and seasoned professionals must learn to attend to ordinary everyday experiences in a manner which informs practice. We propose that a careful reading

Reflective Practice in Nursing the Growth of the Professional Practitioner

Approval of the research and experiences of reflection in the literature and staff nurses experiences - reviewing their views as students and moving on.

Educational Needs of Elite U.S. National Team, Pan American, and Olympic Coaches

The present investigation was designed to develop a profile of the coaching education background and self-perceived coaching education needs of elite U.S. amateur sport coaches. In all, 130 national

Practical knowledge in expert coaches: on-site study of coaching in sailing.

Analysis of the practical knowledge of expert sailing coaches of the French team preparing for the 1996 Olympic Games in Atlanta showed that coaching tasks were considered as a set of interacting constraints which generate complex, contradictory, and ill defined problems.

The reflective practitioner in nursing.

  • J. Powell
  • Sociology
    Journal of advanced nursing
  • 1989
The findings are that, of the sample used, reflection-in-action is present extensively in the form of description and of planning of actions, but to a much lesser extent in the area of recognition of value judgements and the areas of reflection- in-action leading to learning taking place.