![]() Kolb, 1984, experiential learning theory Schön, 1983, reflective practice theory). The evolution of RP has drawn on a variety of research perspectives: philosophy and scholarship of Dewey (1933) on this topic have influenced the development of several theories as to how individuals construct knowledge through experience (cit. Therefore, RP incorporates and builds upon the notion of “reflexivity” as an important, constituent component. The terms reflective practice and reflexive practice are often used interchangeably: reflexive practice involves examining judgements, practices, and belief systems ( Braun and Clarke, 2019), whereas RP is indicative of meaningful learning, development, and change for the individual and is situated in one’s professional context ( Nash, 2021). The term Reflective Practice (RP) refers to the ability to analyse one’s own practice, the incorporation of problem solving into learning by doing, and the application of critical theory to the examination and enhancement of professional practice. Accordingly, reflective practice has come to be recognised as a core element of professional expertise, becoming particularly prominent in the education ( Jung, 2012), healthcare ( Ghaye and Lillyman, 2010), and specific social policy professions ( Tambornino, 2007). The importance of reflecting on cognition and action as part of the learning process has been emphasised by many investigators ( Dewey, 1933 Schön, 1983 Argyris, 1993 Eraut, 1994). Importantly, however, additional coach education input is necessary for these benefits to be fully realised. ![]() The qualitative evidence we have gathered enables us to suggest that it is the combination of how to reflect, and against what criteria that makes RP a powerful tool to develop expertise which it has the potential to be. During the latter stages of the intervention, however, participants were less dependent on questions and prompts.Ĭonclusion: In part 1, the coaches in this study did employ reflection, although they did not label it as such. ![]() While watching videos of their own practice, coaches initially required lots of prompts from the lead interviewer to facilitate a deep and meaningful discussion of their practice. In Part 2, to fully develop RP with the present cohort, an educational intervention was conducted. Results: Findings from Part 1 revealed an interesting paradox: coaches demonstrated a lack of appreciation for reflective practice yet recounted the positive influence that specific events and individuals had on their practice. In Part 2, the same coaches agreed to participate in the educational intervention for the duration of the project. ![]() Participants: Twelve high level coaches were interviewed about their reflective practices in Part 1. A coach development reflective programme inspired by Stimulated Recall approach was implemented in Part 2. In response to the unexpected findings in Part 1, in Part 2, we instituted an educational intervention to further these participant coaches’ knowledge of Reflective Practice (RP) and facilitate its integration into their coaching practice.ĭesign: The present study utilised a mixed method design with semi-structured interviews being conducted in Part 1. Objectives: This study was conducted in two parts: Part 1 examined coaches’ knowledge of reflective practice and ascertained their perceived lack of value and use of reflective practice within their coaching. While the substantive effect of engaging in reflective practice is emphasised in the literature, apparently coaches only spend a limited time learning about and engaging with it. 2Grey Matters Performance Ltd., Stratford-upon-Avon, United Kingdomīackground: We draw on the work of established scholars in the field of reflective practice who highlight its importance as a key cognitive skill for professionals to hold.1Institute for Sport, PE and Health Sciences, University of Edinburgh, Edinburgh, United Kingdom. ![]()
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