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Reflective Practice & Sports Coaching

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Tasha Frost

on 15 November 2014

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Transcript of Reflective Practice & Sports Coaching

Reflective Practice & Sports Coaching
What is Reflection?
What is Reflection?
Chartered Society of Physiotherapy (2014)
Reflective practice is a process by which you: stop and think about your practice, consciously analyse your decision making and draw on theory and relate it to what you do in practice.

Kidman (2001)
reflection as “a particularly significant part of empowerment whereby coaches themselves take ownership of their learning and decision making”

Gilbert & Trudel (2001)
those within sports coaching have tended to understand reflection as a process of looking back at practice, making sense of what happened, and learning in order to improve practice in the future.

Why Reflect?
Driscoll (2000) Reflective Model

‘learning from experience’
(Spalding, 1998)

‘Serious thought or consideration’
(Oxford Dictionary, 2010)

Cassidy, Jones, & Potrac (2004)
Through reflection on values and ethics, coaches become more sensitive to the backgrounds and needs of their players

Anderson, Knowles , & Gilbourne (2004)
Through self evaluation and improved awareness, the coach is able to consciously and purposefully improve their coaching practice

Gosling & Mintzberg (2004)
Reflection is about getting the meaning from everyday experiences
Kolb (1983)
Experiential Learning Cycle

Gibbs (1988)
Reflective Model
Ways of Reflecting
Benefits of Reflecting
Hellison & Templin (1991)
By reflecting on practise a coach may expose his or her perceptions and beliefs to evaluation, creating a heightened sense of self awareness, which in turn my lead to a certain openness to new ideas

Kidman (2001)
If a coach takes the opportunity to understand the consequences, both positive and negative, of the decisions made during a training session, they are better able to rationalise their decisions when under pressure”

Are you a
Reflective Practitioner?

A reflective practitioner is someone who:

Takes the time to step back and make sense of what has been done and why

Tries to understand the (often implicit) theories of change that guide actions

Is not afraid to challenge assumptions – both their own and those of others

Reflective Practice &
Sports Coaching

Gilbert, Côté, & Mallett (2006)
Informal learning through experience is of vital importance because of the small amount of time a coach spends in formalised learning environments in comparison to a sporting venue coaching and interacting with athletes/coaches.

Reflective Practice &
Sports Coaching

Knowles, Gilbourne , Borrie, & Neville (2001)
suggested that reflective practice coaches could access, make sense of, and learn from the relevant knowledge-in-action that would allow them to learn how to actually DO sports coaching.

Reflective Practice & Sports Coaching

Cassidy, Jones, & Potrac (2004)
Through reflection on values and ethics, coaches become more sensitive to the backgrounds and needs of their players

Anderson, Knowles , & Gilbourne (2004)
Through self evaluation and improved awareness, the coach is able to consciously and purposefully improve their coaching practice

Watch this YouTube video from Dr. Laura Farres - Special Olympics British Columbia

What have you taken away from
the video?

Note down any key points…

The Messages
It’s ok to make mistakes
You can be an expert but you need to look at coaching as an ongoing learning experience
Approach every task with two questions: what can I learn here? & what can I gain/take away from this?
Be open to different ways to approach coaching
Learn from your experiences
Assess how we learn most effectively
Reflect after every practice…every performance

Questions you should now be able to answer...
(Cropley, Miles, & Peel, 2012)
Farres (2012)

Anderson, A., Knowles , Z., & Gilbourne, D. (2004). Reflective Practice for applied sport psychologists: A review of concepts, models, practice implications and thoughts on dissemination. The sports psychologist, 18, 188-203.

Cassidy, T., Jones, R. L., & Potrac, P. (2004). Understanding sports coaching the social, cultural and pedagogical foundations of coaching practice. New York: Routledge.

Chartered Society of Physiotherapy. (2014, October 13). What is reflective practice and how do I do it?. Retrieved from Chartered Society of Physiotherapy: http://www.csp.org.uk/faqs/cpd/what-reflective-practice-how-do-i-do-it.

Cropley, B., Miles, A., & Peel, J. (2012). Reflective Practice: Values of, Issues, and Developments within Sports Coaching. Cardiff: Sports Coach UK. Retrieved from https://www.sportscoachuk.org/sites/default/files/Reflective-Practice-Report_0.pdf

Driscoll, J. (2000). Practising Clinical Supervision. Edinburgh: Balliere Tindall.

Farres, L. [Special Olympics BC]. (2012, September 9). SOBC – Coach Diary- Reflective Practice (Part A: Section 1) [Video file]. Retrieved from: https://www. youtube.com/watch?v=NZcP3a0a5B4.

Furlong, J., & Maynard, T. (1995). Mentoring student teachers: The growth of professional knowledge. Psychology Press.

Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit.

Gilbert, W. D., & Trudel, P. (2001). Learning to Coach through experience: Reflection in model youth sport coaches. Journal of Teaching in Physical Education, 21, 16-34.

Gilbert, W., & Trudel, P. (2006). The coach as a reflective practitioner. The sports coach as educator: Re-conceptualising sports coaching, 113-127.

Gilbert, W., Côté, J., & Mallett, C. (2006). The talented coach: Developmental paths and activities of sport coaches. International Journal of Sports Science and Coaching, 1(1), 69-75.

Gosling, J., & Mintzberg, H. (2004). Reflect Yourself. HR Magazine, 49, 151-156.

Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and teacher education, 11(1), 33-49.
Hellison, D. R., & Templin, T. J. (1991). A Reflective Approach to Teaching Physical Education. Michigan: Human Kinetics.

Kidman, L. (2001). Developing Decision Makers: An Empowerment Approach to Coaching (1 ed.). Christchurch: Innovative Print Communications Ltd.

Knowles, Z., Gilbourne, D., Borrie, A., & Neville, A. (2001). Developing the Reflective Sports Coach: a study exploring the processes of reflective practice within a higher education coaching programme. Reflective Practice, 2(2), 185-207.

Kolb, D. (1983). Experiential Learning: Experience as the Source of Learning and Development . Englewood Cliffs: Prentice Hall.

Oxford Dictionary. (2010). Oxford Dictionary of English (3 ed.). (A. Stevenson, Ed.) Oxford: Oxford University Press.

Schön, D. (1983). The reflective practitioner: How practitioners think in action. London: Temple Smith.

Spalding, N.J. (1998). Reflection in Professional Development: A Personal Experience. B.J. of Therapy and Rehabilitation. July 1998, Vol. 5, No. 7.

What is reflection?
Why is it important to reflect?
In what ways can we reflect?
When do we reflect?
What does it mean to be a reflective practitioner?
How can you implement reflection whilst coaching?
Reflective Practice &
Sports Coaching
In an environment of professionalism, it was inevitable that the role of reflection and reflective practice would take the interest of the coaching industry.

Knowles, Gilbourne, Borrie, & Neville (2001)
The promotion of reflection in coaching practice is emerging in coach education programmes and in university programmes focused on sports coaching.

Schön (1983)
Reflection is stimulated by problematic situations during a coach’s practice. When they encounter a problem, a reflective practitioner is stimulated to solve it through the means of reflection.

Gilbert and Trudel (2006)
‘Ten years of coaching without reflection is simply one year of coaching repeated ten times’.

When do we reflect?
There are two time frames where reflection can happen:

‘Reflection-in-action’ – this occurs during a practice when a situation arises for a coach. This requires a coach to reflect on the issue as it happens and try things out straight away. This way a coach can still have an affect on the situation. Furlong and Maynard (1995)

‘Reflection-on-action’ – this occurs after the event has taken place. This gives the coach more time to reflect on the practice whether that be the skills coached or a situation that occurred. The aim of ‘on-action’ reflection is to implement improvements for the future. Hatton and Smith (1995)

Are you a
Reflective Practitioner?

if not...review the relevant sections
Full transcript