Reflective Practice In Coach Education

The nature of reflection is complex and, as yet, there is no clear formulation of its psychological processes. The term reflection is freely used in the literature where often its meaning is assumed. A significant contribution to the understanding of refection has been made by Boud et al (1985) who suggested it is a generic term which has been coined to describe:

‘Important human activities, in which people recapture their experience, think about it, mull it all over and evaluate it. It is this working with experience that is important in learning. The capacity to reflect is developed to different stages in different people and it may be this ability which characterises those who learn effectively from experience’

(Boud et al 1985)

In the past two decades the focus on reflection, or on becoming a reflective practitioner, has gained popularity in a wide range of contexts, including education (Smyth, 1991), graphic design (Poynor, 1994), art (Roberts, 2001), engineering (Adams et al 2003), medicine (Middlethon and Aggleton, 2001), and coaching (Gilbert and Trudel, 2006). Interestingly, practitioners are being encouraged to ‘stand back and reflect upon the construction and application of their professional Knowledge’ (Hardy and Mawer, 1999). Many consider John Dewey to be the ‘founder’ of reflection. He contrasted routine behaviour with reflective thought, defining the latter as the active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends (Dewey, 1910). Although Dewey was considered to be the ‘founder’ of reflection, the increased interest in the term of reflection in the past two and a half decades can be attributed to the work of Schon, (1983, 1987), Zeichner, (1983, 1987) and Crum, (1995). In contrast to Dewey’s view of reflection, whose focus lay ‘outside the action’ and on ‘future action rather than current action’ (Eraut, 1995), Schon’s (1983) interpretation of reflection takes practice into account.

With the introduction of reflective practice into coach education there are a number of benefits that can assist coach and performer in improving. Meirow’s early claims that reflection brings with it more ‘inclusive, discriminating, permeable and integrative’ perspectives (Mezirow and Associates, 1990) are generally borne out by later writers. Brookfield (1995) points to the possibilities of more informed choice, developing rationales for practice, less ‘self-laceration’, emotional grounding, more enlivened teaching, and an increase in democratic trust. In broad terms, these benefits have been translated as contributing towards improved professional practice, coupled with ability to research practice more directly (Fook, 1996).

Using questionnaires and/or interviews researchers were able to identify a number of specific events or situations (playing experience, mentoring, coaching courses, interactions with other coaches. Internet and so on) as sources coaches use to develop coaching knowledge and sport specific knowledge (Fleurance and Cotteaux, 1999; Irwin et al 2004; Jones et al 2003, 2004; Salmela, 1995; Wright et al 2007). In terms of coaching certification we might expect this source of learning to be important, however coaches

formalised learning venues are not valued by coaches as much as their day to day learning experiences in the field (Werthner and Trudel, (2006) and acknowledged that several studies have suggested coaches develop coaching skills and knowledge through actual coaching experience (Salmela, 1996; Côté et al 1995; Gilbert and Trudel, 2001). In light of this (Pensgaard and Roberts, 2002) stated by adopting an empowerment style, coaches will recognise which implementation is required to achieve optimal success, allowing players and coaches to develop learning new experiences whilst reflecting upon previous experiences during practice. Therefore important for coaches to be exposed to experimental learning environments (Kolb, 1984) where they and athletes can reflect on decisions through trial and error (Farres, 2004).

Mentoring is cited as being one of the most important ways of facilitating coaches’ development (Bloom, 2002; Bloom et al 1998; Lyle, 2002). While recognizing the pitfalls of simple mimicry, an effective mentor can help a coach develop his or her own coaching style and philosophy. Observing other coaches has also been suggested as a key source of coaching knowledge (Cushion et al 2003). Often referred to as an informal apprenticeship of observation (Sage, 1989) this observation of experienced others can occur as an athlete or as a coach. Finally, as a middle ground between the extreme individual focus of mentoring and the self direction of observation, interacting with other coaches within communities of practice (Culver and Trudel, 2006; Trudel and Gilbert, (2004) has been proposed as a particularly fruitful approach to fostering coach learning. Through this sustained interaction, coaches can collectively negotiate meaning in order to learn from one another.

Lave and Wenger (1991) addressed the importance of groups whereby knowledge can be shred through communities of practice e.g. ‘a set of relationships among persons, activity, world over time and in relation with other tangential and overlapping CoPs’. Another learning resource that can make coaches better is through the use of reflective models. Models of reflection can guide practitioners through the process. Possible models that can be used are (Gibbs, 1988; Smyth, 1991; Murphy and Atkins, 1994; Johns, 2000; Ghaye, 2008) models of reflection.

By Scott Green