Barriers to systematic reflective practice as perceived by UKCC Level 1 and Level 2 qualified Rugby Union coaches

‘Think Aloud’: Toward a Framework To Facilitate Reflective Practice Amongst Rugby League Coaches

“…More recently, Burt and Morgan (2014) reported that UKCC Level one and Level two rugby coaches emphasized that organization, motivation and time allowance were significant barriers to their sustained engagement in reflective practice, with joint responsibility for these F o r P e e r R e v i e w THINK ALOUD FOR REFLECTIVE PRACTICE barriers being attributed to themselves, the governing body, and also club support. There appears, therefore, to be an identified need to support reflective practitioners more longitudinally, building perhaps on the premise of staged reflection (e.g., Knowles et al, 2007), as opposed to that of 'taught' sessions alone designed to educate coaches on reflective practice.…”

“…Such an approach is likely to foster sustained engagement in the reflective process via appropriate pedagogy amongst a comprehensive, efficient educational 'package' to promote and support the development of reflective skills over time (e.g., Burt & Morgan, 2014;Cropley et al, 2015;Huntley, Cropley, Gilbourne, Sparkes, & Knowles, 2014;Taylor, Werthner, Culver, & Callary, 2015).…”

A Multi-Study Exploration of Factors That Optimize Hardiness in Sport Coaches and the Role of Reflective Practice in Facilitating Hardy Attitudes

“…Perhaps as a result, much of what is currently considered (and practiced) as meaningful (critical) reflection in coaching has been labeled as little more than descriptive evaluation of practice ( Cushion, 2018 ). Further, previous research has reported that many coaches (particularly neophyte) experience a lack of confidence in their understanding of RP, which contributes to limited engagement with the process ( Burt and Morgan, 2014 ). From an applied perspective, therefore, in considering the development of hardiness and its attitudinal sub-components, there is a need for practitioners (e.g., sport psychologists, coach educators) to promote engagement in RP and also develop coaches’ confidence and ability to reflect at critical levels of insight, which can be done through systematic training and support programs ( Faull and Cropley, 2009 ; Bulman et al, 2016 ).…”

Reflective Practice: Helping Coaches Improve their Coaching

“…During the latter steps (assessment and adjustment) of the coaching process, this trainer could support higher order learning through the development of skills such as critical thinking, critical inquiry, and problem solving (27). While this article provided different suggestions as to how to implement reflective practice at different stages of the coaching process, the best ways to do so remain influenced by factors such as (a) the coach's motivation to engage in reflective practice, (b) the coach's stage of learning, (c) the time and resources available, (d) having access to peers, or (e) working in an environment that values personal and professional development, to name a few (5,19,41).…”