Developing Critical Reflection Skills in a Formal Coach Education Program

Abstract

Alongside knowledge and understanding of the sport (what to coach) and strategies to support learning (how to coach), critical reflection is an important feature of high-quality coaching practice. Accordingly, there is a clear need for evidence-based tools and frameworks for appreciating and developing coaches’ critical reflection skills, through coach education programs. The purpose of this study is to share the results of an intervention intended to develop coaches’ critical reflection skills through a formal gymnastics coach education program within the Flemish School for Coach Education (Belgium). A pre–post test design was used to compare the development of written critical reflection skills in 25 gymnastics coaches (14 intervention and 11 control). Statistical analysis of data revealed that the intervention had a significant (p < .01) impact on the quality of coaches’ critical reflection. Coaches exhibited a positive, upward, trajectory from descriptive verbalizations to a deeper level of self-awareness, and greater criticality, along with demonstrating a willingness to adopt alternative ideas/approaches. Findings are discussed in relation to existing research on critical reflection as a feature of coach education. This study offers a unique critical reflection strategy that has the potential to meet the learning development needs of coaches in a formal coach education program.

The Head Coach as a Coach Developer: A Coach Education Case Study inside a World Champion Futsal Team

“…The staff acknowledged this intentional procedure and mentioned its importance in stimulating their professional growth, enriching the teaching-learning process as well. This aligns with previous studies that demonstrated how structured narratives and reflexive conversations are important tools to develop coaches' understanding of their practice (e.g., [46,47]). In this way, the CD also assumes a role as a facilitator of learning [14].…”

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“…Nevertheless, examples do exist within the research literature that offer a more optimistic view of how practitioners might become more critically reflective as a result of engaging with wellconsidered professional development programmes. For example, the work of Vangrunderbeek et al (2022) showcases how, in Belgium, gymnastics coaches were able to develop skills for reflection through a well-supported series of learning opportunities over time. Influenced by this, and other cases, within and outside of the field (e.g., Fisher, 2003;Hatton & Smith, 1995), CDIP represents a multi-year opportunity for coaches to undertake inquiry, produce outputs, share those for critical discussion, and be supported to reflect on their processes.…”

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