Reflecting back and forwards: an evaluation of peer-reviewed reflective practice research in sport

Abstract

Reflecting back and forwards: The ebb and flow of peer-reviewed reflective practice research in sport http://researchonline.ljmu.ac.uk/1194/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. Reflecting back and forwards: An evaluation of peer-reviewed reflective practice research in sport AbstractResearchers in sport have claimed that reflective practice is important for competent practice. Evidence supporting this claim is sparse, highly theoretical and located within a variety of domains. The aim of this study was to assimilate and analyse the last twelve years of reflective practice literature within the sport domain in order to identify new areas of inquiry, emerging trends with regards to findings or methodology, and to identify implications for future research and practice. A sample of 68 papers published between 2001 and 2012 was examined, and investigated for the research locations, data collection methods utilized, and the professions and communities involved. The paper concludes with some suggestions for future research.

The importance of reflection for coaches in parasport

“…Cassidy, Jones, & Potrac, 2009;Cushion, Armour, & Jones, 2003;Gallimore, Gilbert, & Nater, 2014;Gilbert & Trudel, 2001;Knowles, Gilbourne, Borrie, & Neville, 2001;Werthner & Trudel, 2006. Recently, there has been a call for more study in the area of reflective practice in sport (Huntley, Cropley, Gilbourne, Sparkes, & Knowles, 2014). The present study aims to add to our understanding of reflective practice by exploring how four parasport coaches used reflection to help them learn and develop within the parasport context.…”

Framing pedagogic relations within the boundaries of Foundation Degree Sport and Coaching qualifications

“…(Morais (2002, p.561) As such, it is important that lecturers within the FE context are given the opportunity to reflect upon their role in recontextualising many of the messages evident within the changing landscape of sport-education in the 14-19 sector. Here, we echo the thoughts of Huntley et al (2014) and hope that we may begin to witness 'more individuals embracing reflective practice for personal and professional development regardless of the external drivers of policies and regulations ' (p. 874). Without providing lecturers like Janet the space for professional development from which to develop practices and knowledges specific to the academic and vocational requirements of the FdSC, it is likely that current forms of pedagogic communication will continue to perpetuate rather than evolve the types of skills, knowledge and practices, contributing to the closure of what Bernstein (2004, p.213) refers to as 'personal and occupational possibilities' available to students undertaking the FdSC qualification.…”

“…In a similar light to the valued forms of reflection established elsewhere in physical education and sport research (Macdonald & Tinning, 2003;Craig, 2009;Lamb et al, 2013;Huntley et al, 2014) the use of a reflective diary was adopted to provide insight into how Janet developed her pedagogic relations within the particular localities of the FdSC programme and college. Like those beyond the context of sport-education (see Elwood, 2012), this enabled Janet not to remain a mere subject of change but to develop a position by which she was able to play an active role in curricula, pedagogic and assessment development.…”

Professional development for sport psychology practice

“…Although practitioners and trainees highly value these activities, they have only received scholarly attention relatively recently. There is some evidence that it is typically trainees and neophyte practitioners who engage in formal supervision and reflective practice, and then only when required by professional bodies [36,38]. The reality, however, may not be as bleak as such evidence implies.…”

“…Reflective practice and supervision are two key processes underlying development [36,37]. Although practitioners and trainees highly value these activities, they have only received scholarly attention relatively recently.…”