Reflective Practice in Sport Management

Edwards, Allan

doi:10.1016/s1441-3523(99)70090-2

Cited by 31 publications

(16 citation statements)

References 16 publications

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“…Marsick (1988) suggested that engaging in reflection could increase personal awareness and self-understanding. Furthermore, Edwards (1999) stated reflection is the mechanism by which people learn through experience. Thus, a life skills program should be developed based on reflection.…”

Section: Discussionmentioning

confidence: 99%

Exploring the life skills needs of British adolescent athletes

Jones

Lavallee

2009

Psychology of Sport and Exercise

105

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Objectives Youth sport programs have been designed to facilitate positive development of young people by teaching life skills. It is unclear which life skills are needed by adolescents and which life skills should be included in youth sport programs. Therefore, the purpose of this study was to explore how life skills are defined, which life skills British adolescent athletes need, and which life skills are the most important. Method Nineteen adolescent athletes, ten coaches, four experts in sport psychology (pilot group) and five graduate students (pilot group) participated in a series of focus groups. An inductive analysis revealed how life skills are defined, which life skills British adolescent athletes need, and of these skills which are the most important. Results Life skills were defined as ranges of transferable skills needed for everyday life, by everybody, that help people thrive. Participants described the need for interpersonal skills including social skills, respect, leadership, family interactions, and communication. Personal skills including organization, discipline, self-reliance, goal setting, managing performance outcomes, and motivation, were also reported. Social skills were identified as the most important life skills. Conclusions In conclusion, findings add support to existing positive youth development research while adding an alternative insight into which life skills should be built into youth sport programs.

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Section: Discussionmentioning

confidence: 99%

Exploring the life skills needs of British adolescent athletes

Jones

Lavallee

2009

Psychology of Sport and Exercise

105

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“…Her argument followed Edwards (1999) who suggested a greater need for developing theory based on the real lives of practicing sport managers and Chalip (1990Chalip ( , 1997Chalip ( , 2006 who argued for the value in sport management research of utilizing narrative approaches and action research that involve those being studied, rather than imposing only strict "expert-derived" approaches in our inquiries. The value of this type of research is not only in enhancing its quality, but also in aiding its appropriate interpretation and application to management policies and practice (Chalip, 1997).…”

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confidence: 99%

Employee Satisfaction in Sport: Development of a Multi-Dimensional Model in Coaching

Dixon

Warner

2010

Journal of Sport Management

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Despite the overwhelming emphasis on job satisfaction in sport management research, scholars continue to advocate for the distinctiveness and importance of evaluating both job satisfaction and dissatisfaction. The purpose of this investigation is to develop a model of job satisfaction and dissatisfaction for intercollegiate coaches. Fifteen head coaches participated in semistructured interviews. Results revealed a sport industry speci c three-factor model. Desirable job factors (Player-Coach Relationships, Recognition, and Social Status) were related only to satisfaction. Industry Standard Factors (Sport Policy, Salary, Recruiting, Supervision, and Life Balance) were related only to dissatisfaction. Performance Dependent Factors (Flexibility and Control, Program Building, and Relationships with Colleagues) were related to satisfaction and dissatisfaction. The results support the distinctiveness of job satisfaction and dissatisfaction as constructs, and also demonstrate a continued need for examining job attitudes within context. As sport managers understand the particular expectations of their employees and their industry they can better diagnose and solve employee issues.

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“…Brookfield (cited in Miller, 2010) advocates several outcomes from consistent commitment to critical reflection within higher education: 'inspirational self-assuredness, the regular achievement of teaching goals, and motivated, critically reflective students' (p. 1). Raelin (2002) Despite the growth of interest in reflective practice (Edwards, 1999), it can be neglected (Hedberg, 2009) by individual practitioners and their organisations or institutions.…”

Section: Importance Of Reflective Practicementioning

confidence: 99%

“…Reflective practice has a pivotal role to play in professional practice (Edwards, 1999) yet can be neglected by practitioners and their organisations. Reflective practice is a discipline which facilitates continuous learning by reflecting on one's actions and the impact of the broader environment.…”

Section: Introductionmentioning

confidence: 99%

Taking time to pause: Engaging with a gift of reflective practice

Ganly¹

2017

Innovations in Education and Teaching International

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This paper is a call to action to engage readers in cultivating reflective practice. The demands of a rapidly changing global society, the influences on emerging learning and teaching landscapes, and the ubiquity of information in 21 st century society are catalysts for this focus on reflection. The author conducted a literature review, integrated with personal experience, resulting in a proposed PARA model (pausing, attending, revising, adopting, adapting) as an extension to existing reflective practice models. In the context of this paper, reflective practice is addressed in terms of professional development within higher education (HE) and the personal experience of its transformational potential. This model offers an opportunity for educators to take time to experience reflection beginning with a pause. Although not an instant solution, this act of pausing can kick-start and cultivate reflective practice for novices or lapsed practitioners.

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Reflective Practice in Sport Management

Cited by 31 publications

References 16 publications

Exploring the life skills needs of British adolescent athletes

Exploring the life skills needs of British adolescent athletes

Employee Satisfaction in Sport: Development of a Multi-Dimensional Model in Coaching

Taking time to pause: Engaging with a gift of reflective practice

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