Reflection and Reflective Practice in a High-Performance Sports Coaching Context: Understanding and Impact

The purpose of this paper was to consider critically how high-performance sport coaches understand reflection and how this understanding impacted ‘reflective practice’. In coach education, the term ‘reflection’ has... [ view full abstract ]

The purpose of this paper was to consider critically how high-performance sport coaches understand reflection and how this understanding impacted ‘reflective practice’. In coach education, the term ‘reflection’ has become a slogan disguising a range of practices – with differing understandings and the application of different approaches there is no unitary view of reflection meaning that practitioners will practice reflection in radically different ways, if at all. Reflection, therefore, is a contested concept whose meaning shifts to accommodate the interpretation and interests of those using the term. This research explores the extent of these issues with high-performance coaches who are often presented as privileging reflective practice in coaching. Data were collected from a National High-Performance coach education programme. Thirty semi-structured interviews were conducted with 19 high-performance sport coaches, and programme staff. Participant observation, including video recording, was undertaken of coach education workshops. Data were analysed thematically, with the main themes being: coaches’ learning experiences, understandings of reflection, and ‘impact and change’ in coaching practice. Findings suggested varied understanding of reflection and reflective practice with coaches’ drawing on their experiences to inform their reflective practice. The data supported notions of ‘levels’ of reflection with limited or no critical reflection undertaken to challenge existing beliefs and assumptions or actions striving to challenge and change established coaching practice. The research highlights the need for clear conceptual and practical understanding of reflection in the high-performance setting. Such clarity can provide coaches and coach education with the resources to access multiple levels of reflection and reap the full benefits of reflective practice in challenging and developing coaching.