Magazine

The Boot Room Issue 15
April 2016
18 | 19
A framework for
reflect ion
A large proportion of coaching
knowledge and practice comes
from personal interpretations
of previous experiences.
Ceri Bowley, FA Regional Coach Mentor
Officer, discusses the importance of
engaging in reflective practice, looking
back on the impact on his own coaching.
A large proportion of coaching knowledge and
practice comes from personal interpretations of
previous experiences (Cushion, Armour, & Jones,
2003; Gilbert & Trudel, 2001). A process found at the
heart of all experience-based learning theories is
reflective practice (Kolb, 1984). Research has shown
that coaches learn through reflective practice (Trudel
& Gilbert, 2006). Further, reflection could provide a
bridge linking knowledge gained from professional
practice, observations, coaching theory,
and education.
Through engaging in reflective practice coaches
can assess their practice in line with their coaching
philosophy. This will benefit coaches in the following
ways: (1) determining how their practice aligns
with their philosophy (i.e., do they live what they
believe in?) (2) exploring the appropriateness of
their philosophy for coaching their players; and,
(3) informing the continued evolvement of their
philosophy to ensure it represents their own values
and beliefs whilst also being conducive to coaching
according to the players needs and expectations.
The reflective practice literature emphasises the
development of learning from experience (Hanton,
Cropley, & Lee, 2009). For example, Kolb (1984)
viewed reflection as an integral part of a dynamic
spiral or loop of experiential learning. In accord
with the suggestions of Cropley, Hanton, Miles, and
Niven (2010) and Ghaye & Lillyman (2000), three
key principles of reflection can be considered: (1)
reflective practice is about learning from experience;
(2) reflection can improve practice; and (3) reflection
involves respecting and working with evidence.
As it is based on real-life, reflection can generate
practice-based knowledge, which adds to evidence
concerning ‘how we actually practice’ (Driscoll & Teh,
2001). Indeed, people can use reflection to explore
why they acted as they did, what was happening in
the situation (and why), what they have learned, and
how they can use this knowledge in the future (Jones
et al., 2011).
One of the biggest challenges that individuals face
when starting to reflect is knowing what to think back
on and as a result many can be caught simply ‘mulling
things over’ (Knowles et al., 2001). In an effort to
reduce the likelihood of coaches doing so, this article
will present two simple framework’s that can be used
to structure reflection making it easier to link critical
thought to future practice. Indeed, when completed
thoroughly, reflection can lead to identification of
areas to be developed and serve to guide the coach
towards adapting their practice accordingly.