knowledge and improving future practice. In doing so, reflection promises the individual a way to monitor their situated performance in order to raise self-awareness and identify relevant opportunities for professional development (Moon, 2004). Thus, in the context of coach learning and development, reflective practice has been portrayed as key to becoming an effective practitioner (Cushion, 2016). Within the coaching literature, several researchers have conceptualised reflection (Gilbert and Trudel, 2006a). Most notably, Gilbert and Trudel (2001) explored the reflective practice of six Canadian youth coaches from ice hockey and soccer. The authors identified a six-stage cyclical process that the coaches used to learn from their experience, which included coaching issues, role frame, issue setting, strategy generation, experimentation and evaluation. Gilbert and (2001) Trudel’s work has subsequently stimulated further inquiry focussed, for example, on the use of systematic behavioural observation and other technological support for coach reflection (e.g. Carson, 2008; Partington, Cushion, Cope and Harvey, 2015). However, while their model offers a useful heuristic of reflective practice, as with much of the literature (Cushion, 2016), it does not operationlise the more complex, social and cultural processes involved, for instance, in how coaches set issues to reflect upon (Abraham and Collins, 2011). Indeed, casting a critical eye over current understanding in this area, Cushion (2016) recently highlighted the uncritical acceptance of reflective practice in coaching and coach education, simultaneously calling attention to the need for studies that recognise the of “discursive complexities we are to understand how best to promote and support the reflection” (p. 3). If development of reflective practice in coaching, then we must first understand the problematic real-world experiences of coaches who reflect.
knowledge and improving future practice. In doing so, reflection promises the individual a way to monitor their situated performance in order to raise self-awareness and identify relevant opportunities for professional development (Moon, 2004). Thus, in the context of coach learning and development, reflective practice has been portrayed as key to becoming an effective practitioner (Cushion, 2016). Within the coaching literature, several researchers have conceptualised reflection (Gilbert and Trudel, 2006a). Most notably, Gilbert and Trudel (2001) explored the reflective practice of six Canadian youth coaches from ice hockey and soccer. The authors identified a six-stage cyclical process that the coaches used to learn from their experience, which included coaching issues, role frame, issue setting, strategy generation, experimentation and evaluation. Gilbert and Trudel’s (2001) work has subsequently stimulated further inquiry focussed, for example, on the use of systematic behavioural observation and other technological support for coach reflection (e.g. Carson, 2008; Partington, Cushion, Cope and Harvey, 2015). However, while their model offers a useful heuristic of reflective practice, as with much of the literature (Cushion, 2016), it does not operationlise the more complex, social and cultural processes involved, for instance, in how coaches set issues to reflect upon (Abraham and Collins, 2011). Indeed, casting a critical eye over current understanding in this area, Cushion (2016) recently highlighted the uncritical acceptance of reflective practice in coaching and coach education, simultaneously calling attention to the need for studies that recognise the “discursive complexities of reflection” (p. 3). If we are to understand how best to promote and support the development of reflective practice in coaching, then we must first understand the problematic real-world experiences of coaches who reflect.
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