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And so the journey begins ........

Having completed my Bsc(Hons) in Sports Therapy and moving into my Mres in Sports coaching, reflective work has never really been at the forefront of my mind.

To start the reflection I want to look for the definition of reflection which will help provide me a clearer understanding of how to reflect in the most effective way. 

Define reflection:
“A process of looking back on what has been done and pondering on it and learning lessons form what did or did not work ….. The act of deliberation, when the practitioner consciously stops and thinks what shall I do now?” (Conway, 1994)

(Schon, 1991) identifies the concept of ‘reflection in action’ which looks at the importance of reflection during an event but also emphasis’ thinking and learning once the event has taken place. 

Reflection in action
Reflection on action
-        Experiencing 
-       Thinking on your feet
-       Thinking what to do next
-       Acting straight away
-       Thinking about something that has happened 
-       Thinking what you would do differently next time 
-       Taking your time. 
Figure 1.1. shows a reflection model to help reflection on an action whether at that moment or after the situation (Schon, 1991).

A study by (Koshy et al., 2017) stated that refection’s are usually done towards that has gone wrong for example failure of task. But reflection of things that went well; it can help build confidence.

Stages of reflection:
-        What, where and who – the situation:

During the session today, I took part in multiple of tasks including creating a collage of myself and describing it to other members of the group and the apocalypse game. The apocalypse game involved discussing and debating whether or not my character/ persona should be one of the final three survivors. Creating a self college of myself was rather odd and silly but reflection. I struggled to imagine myself as a picture but that was the task.


Looking back on my college now, it comes across as how I would like people to see me rather than how I see myself directly. I think grown up in a society where you have to be the 'best', the 'prettiest', the 'richest' etc really needs into your mind that people are always looking at you and not at who you are.

-        How did it make you feel - my emotional response?
By discussing ideas and thoughts provided me with the assumption that only the ‘fittest’ should survive, whether that is the smartest (the scientist, the doctor) or the ones who would benefit from safety and provide future opportunities (the pregnant women). However, the discussion after the task really opened my eyes to what other possibilities could be; that the older women is experienced in childbirth as she would be survived the second world war and having to deliver babies outside of the hospital setting. Also, from that, growing up in an environment of ‘make do and mend’ was key – she would be able to teach and pass on that information.

-       Could I have done anything differently – critical review and development of insight
I believe that I could have justified my points a lot more, as I think I am quite shy when meeting new people. I want to become more vocal with my views especially when looking at the field of teaching. I would also like to begin to think outside of the box with large concepts and not just focus on one thing and one thing alone. Opening my mind to new and interesting ideas will benefit my teaching as I will be able to explain concepts in more interesting ways and more interactive ways to help students understand ideas better.

-       What will I do differently in the future – how will this change my practice?
In the next session, I am only to aim to be more vocal within the group, explain and discuss the points we are looking at. I also want to take note of many of the different teaching styles that are demonstrated within the session. From the session, I noticed that there were many different ways to encourage and motivate students to take part in lectures.

I am looking forward to continuing looking into the mirror of reflection to further my journey to become a better equipped teacher and student.







Conway, J. (1994) ‘Reflection, the art and science of nursing and the theory-practice gap.’, British journal of nursing (Mark Allen Publishing), 3(3), pp. 114–8. Available at: http://www.ncbi.nlm.nih.gov/pubmed/8148626 (Accessed: 17 October 2019).

Koshy, K., Limb, C., Gundogan, B., Whitehurst, K. and Jafree, D. J. (2017) ‘Reflective practice in health care and how to reflect effectively’, International Journal of Surgery Oncology. Ovid Technologies (Wolters Kluwer Health), 2(6), p. e20. doi: 10.1097/ij9.0000000000000020.

Schon, D. (1991) ‘The reflective practitioner’. Aldershot: Ashgate Publishing Ltd., p. 76.



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