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Moving forward ......

After session 3, I have begun to take reflection in and use it to my advantage. 

During a practical session I joint lead this week, I used reflective practice towards the students. From my experience with reflective work, I have begun to reflect on how I have taught and handled the session by keeping a reflective diary. In the sense of a ‘reflective diary’ they are bullet points about how the session was set out, notes on students/ session and how I felt after the session was over. 

Again I came back to looking at the same study by Faull and Cropley (2009) because I found it echoed how reflective practice has benefited and changed my opinion towards the importance of using reflection.the study looked at reflective learning with a case study of a senior level triathlete. The individual was introduced to reflective practice during a 30-day training camp, the athlete was asked to maintain a reflective diary in order to keep notes of how he felt during and after the sessions. After the 30-day training camp, the athlete was interviewed focusing on the experience he had with reflective practice. The results of this study indicated the reflection can be used as a holistic aid for athletic performance and suggestions towards the encouragement that athletes use of reflection on competitive experiences (Hanton et al., 2007). It also demonstrated that added benefits of reflection on less positive incidences i.e. negative training sessions; this may encourage athletes to engage in active problem-based learning rather than allowing these problems to fester into larger problems.  Ideas by Daudelin, (1996); Barnett and O’Mahony, (2006)suggest that the process of reflective practice is used when ‘individuals become aware of or concerned with an incident, problem or event; possible solutions and consequences are considered and a preferred course of action is determined’ (Faull and Cropley, 2009 p.336). Andrews, Gidman and Humphreys, (1998) suggested that reflection done effectively is ‘a highly skilled activity’ that must be developed and nurtured. The use of reflective practice is considered necessary in order to build winning cultures among more advanced British athletes. 

It is important to consider this study, especially when working with athletes and students as reflective practice is beneficial when considering both positive and negative events both within sports and study life. 

I aim to adopt this study in my teaching by asking both my students and athletes to use reflective journaling to make notes of their feelings and thoughts on the things happening during that day. 

I also aim to adopt this in my master’s thesis. The aim of my study is to research the effects of differing coaching styles on young gymnast’s goal attainment; as the study is of a qualitative design, having the athletes record their feelings towards the coaching styles.  




Andrews, M., Gidman, J. and Humphreys, A. (1998) ‘Reflection: does it enhance professional nursing practice?’, British journal of nursing (Mark Allen Publishing), 7(7), pp. 413–417. doi: 10.12968/bjon.1998.7.7.413.

Barnett, B. G. and O’Mahony, G. R. (2006) ‘Developing a culture of reflection: implications for school improvement’, Reflective Practice. Informa UK Limited, 7(4), pp. 499–523. doi: 10.1080/14623940600987130.

Daudelin, M. W. (1996) ‘Learning from Expereince Through Reflection’, Organisational Dynamics, 24, pp. 36–48.

Faull, A. and Cropley, B. (2009) ‘Reflective learning in sport: a case study of a senior level triathlete’, Reflective Practice, 10(3), pp. 325–339. doi: 10.1080/14623940903034655.

Hanton, S., Cropley, B., Neil, R., Mellalieu, S. D. and Miles, A. (2007) ‘Experience in sport and its relationship with competitive anxiety’, International Journal of Sport and Exercise Psychology, 5(1), pp. 28–53. doi: 10.1080/1612197X.2008.9671811.

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