Why reflection will help you become a better coach
- Ceri Bowley
- 02 May 2019
Ceri Bowley outlines the importance of engaging in reflective practice in order to become a better coach.
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, reflective frameworks 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.
Ceri Bowley is a football lecturer working at the University of South Wales. This article was first published in The Boot Room magazine in April 2016.
