The effects of Reflective Practice on Batsmen’s performance

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Author
Foley, Harley
Date
2013Publisher
Cardiff Metropolitan University
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Show full item recordAbstract
The purpose of this study was to investigate the relationship between the use of
reflective practice within a training programme and its effect on athlete performance,
in similar fashion to (Faull & Cropley, 2009; Hanrahan, Pedro & Cerin, 2010). In the
study, five cricketers and more specifically batsman undertook reflective practice in
their training programmes for three weeks. They filled out a guided reflection proforma,
based on Gibbs (1988) model; this took them through a structured version of
reflective practice, enabling the participants to reflect effectively and accurately, on
their performance. They were then independently interviewed, in a semi-structured
fashion on their experiences with reflective practice, allowing them to talk about how
they felt about using reflection and the impacts they perceived it had on them.
Following this, an inductive approach was adopted to analyse the data, which arose
from and was presented within the interviews. The results showed that reflective
practice had beneficial effects on performance, enhancing confidence in a number of
participants, through raising awareness that they were performing well. Along with
raising motivation because they could clearly see the weaknesses that they needed
to work on improving. All of the participants reported that it was very beneficial as a
learning tool and that it aided them in player development. However, other
participant’s also reported that it had a negative impact on performance, through a
lowering of self-confidence caused by reflecting on the weaknesses of their
performance; as a result reflecting on negative experiences should be treated with
caution, if not disregarded. The main implication of the study is that coaches and
athletes should implement a form of guided reflection into their training programmes.
This is down to the benefits the participants experienced due to using reflective
practice, as it raised motivation, confidence and learning within the performer’s,
ultimately improving their performance.
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