An evaluation of reflective practice on novice trampoline gymnastics coaches.

Abstract

Reflective practice as described by Cropley, Miles, Hanton & Niven (2007) is a concept which offers potential benefits such as: improved self-awareness, the development of professional knowledge, and improved confidence. However, the process does encounter some difficulties, specifically with regard as to how best to engage in the process and the amount of time it takes to reflect (Cropley, Miles & Peel, 2012). In light of this, this study aimed to evaluate the potential impact coaching practice and development reflective practice had on a group of novice trampoline gymnastics coaches, as well as the potential efficacy of better integrating reflective practice into coach education programmes to aid the development of novice coaches. Six participants were selected using purposive sampling techniques with each reflecting on six two hour coaching sessions (one reflection per week). Following this, each participant took part in a semi-structured interview in order to examine their experiences of reflecting on their coaching practice. The resulting interview data was analysed using an inductive and deductive content analysis process. This study found that whilst all participants reported that reflective practice was a tool acquired by the coach to aid them with their practice, there was a mix of opinions as to whether it was worth doing at a novice level. The amount of time the process took and the repetitive nature of the reflective pro-forma were the main issues identified, which potentially made the process not seem worthwhile to engage in as a novice coach. However, the participants did offer some development potential towards the process, which would make engaging in the process as a novice coach more practical and allow the coaches to reap the potential benefits of reflective practice. Following this study, it is feasible to suggest that reflective practice should have a larger priority within the coach education programmes for novice coaches. However, a consideration of the approach being adopted to engage coaches in reflective practice has to be noted before commencing a study of this type