Pub Date : 2023-01-02DOI: 10.1080/14623943.2022.2143342
Anne Marie Flatekval
ABSTRACT Mindfulness is a practice that is advantageous for decreasing anxiety and stress (McVeigh, 2021). It is very beneficial to use with students. Nursing students experience much stress and anxiety due to the academic workload and expectations to perform in the classroom and clinical setting (Manocchi, 2017). It is important for students to be able to manage stress and anxiety so that they can be successful in the nursing program. When first year nursing students indicated they were experiencing stress and anxiety and it was negatively impacting their academic performance, brief mindfulness sessions were introduced at the beginning of each class. Student feedback has been very positive for using a mindfulness application. This demonstrates that mindfulness applications have a positive impact on the reduction of stress and anxiety which is beneficial in the classroom, clinical setting, and everyday practice.
{"title":"Utilizing a mindfulness application in the nursing classroom","authors":"Anne Marie Flatekval","doi":"10.1080/14623943.2022.2143342","DOIUrl":"https://doi.org/10.1080/14623943.2022.2143342","url":null,"abstract":"ABSTRACT Mindfulness is a practice that is advantageous for decreasing anxiety and stress (McVeigh, 2021). It is very beneficial to use with students. Nursing students experience much stress and anxiety due to the academic workload and expectations to perform in the classroom and clinical setting (Manocchi, 2017). It is important for students to be able to manage stress and anxiety so that they can be successful in the nursing program. When first year nursing students indicated they were experiencing stress and anxiety and it was negatively impacting their academic performance, brief mindfulness sessions were introduced at the beginning of each class. Student feedback has been very positive for using a mindfulness application. This demonstrates that mindfulness applications have a positive impact on the reduction of stress and anxiety which is beneficial in the classroom, clinical setting, and everyday practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"113 - 123"},"PeriodicalIF":1.2,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44698740","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-22DOI: 10.1080/14623943.2022.2158797
Nadia Mead
ABSTRACT Sharing personal teaching stories provides opportunities for enhanced wellbeing and learning for both experienced and pre-service teachers. This paper shares the results of a qualitative pilot study that used narrative inquiry to collect and share teacher stories. The research was conducted in two phases. The first phase collected humorous stories from experienced teachers recalled from the first years of their teaching career. Thematic data analysis investigated the wellbeing and learning impact on those teachers when sharing their stories. The second phase invited pre-service teachers to read and evaluate the impact of humorous stories when preparing for their first school placements. Thematic data analysis investigated the wellbeing and learning impact on pre-service teachers reading these stories. The analysis from both phases demonstrated recurring themes regarding the importance of teacher-student relationships for teacher wellbeing. The results also showed that the sharing and reading of stories had beneficial outcomes such as enhanced wellbeing and enhanced learning for both the teacher storytellers and the pre-service teacher readers. This study provides evidence that the inclusion of real-life stories offers a valuable addition to Initial Teacher Education programs as a way of developing professional and reflective practice.
{"title":"Telling tales: sharing humorous education stories to enhance teacher wellbeing and learning","authors":"Nadia Mead","doi":"10.1080/14623943.2022.2158797","DOIUrl":"https://doi.org/10.1080/14623943.2022.2158797","url":null,"abstract":"ABSTRACT Sharing personal teaching stories provides opportunities for enhanced wellbeing and learning for both experienced and pre-service teachers. This paper shares the results of a qualitative pilot study that used narrative inquiry to collect and share teacher stories. The research was conducted in two phases. The first phase collected humorous stories from experienced teachers recalled from the first years of their teaching career. Thematic data analysis investigated the wellbeing and learning impact on those teachers when sharing their stories. The second phase invited pre-service teachers to read and evaluate the impact of humorous stories when preparing for their first school placements. Thematic data analysis investigated the wellbeing and learning impact on pre-service teachers reading these stories. The analysis from both phases demonstrated recurring themes regarding the importance of teacher-student relationships for teacher wellbeing. The results also showed that the sharing and reading of stories had beneficial outcomes such as enhanced wellbeing and enhanced learning for both the teacher storytellers and the pre-service teacher readers. This study provides evidence that the inclusion of real-life stories offers a valuable addition to Initial Teacher Education programs as a way of developing professional and reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"224 - 237"},"PeriodicalIF":1.2,"publicationDate":"2022-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41494611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-19DOI: 10.1080/14623943.2022.2158796
Mevlut Aydogmus, Cihad Şentürk
ABSTRACT The purpose of this study is to examine the relationship between secondary school students’ reflective thinking skills and their learning strategies, as well as to assess the predictive power of reflective thinking on learning strategies. A correlational survey model was used in the study. The participants consisted of 378 students studying in secondary schools in Konya, in the 2021–2022 academic year. The study found that there were positive relationships between the students’ reflective thinking skills and the sub-dimensions of learning strategies. In addition, structural equation model analysis indicated that the model was significant as a whole and students’ reflective thinking skills and learning strategies were significantly correlated. In the model tested, it was found that reflective thinking positively predicted learning strategies and reflective thinking explained 72% of the change in learning strategies. According to these results, it can be argued that students’ reflective thinking skills play a key role in the formation and shaping of learning strategies.
{"title":"An investigation into the predictive power of reflective thinking on learning strategies","authors":"Mevlut Aydogmus, Cihad Şentürk","doi":"10.1080/14623943.2022.2158796","DOIUrl":"https://doi.org/10.1080/14623943.2022.2158796","url":null,"abstract":"ABSTRACT The purpose of this study is to examine the relationship between secondary school students’ reflective thinking skills and their learning strategies, as well as to assess the predictive power of reflective thinking on learning strategies. A correlational survey model was used in the study. The participants consisted of 378 students studying in secondary schools in Konya, in the 2021–2022 academic year. The study found that there were positive relationships between the students’ reflective thinking skills and the sub-dimensions of learning strategies. In addition, structural equation model analysis indicated that the model was significant as a whole and students’ reflective thinking skills and learning strategies were significantly correlated. In the model tested, it was found that reflective thinking positively predicted learning strategies and reflective thinking explained 72% of the change in learning strategies. According to these results, it can be argued that students’ reflective thinking skills play a key role in the formation and shaping of learning strategies.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"210 - 223"},"PeriodicalIF":1.2,"publicationDate":"2022-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42984209","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.1080/14623943.2022.2158798
Brianna Strumm
ABSTRACT Reflective practice is an important and influential component of social work and is often perceived as a contributing factor to professional development, experiential learning, and practice growth. However, the relationship between reflective practice and practitioner self-care, resiliency, and well-being is not commonly discussed. Furthermore, reflective practice is also not often examined within international domains of social work practice, and how practitioners who are working abroad and away from their home communities utilize reflective practice. This doctoral research project sought to explore the impact of reflective practice on workers who were practicing social work in a global development capacity. These workers crossed international borders as they practiced in foreign contexts. A meaningful discovery was how reflective practice was discussed as a conduit for self-care as practitioners worked in challenging and complex conditions that often lacked formal supervision and support. Participants spoke of how they coped with challenges by engaging in reflective practice.
{"title":"Reflection for well-being: the reflective practice experiences of social workers employed in global development","authors":"Brianna Strumm","doi":"10.1080/14623943.2022.2158798","DOIUrl":"https://doi.org/10.1080/14623943.2022.2158798","url":null,"abstract":"ABSTRACT Reflective practice is an important and influential component of social work and is often perceived as a contributing factor to professional development, experiential learning, and practice growth. However, the relationship between reflective practice and practitioner self-care, resiliency, and well-being is not commonly discussed. Furthermore, reflective practice is also not often examined within international domains of social work practice, and how practitioners who are working abroad and away from their home communities utilize reflective practice. This doctoral research project sought to explore the impact of reflective practice on workers who were practicing social work in a global development capacity. These workers crossed international borders as they practiced in foreign contexts. A meaningful discovery was how reflective practice was discussed as a conduit for self-care as practitioners worked in challenging and complex conditions that often lacked formal supervision and support. Participants spoke of how they coped with challenges by engaging in reflective practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"238 - 250"},"PeriodicalIF":1.2,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41804087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1080/14623943.2022.2154753
A. Carrington, Felicity Croker, Amanda Lee-Ross, S. Keogh, Simone Dewar
ABSTRACT There is growing recognition of the critical need to incorporate Domestic Violence (DV) curriculum into dentistry degrees. Interprofessional collaboration between Social Work, DV sector and Dentistry developed and delivered the Dentistry and Domestic Violence – Recognise, Respond and Refer (DDV-RRR) program within an undergraduate dentistry degree in Australia. This article presents our critical reflections on the collaboration, development and delivery of this program. Selected questions from Fook’s critical reflection model were utilised to guide the reflection process. Key learnings from this process include acknowledging inherent challenges, power and barriers in collaborative projects; importance of interprofessional collaboration for best practice; and the importance of interpersonal/professional relationships for forming and maintaining interprofessional collaborations. We share the learnings from our critical reflections as an example of how interprofessional collaboration enhances the development and delivery of DV curriculum in one undergraduate dentistry course.
{"title":"Critical reflections on an interprofessional collaboration to develop domestic violence curriculum in an undergraduate dentistry program","authors":"A. Carrington, Felicity Croker, Amanda Lee-Ross, S. Keogh, Simone Dewar","doi":"10.1080/14623943.2022.2154753","DOIUrl":"https://doi.org/10.1080/14623943.2022.2154753","url":null,"abstract":"ABSTRACT There is growing recognition of the critical need to incorporate Domestic Violence (DV) curriculum into dentistry degrees. Interprofessional collaboration between Social Work, DV sector and Dentistry developed and delivered the Dentistry and Domestic Violence – Recognise, Respond and Refer (DDV-RRR) program within an undergraduate dentistry degree in Australia. This article presents our critical reflections on the collaboration, development and delivery of this program. Selected questions from Fook’s critical reflection model were utilised to guide the reflection process. Key learnings from this process include acknowledging inherent challenges, power and barriers in collaborative projects; importance of interprofessional collaboration for best practice; and the importance of interpersonal/professional relationships for forming and maintaining interprofessional collaborations. We share the learnings from our critical reflections as an example of how interprofessional collaboration enhances the development and delivery of DV curriculum in one undergraduate dentistry course.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"183 - 196"},"PeriodicalIF":1.2,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45990018","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-12DOI: 10.1080/14623943.2022.2155126
Nadia Mead
ABSTRACT Stories build empathy and provide insights into character motivations and behaviour. When used in Initial Teacher Education programs, narratives can help pre-service teachers to examine conflict situations from an alternative perspective to their own. This paper shares the results of a qualitative pilot study conducted with pre-service teachers. Participants were asked to read short scenarios depicting two common conflict situations in educational settings: teacher and parent/carer conflict; and disruptive student behaviour. For each scenario, two versions were created. One version was constructed to mimic the kind of objective scenario common to Initial Teacher Education program study materials. The second version was created as a short story complete with characters, figurative language and dialogue. Participants were asked to read both versions of the same event, select their preferences and then explain their choices. The study analysed and thematically coded feedback between Primary and Secondary pre-service teachers. The results show mixed responses to both scenarios that represented a teacher’s perspective of conflict with a parent/carer. In the case of a scenario about disruptive student behaviour, the results indicated a universal preference for the descriptive version. Participants empathised with the student perspective and valued the additional educational insights provided by the storied version.
{"title":"Insight and empathy: comparing the responses of pre-service teachers when reflecting on objective versus descriptive scenario-based learning","authors":"Nadia Mead","doi":"10.1080/14623943.2022.2155126","DOIUrl":"https://doi.org/10.1080/14623943.2022.2155126","url":null,"abstract":"ABSTRACT Stories build empathy and provide insights into character motivations and behaviour. When used in Initial Teacher Education programs, narratives can help pre-service teachers to examine conflict situations from an alternative perspective to their own. This paper shares the results of a qualitative pilot study conducted with pre-service teachers. Participants were asked to read short scenarios depicting two common conflict situations in educational settings: teacher and parent/carer conflict; and disruptive student behaviour. For each scenario, two versions were created. One version was constructed to mimic the kind of objective scenario common to Initial Teacher Education program study materials. The second version was created as a short story complete with characters, figurative language and dialogue. Participants were asked to read both versions of the same event, select their preferences and then explain their choices. The study analysed and thematically coded feedback between Primary and Secondary pre-service teachers. The results show mixed responses to both scenarios that represented a teacher’s perspective of conflict with a parent/carer. In the case of a scenario about disruptive student behaviour, the results indicated a universal preference for the descriptive version. Participants empathised with the student perspective and valued the additional educational insights provided by the storied version.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"197 - 209"},"PeriodicalIF":1.2,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41392892","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-15DOI: 10.1080/14623943.2022.2148241
Scott Welsh
{"title":"Reflections on first sociology learnings: the phenomenology of sociology","authors":"Scott Welsh","doi":"10.1080/14623943.2022.2148241","DOIUrl":"https://doi.org/10.1080/14623943.2022.2148241","url":null,"abstract":"","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"1 1","pages":""},"PeriodicalIF":1.2,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44805725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 10.1080/14623943.2022.2143341
Nesa Rezapour, A. Fazilatfar
ABSTRACT Given the importance of reflection and experience in teaching and the undeniable role of motivation in learning, the present study aimed to investigate the relationships between teachers’ reflective ability, their teaching experience, and learners’ motivation. To this end, 50 English as a Foreign Language (EFL) teachers and 260 EFL learners participated in the study. Through quantitative phase, teachers completed a reflection questionnaire and learners completed both the Oxford Placement Test (OPT) and a motivation questionnaire. Correlational analysis and multiple regression indicated that there were significant positive relationships between teachers’ reflective ability, their teaching experience and learners’ motivation. Besides, the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach was used and it showed the positive significant relationships among the variables. Pedagogical implications and suggestions for further studies were presented based on the findings of the current research too.
{"title":"Iranian EFL teachers’ reflective ability, their teaching experience, and learners’ motivation: exploring possible relationships","authors":"Nesa Rezapour, A. Fazilatfar","doi":"10.1080/14623943.2022.2143341","DOIUrl":"https://doi.org/10.1080/14623943.2022.2143341","url":null,"abstract":"ABSTRACT Given the importance of reflection and experience in teaching and the undeniable role of motivation in learning, the present study aimed to investigate the relationships between teachers’ reflective ability, their teaching experience, and learners’ motivation. To this end, 50 English as a Foreign Language (EFL) teachers and 260 EFL learners participated in the study. Through quantitative phase, teachers completed a reflection questionnaire and learners completed both the Oxford Placement Test (OPT) and a motivation questionnaire. Correlational analysis and multiple regression indicated that there were significant positive relationships between teachers’ reflective ability, their teaching experience and learners’ motivation. Besides, the Partial Least Squares Structural Equation Modeling (PLS-SEM) approach was used and it showed the positive significant relationships among the variables. Pedagogical implications and suggestions for further studies were presented based on the findings of the current research too.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"100 - 112"},"PeriodicalIF":1.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42910420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 10.1080/14623943.2022.2143340
Jayne Dalley-Hewer, D. Clouder, M. Jones
ABSTRACT This paper explores the nature of reflection that qualified physiotherapists use in their day-to-day practice. This is an area in which there is a dearth of research. With a grounded theory approach purposive sampling was used to recruit seven qualified physiotherapists for photo-elicitation interviews exploring whether they did reflect and if so, what their reflection was like. The findings were that they did reflect but that it occurred outside of working hours. Four conceptual categories were identified: Personal Concept, Personal Process, Time and Head-Space. Practitioners had their own ideas of what reflection was, own ways of reflecting and personal strategies for making the head space to reflect in. Typically, they used thinking modes of reflection, with occasional dialogical modes; written reflection was rare. Of novel significance was the use of strategies to complete reflection to their satisfaction, most frequently walking but also preparing vegetables, driving and showering, typically outside of work hours. The use of such cognitively non-demanding, routinised activities to aid reflection has not been widely explored in the literature on reflection and may suggest a need to rethink approaches to support the teaching of reflection which would have high validity for its place in the real world of practice.
{"title":"Real world reflection: how physiotherapists experience reflection in their practice","authors":"Jayne Dalley-Hewer, D. Clouder, M. Jones","doi":"10.1080/14623943.2022.2143340","DOIUrl":"https://doi.org/10.1080/14623943.2022.2143340","url":null,"abstract":"ABSTRACT This paper explores the nature of reflection that qualified physiotherapists use in their day-to-day practice. This is an area in which there is a dearth of research. With a grounded theory approach purposive sampling was used to recruit seven qualified physiotherapists for photo-elicitation interviews exploring whether they did reflect and if so, what their reflection was like. The findings were that they did reflect but that it occurred outside of working hours. Four conceptual categories were identified: Personal Concept, Personal Process, Time and Head-Space. Practitioners had their own ideas of what reflection was, own ways of reflecting and personal strategies for making the head space to reflect in. Typically, they used thinking modes of reflection, with occasional dialogical modes; written reflection was rare. Of novel significance was the use of strategies to complete reflection to their satisfaction, most frequently walking but also preparing vegetables, driving and showering, typically outside of work hours. The use of such cognitively non-demanding, routinised activities to aid reflection has not been widely explored in the literature on reflection and may suggest a need to rethink approaches to support the teaching of reflection which would have high validity for its place in the real world of practice.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"85 - 99"},"PeriodicalIF":1.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49175681","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-14DOI: 10.1080/14623943.2022.2146081
Simon Lowry, Steve Swanson, S. Kelly
ABSTRACT The role and efficacy of reflective practice in sport continues to be critiqued, despite the increasing research evidence in its support. This study explored the understanding of Irish high-performance sport coaches in terms of a) purposes, b) processes, c) enablers and barriers, and d) knowledge sources of reflective practice. Semi-structured interview data were acquired from Irish male rugby union (n = 5) and hockey (n = 4) coaches for analysis. The participants’ reflective practice-based descriptions revealed findings related to the four inquiry criteria. First, reflective practice incorporated purposes such as problem solving and contribution towards various aspects of learning and development for the coach and their athletes. Second, reflective practice processes were cyclical and included questioning, self-questioning, and feedback. Third, the nature of high-performance sport involved several enablers (mentors and video-based technology) and barriers (time, results, and tactical and player demands). Fourth, the knowledge sources (i.e. pedagogical approaches) towards reflective practice may have limited certain participants’ ability to become critically reflective practitioners. The findings have educational implications for preparing coaches to deal with the challenges related to working in a highly demanding, results-dependent, and high-pressure sport environment.
{"title":"Exploring Irish high-performance sports coaches’ understanding and application of reflective practice","authors":"Simon Lowry, Steve Swanson, S. Kelly","doi":"10.1080/14623943.2022.2146081","DOIUrl":"https://doi.org/10.1080/14623943.2022.2146081","url":null,"abstract":"ABSTRACT The role and efficacy of reflective practice in sport continues to be critiqued, despite the increasing research evidence in its support. This study explored the understanding of Irish high-performance sport coaches in terms of a) purposes, b) processes, c) enablers and barriers, and d) knowledge sources of reflective practice. Semi-structured interview data were acquired from Irish male rugby union (n = 5) and hockey (n = 4) coaches for analysis. The participants’ reflective practice-based descriptions revealed findings related to the four inquiry criteria. First, reflective practice incorporated purposes such as problem solving and contribution towards various aspects of learning and development for the coach and their athletes. Second, reflective practice processes were cyclical and included questioning, self-questioning, and feedback. Third, the nature of high-performance sport involved several enablers (mentors and video-based technology) and barriers (time, results, and tactical and player demands). Fourth, the knowledge sources (i.e. pedagogical approaches) towards reflective practice may have limited certain participants’ ability to become critically reflective practitioners. The findings have educational implications for preparing coaches to deal with the challenges related to working in a highly demanding, results-dependent, and high-pressure sport environment.","PeriodicalId":51594,"journal":{"name":"Reflective Practice","volume":"24 1","pages":"137 - 152"},"PeriodicalIF":1.2,"publicationDate":"2022-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41921134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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