Applied Coaching Research Journal Research Journal 4 | Page 28

APPLIED COACHING RESEARCH JOURNAL 2019, Vol. 4 APPLIED COACHING RESEARCH JOURNAL 2019, Vol. 4 Ten tips for getting started with reflective practice Box 2 I recently delivered a futsal session as part of a community project for local college students. For the first few sessions, the students misbehaved and were disengaged with learning the game. I subsequently spent a long time reflecting on the session content, actively experimenting with new ideas and devising strategies to gain their participation, compliance and respect. Box 2 demonstrates the fourth phase of Gilbert and Trudel’s (2001) model, in which the coach ‘draws upon a pool of resources in an attempt to generate a strategy that could address the coaching issue’. However, recent studies have shown that if a coach reflects only on negative outcomes, this can have a severe impact on their confidence and anxiety levels (Knowles et al, 2006). Emotion, then, must be taken into consideration when using reflective practice in sports coaching. Furthermore, due to the highly subjective nature of a coach’s role frame, there is a risk of individual bias, which could lead to missed reflective opportunities (Abraham and Collins, 2011). Whilst this further supports the need for self-awareness, it also highlights that reflective practice can be enhanced and stabilised by collaboration with others, such as a community of practice or an experienced mentor (Osterman and Kottkamp, 1993). Collaboration Many studies have advocated the use of mentoring as an effective tool in coach development, helping practitioners to improve motivation through consistent guidance and encouragement (Cropley and Hanton, 2011, Cushion et al, 2003). However, some critics argue that mentoring in the context of sports coaching does not provide coaches with a critical perspective on their coaching practice, being traditionally focused on passing on knowledge and values (Gilbert and Trudel, 2006). Conversely, my experience has shown that a mentor can do both, and can be a powerful motivation for engaging in deep and meaningful reflective practice (Box 3). Box 3 In 2015, an FA Coach Educator filmed my first England U19s Futsal session at St. Georges Park and later sent me the footage, along with some written feedback, which initiated our mentoring relationship. His comments were structured as informal questions, challenging the rationale behind my decision making in a non-threatening manner, thus providing a structure and framework for me to ‘unpack’ the experience and consider the implications of what had taken place. This feedback prompted me to create a personal reflective document, which became the catalyst for my journey into the process of deeper reflective practice. Schön (1983) contends that reflection is more likely to occur “in an environment that prioritises flexibility, acknowledges that multiple views exist, appreciates the complexity of issues, and is non-hierarchical”. Further to mentoring, studies have also shown that having access to knowledgeable peers can improve the reflective process by adding depth and external understanding through a shared approach (Gilbert and Trudel, 2001). Whilst competitiveness amongst coaches has been found to limit the amount of information willingly shared, it is generally acknowledged that having access to knowledgeable coaching peers is crucial to achieving a well-rounded reflective process (Cropley et al, 2012). Box 4 During the last few years of my coaching career I have engaged in shared discussion and debriefs with fellow coaches, both directly following a training session and continuing a week beyond. I have initiated reflective conversation using a simple structure of three questions taught on the FA Youth Award: • What went well? • Even better if? • Changes for next time? The quality of reflection that the questions elicit informs my understanding of the session, including environment, practical delivery, player progress, performance issues and approach to mistakes, which directly impacts my planning for the next session. 1. Allocate time Make your reflection time part of your session plan (not a bolt-on). Reflective practice should become a coaching disposition and a habit to develop; it shouldn’t feel like a chore. Try to allocate some time straight after your coaching session so that it is fresh in your mind. If you have a co-coach then dissect the session together and talk through how it went before leaving. 2. Use a simple structure Using a simple format to structure your reflective practice should help to make it manageable. For example – What went well? Even better if? Changes for next time? Structure your reflections into logical segments which will reveal the story of what happened and why, and what might need to be changed or kept the same for next time. 3. Find a mentor Choose someone who you respect and trust and who understands your development needs. Often the best mentors are those who can be completely honest in a non-threatening manner and who can encourage you to reflect purposefully and candidly. Mentors are trusted advisors who can stretch our thinking, encourage us in our strengths and challenge us in our areas of development. 4. Video your sessions Get into the habit of filming your delivery. You’ll be amazed at what you can miss in the moment. Analyse your body language, position and disposition, even down to the intonation of your voice – were your actions open and engaging? Were your interventions varied? Were your questions open or closed? Look at the body language of the players – are they engaged? Do they look motivated? How do they respond to various interventions? 5. Personalise your method Find a system that works for you and suits your preferred learning style, otherwise you won't keep it up and it will revert back to being a chore. For example, if you prefer to talk and share your reflections then speak to someone; if you're more of a visual learner then use video to watch yourself back; if you prefer to write your reflections down then keep a reflective journal and track your reflections over a few months to see if there are any thematic issues that keep recurring. 6. Recognise your emotions Always consider your feelings and state of mind when you reflect. Be aware that your emotions can 28 often drive your reflective conclusions, so try to evaluate objectively and accurately. Think about how you felt first, then break down what actually happened, alleviating some of the emotional factors involved such as anxiety, disappointment, expectation, etc. 7. Reflect on both the good and the bad It is easy to only reflect with intent when we have an awkward coaching experience or when something goes wrong. Make sure you reflect on both the positives and the negatives. Record the positive things that happen – we need to encourage ourselves and our coaching colleagues in order to build up confidence and expertise. Yes, the main goal is to improve, but it also reminds us why we are coaching in the first place. 8. Engage with shared learning Start to use online learning and sharing platforms (such as Hive Learning). These resources are great places for coaches to upload sessions, discuss research and share reflections on best practice. 9. Develop support networks Find a friend that you trust, or even better a group of coaching peers, who you can regularly share your experiences with – the good, the bad and the ugly. Coaching is a journey of ongoing development and we need that connection and continuous dialogue in order to keep up with the profession and sharpen our skills. 10. Have fun! Enjoy the cycle of coaching and learning. View the awkward experiences as learning curves that all contribute to honing and refining your coaching practice. Think creatively and find approaches that work for you. Conclusion In order to prepare coaches for a fast-moving environment, it has been demonstrated that different approaches to learning need to become more valued within formal education programmes. This attitude is becoming more prevalent in the coaching industry. I recently experienced this on a coach education course, when, alongside the formal learning tasks, candidates were asked to establish and lead regional CPD days that their fellow coaches could observe. This informal element to the course encouraged coaches to form communities of practice outside of the formal delivery days, thus reinforcing the importance of learning with and from others. However, even though the course encouraged shared conversation, there was a lack of guidance on how to effectively implement reflective practice into a broader approach to coach learning. 29