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APPLIED COACHING RESEARCH JOURNAL 2019, Vol. 4 APPLIED COACHING RESEARCH JOURNAL 2019, Vol. 4 References Box 5 I would like to see all coach education courses include a unit on contextual reflective practice, delving into the personal contexts of the candidates and supplying them with resources and ideas for putting these into practice creatively in a way that meets the needs of their environment – including ‘in action’, ‘on action’ and ‘after action’. For example, a practical demonstration of when reflection-on-action can happen in competition would be helpful to illustrate when the coach might view it suitable to change the session plan based on the needs of the players as they are progressing or regressing. I would also like to see courses incorporate a period of mentoring to enable candidates to experience the type of support that a good mentoring relationship offers and to explore the different learning options available. Lastly, it would be beneficial to set up a shared online group in which learners can reflect on and discuss their experiences, firstly of tasks set by the course leader to complete in their external coaching practice, but also with a view to continuing this dialogue after the course has ended. The role of sports coaches has expanded to include managerial, administrative and organisational duties, which means that it is more important than ever that a coach is equipped to deal with the growing demands of the profession (Cropley et al, 2012). As one study observed, “for coaching to truly evolve as a profession, these reflections need to progress beyond the consideration of purely tactical and technical issues…rather, a much deeper level of reflection is required for coaching practitioners to develop an increased level of personal and professional awareness” (Gilbourne et al, 2013). Reflective practice has an important place in the development of contemporary coaches; yet, in order to attain that deeper level, coach education programmes need to consider the issue of standardisation versus creativity in order to effectively equip sports coaching practitioners with the tools and resources necessary to develop the highest quality of coaching. Abraham, A. and Collins, D. (2011) Taking the next step: Ways forward for coaching science, Quest, 63: 366-384. Cropley B. and Hanton, S. (2011) The role of reflective practice in applied sport psychology: Contemporary issues for professional practice, in Hanton, S. and Mellalieu, S. D (eds.) Professional Practice in Sport Psychology: A Review. London, UK: Routledge, pp. 307–336. Cropley, B., Miles, A. and Peel, J. (2012) Reflective practice: Value of, issues and developments within sports coaching, Sports Coach UK. Cushion, C., Armour, K. and Jones, R. (2003) Coach education and continuing professional development: Experience and learning to coach, Quest, 55: 215–230. Dewey, J. (1933) How We Think. Boston, MA: DC Health & Co. Gilbert W. and Trudel, P. (2001) Learning to coach through experience: Reflection in model youth sport coaches, Journal of Teaching in Physical Education, 21: 16–34. Gilbert, W. and Trudel, P. (2006) The coach as a reflective practitioner, in Jones, R. L. (ed.) The Sports Coach as Educator: Reconceptualising Sports Coaching. London, UK: Routledge, pp. 113–127. Gilbert, W., Côté, J. and Mallett, C. (2006) The talented coach: Developmental paths and activities of successful sport coaches, International Journal of Sport Sciences & Coaching, 1: 69–76. Gilbert, W. and Côté, J. (2013) Defining coaching effectiveness: a focus on coaches’ knowledge, in Potrac, P., Gilbert, W. and Denison, J. (eds.) Routledge Handbook of Sports Coaching. London, UK: Routledge, pp. 147–159. Gilbourne, D., Marshall, P. and Knowles, Z. (2013) Reflective practice in sports coaching: Thoughts on process, pedagogy and research, in Jones, R. L. and Kingston, K. (eds.) An Introduction to Sports Coaching: Connecting Theory to Practice. London, UK: Routledge, pp. 3–11. Knowles, Z., Tyler, G., Gilbourne, D. and Eubank, M. (2006) Reflecting on reflection: Exploring the practice of sports coaching graduates, Reflective Practice, 7 (2): 163–179. 30 Kolb, D. A. (1984) Experiential Learning: Experience As The Source Of Learning And Development. Englewood Cliffs, NJ: Prentice Hall. Lynn, L. (2010) Effective Sports Coaching: A Practical Guide. London, UK: The Crowood Press. Moon, J. A. (2004) A Handbook of Reflective and Experiential Learning: Theory and Practice. London, UK: Routledge Falmer. Osterman, K. F. and Kottkamp, R. B. (1993) Reflective Practice For Educators: Improving Schooling Through Professional Development. California, US: Corwin Press. Peterson, B. (2016) The development of a disposition for reflective practice, in Welch, A. G. and Areepattamannil, S. (eds.) Dispositions in Teacher Education: A Global Perspective. Rotterdam: Sense Publishers, pp. 3–30. Schön, D. (1987) Educating The Reflective Practitioner: Toward A New Design For Teaching And Learning In The Professions. San Francisco, US: Jossey-Bass. Schön, D. (1992) The crisis of professional knowledge and the pursuit of an epistemology of practice, Journal of Interprofessional Care, 6 (1): 49–63. Werthner, P. and Trudel, P. (2006) A new theoretical perspective for understanding how coaches learn to coach, The Sport Psychologist, 20: 198–212. Contact Pete Vallance – [email protected] Schön, D. (1983) The Reflective Practitioner: How Professionals Think In Action. Aldershot, UK: Ashgate Publishing. 31