This study offers an investigation into the concept of effective practice in applied sport psychology (ASP) with emphasis being placed upon the role that reflective practice may have in helping practitioners to develop the effectiveness of their service delivery. Focus groups (n = 2), consisting of accredited and trainee sport psychologists, were conducted to generate a working definition of effective practice, and discuss the concept of effectiveness development through engagement in reflective practices. The resulting definition encapsulated a multidimensional process involving reflection-on-practice. Initial support for the definition was gained through consensus validation involving accredited sport psychologists (n = 34) who agreed with the notion that although effectiveness is context specific it is related to activities designed to meet client needs. Reflective practice emerged as a vital component in the development of effectiveness, with participants highlighting that reflection is intrinsically linked to service delivery, and a key tool for experiential learning.

OBJECTIVE -To study the effects of exercise on the absorption of the basal long-acting insulin analog insulin glargine (Lantus), administered subcutaneously in individuals with type 1 diabetes.RESEARCH DESIGN AND METHODS -A total of 13 patients (12 men, 1 woman) with type 1 diabetes on a basal-bolus insulin regimen were studied.125 I-labeled insulin glargine at the usual basal insulin dose was injected subcutaneously into the thigh on the evening (2100) before the study day on two occasions 1 week apart. Patients were randomly assigned to 30 min intense exercise (65% peak oxygen uptake [VO 2peak ]) on one of these visits. The decay of radioactive insulin glargine was compared on the two occasions using a thallium-activated Nal gamma counter. Blood samples were collected at regular intervals on the study days to assess plasma glucose and insulin profiles. RESULTS -No significant difference was found in the125 I-labeled insulin glargine decay rate on the two occasions (exercise vs. no exercise; repeated-measures ANOVA, P ϭ 0.548). As expected, a significant fall in plasma glucose was observed over the exercise period (area under curve above fasting [⌬AUC] glucose: Ϫ0.39 Ϯ 0.11 vs. Ϫ1.30 Ϯ 0.16 mmol ⅐ l Ϫ1 ⅐ h Ϫ1 ; nonexercise vs. exercise; P ϭ 0.001), but insulin levels did not differ significantly on the two occasions (⌬AUC insulin: Ϫ2.1 Ϯ 3.9 vs. 1.5 Ϯ 6.2 pmol ⅐ l Ϫ1 ⅐ h Ϫ1 ; nonexercise versus exercise; P ϭ 0.507).CONCLUSIONS -An intense 30-min period of exercise does not increase the absorption rate of the subcutaneously injected basal long-acting insulin analog insulin glargine in patients with type 1 diabetes. Diabetes Care 28:560 -565, 2005

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This study aimed to design, implement and evaluate a protocol encompassing Think Aloud (TA) as a technique to facilitate reflection-in-action and delayed reflection-on-action to aid coach learning. Six British, male rugby league coaches, who reported little previous exposure to reflective practice, consented to participate. Participants were: (a) instructed on how to engage in TA; (b) observed in practice using TA; (c) provided with individual support on delayed reflective practice on their first coaching session and use of TA; (d) observed in practice using TA a second time; and (e) engaged in a social validation interview regarding their experiences of TA. Analysis of in-action verbalizations revealed a shift from descriptive verbalizations to a deeper level of reflection. Both immediate and post eight week social validation interviews revealed that coaches developed an increased awareness, enhanced communication, and pedagogical development. The participants also recommended that TA can be a valuable tool for: (a) collecting in-event data during a coaching session; and (b) developing and evidencing reflection for coaches. Future recommendations were also provided by the participants and consequently, this study offers a unique technique to reflective practice that has the potential to meet the learning development needs of coaches.

The Value of Reflective Practice in Professional Development: An Applied Sport Psychology Review The purpose of this review is to situate the concept of reflective practice within the professional training and development of applied sport psychology (ASP) practitioners. In particular, to consider the progression of the field of ASP into professional status and examine the potential value of reflective practice as a mechanism to assist practitioners develop their effectiveness. The review initially outlines recent developments in professional training and development within ASP in order to frame the current environment in which neophyte consultants are trained and professional practitioners work before progressing to consider reflective practice, its definitions and relationship with experiential learning and professional practice. The use of reflective practice within sport psychology is then considered, with the final section of the review focusing on potential limitations of the available sport psychology literature and thus the rationale for further investigation.