Exploring the potential of reflective learning in sport

Lee, Sarah; Chesterfield, Gavin; Shaw, Daniel Joel; Ghaye, Tony

doi:10.1080/14623940903034556

Cited by 8 publications

(2 citation statements)

References 4 publications

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“…However, it is unknown whether they can only be developed following this extensive period of development or whether they can be specifically trained. While there have been recent efforts by sport psychologists to train performers to reflect on their performance retrospectively (e.g., Hanton, Cropley, & Lee, 2009;Lee, Chesterfield, Shaw, & Gayes, 2009), we know of no studies aimed at training performers to reflect concurrently during performance. This would seem a worthwhile avenue for future research.…”

Section: Evidence Of Online Performance Mediation Processesmentioning

confidence: 99%

What makes an orienteer an expert? A case study of a highly elite orienteer's concerns in the course of competition

Macquet

Eccles

Barraux

2012

Journal of Sports Sciences

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This article reports a highly elite orienteer's cognitive activity over the course of two international competitions. We characterize the orienteer's concerns in relation to the problems raised during the competitions. The participant wore a head-mounted video camera throughout the competitions to enable the capture of an events record from the participant's perspective. During a post-performance self-confrontation interview, the participant was played the video and asked to describe his activity in relation to the events observed. The interview data were then used to identify the orienteer's concerns at each instant during the races. These "local" concerns were then compared and subsequently classified to characterize the typical concerns of the participant. Results showed three typical concerns: (a) find the controls faster than the opponents; (b) optimize running pace throughout the race; and (c) reflect on actions undertaken during performance. Results suggest the performer used a range of knowledge-driven strategies that enhanced the efficiency of task performance, and flexibly switched between strategies and decision-options in the face of presented changes in the task status. He also engaged in various reflective processes concurrent with performance that augmented the use of these strategies. In conclusion, this study provides insight into the cognitive processes underlying expert performance in sports characterized by decision-making under complexity, uncertainty, and time pressure.

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Section: Evidence Of Online Performance Mediation Processesmentioning

confidence: 99%

What makes an orienteer an expert? A case study of a highly elite orienteer's concerns in the course of competition

Macquet

Eccles

Barraux

2012

Journal of Sports Sciences

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“…In the context of extant research, the challenge is not to show that the landscape of coach education needs to change, but to find ways to allow change to manifest in practice. Lee, Chesterfield, Shaw and Ghaye (2009) suggested the need for a cultural change within coach education. However, in order to support this change, confirmation is required to support the suggestion that innovative approaches, including the use of CoPs, can advance coach education and develop interpersonal and intrapersonal knowledge (Morgan et al, 2013).…”

Section: Research Aimsmentioning

confidence: 99%

Cultivating a Community of Practice to Enable Coach Development in Alpine Ski Coaches

Garner

Hill

2017

International Sport Coaching Journal

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Given the enduring focus of coach education on the development of professional knowledge (e.g., technique, strategy, and tactics), the current study aimed to explore how a Community of Practice (CoP) impacted coach development of interpersonal and intrapersonal knowledge. Côté and Gilbert’s (2009) definition of coaching expertise was used as a model to observe learning in a community of practice (CoP; Wenger, McDermott & Snyder, 2002). A total of eight internationally qualified ski coaches (aged 27–44 years) took part in weekly meetings over a period of six weeks, with the lead researcher cultivating a CoP and ensuring coaching issues were the focus of discussion. Meetings were audio-recorded and the data transcribed and analysed thematically. Results revealed that coaches developed both interpersonal and intrapersonal knowledge through enhanced emotional intelligence, gaining an athlete-centred approach, storytelling, group reflection and changing role frames. The findings are positioned within the extant literature, with implication for coach education practice identified.

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Coaching the Coach: Helping Coaches Improve Their Performance

Gillham

Mullem

2020

Coaching for Human Development and Performance in Sports

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Exploring the potential of reflective learning in sport

Cited by 8 publications

References 4 publications

What makes an orienteer an expert? A case study of a highly elite orienteer's concerns in the course of competition

What makes an orienteer an expert? A case study of a highly elite orienteer's concerns in the course of competition

Cultivating a Community of Practice to Enable Coach Development in Alpine Ski Coaches

Coaching the Coach: Helping Coaches Improve Their Performance

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