Exploring the Relationship Between Effective and Reflective Practice in Applied Sport Psychology

Abstract

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.

Reflecting back and forwards: an evaluation of peer-reviewed reflective practice research in sport

“…One explanation here is that whilst 'reflection' and 'reflective practice' are terms that are widely used in sport, in practice they are less widely understood (Cropley et al, 2010). This is supported by Cropley, Miles, and Peel (2012) who investigated issues currently associated with reflective practice within coach education.…”

“…Over the last twelve years researchers have debated how these sport-based practitioners learn their craft, develop expertise, become effective within their roles and as a consequence have discussed reflective practice themes and processes (Cropley, Hanton, Miles, & Niven, 2010). In one of the first discussions of reflective practice in sport science pedagogy, Knowles et al (2001) noted that the development of expertise is "often acquired through a mixture of 'professional knowledge' based programs (e.g., academic courses or coaching awards) and practical experience within the sports setting (through supervised experience or in/post-course placement)" (p. 185).…”

Developing Specialised Youth Soccer Coaching Qualifications: An Exploratory Study of Course Content and Delivery Mechanisms

“…Stewart, 2014). The use of focus groups for exploratory 23 research is well established in the literature (Maxwell, 2013), and were deemed mostrange of opinions to be fostered and thus a more complete and revealing understanding of the 1 issues to be obtained (Cropley, Hanton, Miles, & Niven, 2010). 2 A semi-structured focus group guide was developed that retained a core of standardised 3 questions but allowed for the exploration of participant experiences and any new issues that 4 arose (Cropley et al, 2010).…”

“…The first author facilitated all of 18 the focus groups to ensure consistency in the process. In addition, the second author acted as 19 support during the focus groups by managing the recording equipment and taking notes, which 20 allowed the first author to concentrate on their primary role (cf., Cropley et al, 2010). All focus 21 groups were video and audio recorded (in order to improve the accuracy and efficiency of 22 transcription) and conducted in a neutral setting to aid the flow of conversation and avoid 23 environmental bias.…”

Writing Manuscripts for Case Studies in Sport and Exercise Psychology

“…The case studies in the CSSEP context are designed to provide the reader with practical examples of localized approaches that bridge theory and situated practice, as a reciprocal process. These "sensitized practices" are meant to extend beyond the delivery of services to practitioner reflexivity, or critical introspection, regarding what worked (and did not work), why, one's culpability, and how to augment understanding and further delivery to clients (Cropley, Hanton, & Miles, 2010;Schinke, McGannon, Parham, & Lane, 2012). Concurrently, it is hoped that the case studies in this journal will offer a developmental opportunity for readers to reflect upon the utility of each application in relation to one's own experiences within a backdrop of a local and dynamic performance context.…”