Is reflective practice synonymous with action research?

McMahon, Tim

doi:10.1080/09650799900200080

Cited by 58 publications

(32 citation statements)

References 3 publications

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“…According to Evans, Fleming, et al (2000, p. 299) action research involves: (a) an intention and commitment to improvement and/or solving practical problems (Castle, 1994;Cohen & Mannion, 1994;Holter & SchwartzBarcott, 1993), (b) an intervention (Castle, 1994;Cohen & Manion, 1994), (c) a cycle of critical reflection and action (Carr & Kemmis, 1986;Cohen & Mannion, 1994;NcNiff, 1988;Sparkes, 1991), and (d) praxis (committed action giving rise to knowledge; McNiff et al, 1996). It is (e) systematic (Cohen & Mannion, 1994;Kemmis & McTaggart, 1988), (f) strategic (Carr & Kemmis, 1993;McMahon, 1999), (g) collaborative (Holter & SchwartzBarcott, 1993;Kemmis & McTaggart, 1988;Sparkes, 1991), (h) empowering for participants (Carr and Kemmis, 1993;Sparkes, 1991, and (i) conducted within a mutually accepted ethical framework (McKernan, 1996). Additionally, it must (j) employ recognisable research methods (Tripp, 1990), (k) demonstrate "conscious partiality" (i.e., an explicit awareness of the researcher's own perspective[s]; Mies, 1993, p. 68), and (i) communicate findings to practitioners/researchers (McNiff et el., 1996).…”

Section: Discussionmentioning

confidence: 99%

An examination of hardiness throughout the sport injury process

Wadey

Evans

Hanton

et al. 2011

British J Health Psychol

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Objectives. This primary objective of the study was to examine the direct and moderating effects of hardiness on the prediction of sport injury, and the direct and indirect effects of hardiness on athletes’ responses to injury.Design. This study employed a longitudinal methodological design. Specifically, the injury status of 694 asymptomatic participants was monitored for 2 years. From the original sample, 104 athletes subsequently became injured and then completed a number of questionnaires throughout their recovery.Methods. Logistic regression, Pearson product‐moment correlation and Preacher and Hayes's (2008) bootstrapping procedure were used to analyse the data.Results. Findings revealed a direct and moderating effect of hardiness on the prediction of injury. Hardiness was also found to positively correlate with desirable, and negatively correlate with undesirable post‐injury psychological responses and coping strategies throughout recovery. Finally, problem‐focused coping was found to mediate certain effects of hardiness on injured athletes’ psychological responses.Conclusions. These findings have important implications for practitioners who have a vested interest in the health and well‐being of those who participate in sport and exercise in terms of minimizing rates of injury occurrence and/or facilitating recovery from injury.

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Section: Discussionmentioning

confidence: 99%

An examination of hardiness throughout the sport injury process

Wadey

Evans

Hanton

et al. 2011

British J Health Psychol

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“…Despite the criticism it has received, referring mainly to the fact that it does not award enough value to the social and political context in which learning occurs and that experience is not always the first step to learning (Brockbank and McGill, 1998;Smith, 2001), and that it does not take sufficient account of the skills and attitudes of reflection and deliberation necessary for learning and which themselves need to be learned (Jarvis, 1987;McMahon, 1999), Kolb's experiential learning model has influenced approaches to reflective practice and is today a basic reference in RL studies, probably due to it making some significant contributions with regard to how the teaching/learning process is approached in higher education.…”

Section: Reflective Learning At University Students' Viewsmentioning

confidence: 99%

“…The idea of reflective learning was developed from the second half of the twentieth century onwards and linked to theories of adult learning which, according to McMahon (1999) have in common the fact of recognizing that each person actively constructs meanings within an individual context determined by interpretations and on the basis of individual experiences. Undoubtedly, the work of Kolb (1984) had a considerable influence on the development of the idea that experience is a significant source of knowledge.…”

Section: Reflective Learning At University Students' Viewsmentioning

confidence: 99%

Reflective learning in higher education: a qualitative study on students’ perceptions

Noell

Díaz

Colomer

et al. 2014

Studies in Higher Education

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This article presents the results of a study aimed at determining the perceptions of students participating in reflective learning (RL) experiences at the University of Girona (Spain), specifically regarding the benefits and challenges of this methodology. Four focus groups were organized with students who had participated in RL experiences on four different undergraduate degree courses: nursing, environmental sciences, psychology and social education. Data were analysed using thematic content analysis.The study shows that students think RL contributes to a better understanding of themselves, their learning and their motivation to learn. Identified challenges were related primarily to understanding the aims of the experience, the degree of personal openness and the system of assessment. The study also provides some guidelines and orientation for improving experiences of undergraduate training based on reflective learning.

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“…Those being studied (in our case the clinical instructors) were full partners in decisions to participate in the research, in setting project goals, in planning the research procedures, and in reviewing data as they were collected [19]. AR can provide clinical instructors with a reflective process that helps broaden and deepen understanding and personal actions [20].…”

Section: Discussionmentioning

confidence: 99%

Creative Problem Solving and Social Cooperation of Effective Physical Therapy Practice: A Pioneer Study and Overview

Carmeli

2003

The Scientific World JOURNAL

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Action research (AR) has an important role to play in educating physical therapists. Increasing efforts should be encouraged to instigate AR programs in physical therapy practice and clinical education. Such programs commonly require considerable effort and understanding by clinical instructors, and require adoption of new educational methods. AR programs can lead physical therapists and clinicians to be more questioning and reflective in evaluating practical questions regarding patient therapy and education.The purpose of this article is to educate the readers on the importance of AR and to provide a few relevant references on that topic. A specific study is described in this paper in which physical therapy clinical instructors participated in a structured workshop designed to demonstrate the values of AR and how such values can be incorporated in teaching their students.AR can lead to improved therapist-patient interaction and help solve specific practical problems arising during therapy sessions. KEYWORDS: physical therapy; action research, clinical education DOMAINS: child health and human development; medical care INTRODUCTIONThe main aim of physical therapists is to try and understand specific physical disabilities and movement dysfunctions in patients, to work with patients, and to improve their physical performance. Physiotherapists should continually question their personal attitudes, beliefs, perceptions, and values and consciously confront them [1]. Successful application of action research (AR) can provide some of the tools for improving physical therapy practice and can also lead to improved collaboration with colleagues in related medical professions. The concept of AR is straightforward: the researcher needs to study and continually assess personal professional attitudes and responses to specific situations. Moreover, the integral continuous feedback loop in ©2003 with author. 291Carmeli Action Research in Physical Therapy: TheScientificWorldJOURNAL (2003) 3, xxx-xxx AR goes beyond investigation to action and reflection, reducing the traditional separation between research and practice. Because it is difficult to quantify or assess subjective values or attitudes, the validity and reliability of AR methodology is commonly regarded as suspect and highly questionable [2]. There is relatively little literature on these issues and it has been argued that judging reliability in such studies can only be carried out on a restricted basis [3,4]. It has also been claimed that validity in AR concerns not just methodology, but also personal issues [5], and therefore its methodological theory is sometime rejected. AR needs evaluation and analysis of decisions made during the study to facilitate judgment of validity [6]. Thus, there are often unsuccessful efforts to assess the relationship between theoretical and practical outcomes.Hart and Bond (1995) [14] described four types of AR: experimental, organizational, professional, and empowering, which are all concerned in some way to improve standards of nur...

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Is reflective practice synonymous with action research?

Cited by 58 publications

References 3 publications

An examination of hardiness throughout the sport injury process

An examination of hardiness throughout the sport injury process

Reflective learning in higher education: a qualitative study on students’ perceptions

Creative Problem Solving and Social Cooperation of Effective Physical Therapy Practice: A Pioneer Study and Overview

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