Reflections on the Application of Reflective Practice for Supervision in Applied Sport Psychology

Knowles, Zöe; Gilbourne, David; Tomlinson, Victoria; Anderson, Ailsa

doi:10.1123/tsp.21.1.109

Cited by 66 publications

(34 citation statements)

References 17 publications

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“…To facilitate a warts and all account in the current study, the neophyte conducted reflections in solitude. This methodological decision may have restricted professional development processes promoted by shared reflections with supervisors and peers (e.g., Knowles et al, 2007). Finally, an increased focus on supervisors is encouraged in future research, so it remains balanced with neophyte perspectives.…”

Section: Discussionmentioning

confidence: 99%

“…One area of research that has been encouraged recently is the process of neophyte service delivery (e.g., Cropley et al, 2007;Knowles et al, 2007;Tod et al, 2007). Through in-depth self-narrative reflections practitioners have shared their experiences and offered guidance to future trainees including confronting anxieties, seeking supervisor support, and conducting reflective practice (e.g., Holt & Strean, 2001;Tonn & Harmison, 2004).…”

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confidence: 99%

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Quality Counts: Critical Features for Neophyte Professional Development

Woodcock

Richards

Mugford³

2008

The Sport Psychologist

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The aim of the study was to examine and reflect on the learning experiences of a neophyte sport psychologist. Over a 9-week applied internship the first author kept a reflective diary that followed Boud's (2001) three elements of journal writing. Interpretative Phenomenological Analysis (Smith & Osborn, 2003) of the data identified 11 themes from the diary, 8 of which were contextualized in 3 self-narrative accounts, including the working environment, anxiety, confidence, being a performer, being a learner, relationships, feedback and practical content. Reflecting on these incidents the neophyte's supervisor offers another perspective, and along with the narrative accounts, furthers our understanding of important factors, and indicates recommendations to ensure quality training for professional development.To ensure the future reputation of applied sport psychology, Silva, Conroy, and Zizzi (1999) highlighted graduate student training as one issue demanding attention in the field. Subsequent studies have attempted to fill this gap in the literature. Research into the professional development of neophyte practitioners and its supervision has extended our understanding through studies including survey

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Quality Counts: Critical Features for Neophyte Professional Development

Woodcock

Richards

Mugford³

2008

The Sport Psychologist

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“…According to Knowles, Gilbourne, Tomlinson, and Anderson (2007) both BASES and the BPS have utilised the tenets of reflective practice long established within nursing, health, education, and psychology disciplines (e.g. clinical, health, educational, counselling psychology).…”

Section: Introductionmentioning

confidence: 99%

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

Huntley

Cropley

Gilbourne

et al. 2014

Reflective Practice

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Reflecting back and forwards: The ebb and flow of peer-reviewed reflective practice research in sport http://researchonline.ljmu.ac.uk/1194/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. Reflecting back and forwards: An evaluation of peer-reviewed reflective practice research in sport AbstractResearchers in sport have claimed that reflective practice is important for competent practice. Evidence supporting this claim is sparse, highly theoretical and located within a variety of domains. The aim of this study was to assimilate and analyse the last twelve years of reflective practice literature within the sport domain in order to identify new areas of inquiry, emerging trends with regards to findings or methodology, and to identify implications for future research and practice. A sample of 68 papers published between 2001 and 2012 was examined, and investigated for the research locations, data collection methods utilized, and the professions and communities involved. The paper concludes with some suggestions for future research.

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“…Therefore, having the ability to manage and selfregulate emotions could provide practitioners with opportunities to complete set tasks. Practitioners could also employ reflective practice to facilitate emotional regulation [10] as self-regulating emotions allude to higher levels of emotional intelligence. A body of evidence has suggested that those who report higher levels of emotional intelligence are more likely to self-regulate and mange their emotions [1].…”

Section: Introductionmentioning

confidence: 99%

An Exploration of Emotional Intelligence in Teaching: Comparison between Practitioners from the United Kingdom & India

Gill¹

2017

JPCPY

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Evidence demonstrates that an increase of emotional intelligence levels leads to work productivity and effectiveness. Within this study, emotional intelligence levels were examined for United Kingdom and Indian teacher practitioners. Teacher practitioners were instructed to complete a self-report measure of emotional intelligence following email contact. Results demonstrate that cross-cultural emotional intelligence scores were moderately high for teacher practitioners of the United Kingdom and India. Further, overall scores demonstrated that female practitioners scored higher in emotional intelligence than male practitioners. In relation to gender differences it was also evidenced that male and female Indian practitioners scored higher in emotional intelligence than those from the United Kingdom. In addition, emotional intelligence data for age identified that maturity and experience led to higher scores. The sub-domain of self-awareness was integral to the relationship between increased emotional intelligence and other associated sub-domains. One limitation of the research resonates to the use of a predominant quantitative design. Future research should focus on adopting a qualitative methodology that would enable greater depth and regression analysis.

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Reflections on the Application of Reflective Practice for Supervision in Applied Sport Psychology

Cited by 66 publications

References 17 publications

Quality Counts: Critical Features for Neophyte Professional Development

Quality Counts: Critical Features for Neophyte Professional Development

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

An Exploration of Emotional Intelligence in Teaching: Comparison between Practitioners from the United Kingdom & India

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