scholarly journals Aspiration, Inspiration and Illustration: Initiating Debate on Reflective Practice Writing

2010 ◽  
Vol 24 (4) ◽  
pp. 504-520 ◽  
Author(s):  
Zoe Knowles ◽  
David Gilbourne
Keyword(s):  
Social Science ◽  
Reflective Practice ◽  
Present Article ◽  
Sport Psychology ◽  
Critical Reflection ◽  
Potential Source ◽  
Critical Social Science ◽  
Auto Ethnography ◽  
Reflective Practitioners ◽  
Applied Sport Psychology

The present article contemplates the future of reflective practice in the domain of applied sport psychology and, in so doing, seeks to engender further critical debate and comment. More specifically, the discussion to follow revisits the topic of ‘reflective-levels’ and builds a case for ‘critical reflection’ as an aspiration for those engaged in pedagogy or applied sport psychology training regimens. Assumptions and commentators associated with critical social science (e.g., Habermas, 1974; Carr & Kemmis, 1986), action research (e.g., Carr & Kemmis, 1986; Leitch & Day, 2000), and critical reflection (e.g., Morgan, 2007) suggest a number of foundation points from which critical reflection might be better understood. Finally, writing about ones-self via the processes of critical reflection and through reflective practice more generally are briefly considered in cautionary terms (Bleakley, 2000; du Preez, 2008). Auto-ethnography in sport (Gilbourne, 2002; Stone, 2009) is finally proposed as one potential source of illustration and inspiration for reflective practitioners in terms of both content and style.

Reflective Practice Within Elite Consultancy: Diary Extracts and Further Discussion on a Personal and Elusive Process

2012 ◽  
Vol 26 (3) ◽  
pp. 454-469 ◽  
Author(s):  
Zoe Knowles ◽  
Jonathan Katz ◽  
David Gilbourne
Keyword(s):  
Social Science ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Personal Development ◽  
Critical Reflection ◽  
Elite Sport ◽  
Sporting Event ◽  
Critical Social Science ◽  
Shared Writing ◽  
Critical Social

This paper examines reflective practice by illustrating and commenting upon aspects of an elite sport psychology practitioner’s reflective processes. Extracts from a practitioner’s reflective diary, maintained during attendance at a major sporting event, focused upon issues that relate to on-going relationships and communication with fellow practitioners and athletes. Authors one and three offered subsequent comment on these accounts to facilitate movement toward critical reflection via an intrapersonal process creating considerations for the practitioners with regard to skills and personal development. These issues are discussed in relation to pragmatic topics such as “staged” and “layered” reflection encouraged by author collaboration and shared writing within the present paper. We argue these outcomes against more philosophical/opaque considerations such as the progression of critical reflection and critical social science.

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

2007 ◽  
Vol 21 (1) ◽  
pp. 109-122 ◽  
Author(s):  
Zöe Knowles ◽  
David Gilbourne ◽  
Victoria Tomlinson ◽  
Ailsa G. Anderson
Keyword(s):  
Reflective Practice ◽  
Present Article ◽  
Sport Psychology ◽  
British Association ◽  
Supervision Process ◽  
Supervisory Process ◽  
Reflective Development ◽  
Sport And Exercise ◽  
The Uk ◽  
Applied Sport Psychology

In the UK, sport psychologists are presently supervised under the auspices of the British Association of Sport and Exercise Sciences (BASES). In the present article, reflective practice is evaluated as a process that can facilitate the supervisory exercise in applied sport psychology (Anderson, Knowles, & Gilbourne, 2004). The material presented was collated via a 3-year longitudinal supervisory process based on the process of staged reflection (Knowles, Gilbourne, Borrie, & Nevill, 2001). The benefits of staged reflective development in the supervision process are highlighted, while differentiating between reflective techniques both in and on action. The present article also considers how different writing styles develop through the different phases of discussion and revisits the challenges associated with representing reflective practice.

Career Direction, Development, and Opportunities in Applied Sport Psychology

1991 ◽  
Vol 5 (3) ◽  
pp. 266-280 ◽  
Author(s):  
Jim Taylor
Keyword(s):  
Career Development ◽  
Present Article ◽  
Sport Psychology ◽  
Phase Model ◽  
Successful Career ◽  
Three Phase ◽  
Critical Issues ◽  
Career Direction ◽  
And Training ◽  
Applied Sport Psychology

The present article addresses some of the critical issues that are involved in the development of a successful career in applied sport psychology by offering a three-phase model of career direction, development, and opportunities. In particular, educational direction and training, supplemental experience, and sport, exercise, or health involvement are considered. Specific concerns related to these areas are discussed relative to the enhancement of career development and opportunities.

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

2010 ◽  
Vol 24 (4) ◽  
pp. 521-541 ◽  
Author(s):  
Brendan Cropley ◽  
Sheldon Hanton ◽  
Andy Miles ◽  
Ailsa Niven
Keyword(s):  
Service Delivery ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Effective Practice ◽  
Working Definition ◽  
Initial Support ◽  
Vital Component ◽  
Definition Of ◽  
Context Specific ◽  
Applied Sport Psychology

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.

scholarly journals A Framework to Explore and Transform Client-Generated Metaphors in Applied Sport Psychology

2010 ◽  
Vol 24 (1) ◽  
pp. 97-112 ◽  
Author(s):  
Pete Lindsay ◽  
Owen Thomas ◽  
Gemma Douglas
Keyword(s):  
Present Article ◽  
Sport Psychology ◽  
Therapeutic Change ◽  
Everyday Language ◽  
Case Examples ◽  
Daily Interactions ◽  
Therapeutic Settings ◽  
And Training ◽  
Applied Sport Psychology

Metaphors are pervasive in everyday language, thoughts and actions (Lakoff & Johnson, 1980). The field of sport psychology, and more explicitly practitioner-client dialogue, remain exposed to such communication. Despite the prevalence of metaphor in our daily interactions, metaphorical discourse is often ignored, or unknowingly used in therapeutic settings (Jinks, 2006). However, noticing a client’s use of metaphor may provide an opportunity to work within the athlete’s metaphorical landscape (i.e., the sum total of their symbolic perceptions, Lawley & Tomkins, 2000) to facilitate therapeutic change (Kopp, 1995). Based upon established mainstream approaches, the present article proposes a composite framework for working with client generated metaphors in sport psychology practice (cf. Kopp, 1995; Lawley & Tomkins, 2000; Sims, 2003). The framework is contextualized through an exploration of case examples derived from the authors’ experiences of working within the metaphorical landscape of a series of clients. The article concludes with various implications for the work and training of applied sport psychologists.

The Value of Reflective Practice in Professional Development: An Applied Sport Psychology Review

2010 ◽  
Vol 19 (3-4) ◽  
pp. 179-208 ◽  
Author(s):  
Brendan Cropley ◽  
Sheldon Hanton ◽  
Andy Miles ◽  
Ailsa Niven
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Professional Training ◽  
Training And Development ◽  
Professional Status ◽  
Psychology Literature ◽  
Professional Practitioners ◽  
Psychology Review ◽  
Applied Sport Psychology

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.

Reflecting on Initiating Sport Psychology Consultation: A Self-Narrative of Neophyte Practice

2001 ◽  
Vol 15 (2) ◽  
pp. 188-204 ◽  
Author(s):  
Nicholas L. Holt ◽  
William B. Strean
Keyword(s):  
Service Delivery ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Professional Education ◽  
Critical Incident ◽  
Competitive Athlete ◽  
The Core ◽  
Specific Factors ◽  
Applied Sport Psychology

Few studies have considered specific factors of service delivery in applied sport psychology that might contribute to successful outcomes (Petitpas, Giges, & Danish, 1999). It has been suggested that the sport psychology consultant (SPC)-athlete relationship is at the core of athlete-centered approaches (Petitpas et al., 1999; Ravizza, 1990; Thompson, 1998). The purposes of this paper are to discuss issues related to (a) professional education, training, and the role of supervision in the SPC service delivery process; (b) the SPC-athlete relationship; and (c) the need for reflective practice in applied sport psychology. A narrative of self (Sparkes, 2000) is presented by a trainee SPC to demonstrate the practicality of Tripp’s (1993) critical incident reflection exercise. Issues arising from an initial intake meeting with a competitive athlete are reflected upon and analyzed. Reflection is suggested as a tool for education and supervision in applied sport psychology.

Improving the Delivery of Applied Sport Psychology Support through Reflective Practice

2007 ◽  
Vol 21 (4) ◽  
pp. 475-494 ◽  
Author(s):  
Brendan Cropley ◽  
Andrew Miles ◽  
Sheldon Hanton ◽  
Ailsa Niven
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Sport Psychology ◽  
Service Providers ◽  
First Year ◽  
Self Awareness ◽  
Sport Psychologist ◽  
Sport And Exercise ◽  
Effective Service ◽  
Applied Sport Psychology

This article offers an exploration of factors that influence the effectiveness of applied sport psychology delivery through reflection on a series of consulting experiences. Knowledge gained by a British Association of Sport and Exercise Sciences (BASES) trainee sport psychologist (Cropley), through a process of reflective practice during the first year of supervised experience, is presented around a number of themes that have emerged from current literature regarding the characteristics of effective service providers (A. Anderson, A. Miles, P. Robinson, & C. Mahoney, 2004). It is argued that reflection improves self-awareness and generates knowledge in action that can enhance the delivery of applied sport psychology. Support is therefore provided for the adoption of reflective practice as a tool for personal and professional development.

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