Reflecting on Reflection

Lesson 2: Reflective Practice

Aims
 Aims

• Terminology within Reflective Practice

 Aims

• Terminology within Reflective Practice

• Barriers to RP
 Aims

• Terminology within Reflective Practice

• Barriers to RP
• Analysis of Knowles et al, 2001 & Knowles
et al, 2006.
Terminology in RP
 Terminology in RP

• Craft Knowledge
 Terminology in RP

• Craft Knowledge
• Technical knowledge
 Terminology in RP

• Craft Knowledge
• Technical knowledge
• Formal reflection
 Terminology in RP

• Craft Knowledge
• Technical knowledge
• Formal reflection
• Informal reflection
Reflective Practice
 Reflective Practice
A dialectical process: it looks inwards at our
thoughts and thought processes and outward at
the situation in which we consider the interaction
of the internal and external, our reflection
orientates us for further thought and action.
Reflection is thus ‘meta thinking’ (thinking about
thinking) in which we consider the relationship
between our thoughts and action in a particular
context.
Barriers with RP in
coaching
 Barriers with RP in
coaching
• Coaching not yet a profession, therefore
coach education is very individual and often
ad hoc.
 Barriers with RP in
coaching
• Coaching not yet a profession, therefore
coach education is very individual and often
ad hoc.
• Professional knowledge gained through
short blocks of education often months/
years apart and delivered by different
people.
 Barriers with RP in
coaching
• Coaching not yet a profession, therefore
coach education is very individual and often
ad hoc.
• Professional knowledge gained through
short blocks of education often months/
years apart and delivered by different
people.
• Coaching course focus on “what you know”
rather than “what you can do.”
Barriers cont’d
 Barriers cont’d
• Barriers related to self-focus (as described
by Gilbourne, 1998)
 Barriers cont’d
• Barriers related to self-focus (as described
by Gilbourne, 1998)
• Negative focus
 Barriers cont’d
• Barriers related to self-focus (as described
by Gilbourne, 1998)
• Negative focus
• Reducing self-confidence
 Barriers cont’d
• Barriers related to self-focus (as described
by Gilbourne, 1998)
• Negative focus
• Reducing self-confidence
• Time constraints
 Barriers cont’d
• Barriers related to self-focus (as described
by Gilbourne, 1998)
• Negative focus
• Reducing self-confidence
• Time constraints
• Reflecting on continuous hours of coaching
The reflective process
The reflective process
Knowles et al, 2001
 Knowles et al, 2001

• What did they do?

 Knowles et al, 2001

• What did they do?

• What did they demonstrate?
 Knowles et al, 2001

• What did they do?

• What did they demonstrate?
• Any issues with methodology/results?
What did they demonstrate?
What did they demonstrate?
• To promote reflective self reflection a dual staged
analysis process should occur whereby both
immediate and delayed reflection on action occurs.
This is supported by Boud et al, 1985 and Riley-
Doucet and Wilson , 1997.
What did they demonstrate?
• To promote reflective self reflection a dual staged
analysis process should occur whereby both
immediate and delayed reflection on action occurs.
This is supported by Boud et al, 1985 and Riley-
Doucet and Wilson , 1997.
• A need to structure to the reflective process, not
just ‘mulling over’.
What did they demonstrate?
• To promote reflective self reflection a dual staged
analysis process should occur whereby both
immediate and delayed reflection on action occurs.
This is supported by Boud et al, 1985 and Riley-
Doucet and Wilson , 1997.
• A need to structure to the reflective process, not
just ‘mulling over’.
• Imagery type processes similar to those described
by Boud et al (1985) & Shields (1996).
cont’d
 cont’d

• All but one of the coaches on the BSc (hons)

course improved their level of reflection
Issues with the study
 Issues with the study

• Only 8 subjects
 Issues with the study

• Only 8 subjects
• Some subjects didn’t turn up for sessions
and couldn’t be bothered
 Issues with the study

• Only 8 subjects
• Some subjects didn’t turn up for sessions
and couldn’t be bothered
• Researcher had three roles and was new to
university
Knowles et al, 2006
 Knowles et al, 2006

• A follow up study using 6 of the 8 original

participants.
 Knowles et al, 2006

• A follow up study using 6 of the 8 original

participants.
• Interview
 Knowles et al, 2006

• A follow up study using 6 of the 8 original

participants.
• Interview
• Found 121 raw data quotations with 27 raw
data themes
Barriers highlighted by
Knowles, 2006.
Overcoming the barriers:
time and techniques
 Overcoming the barriers:
time and techniques
• Dual staged reflection
 Overcoming the barriers:
time and techniques
• Dual staged reflection
•Tribble & Newberg (1996) and Titchen & Binnie
(1998)- time allocated formal reflection
 Overcoming the barriers:
time and techniques
• Dual staged reflection
•Tribble & Newberg (1996) and Titchen & Binnie
(1998)- time allocated formal reflection
•Negative focus
 Overcoming the barriers:
time and techniques
• Dual staged reflection
•Tribble & Newberg (1996) and Titchen & Binnie
(1998)- time allocated formal reflection
•Negative focus
•Written reflection
 Overcoming the barriers:
time and techniques
• Dual staged reflection
•Tribble & Newberg (1996) and Titchen & Binnie
(1998)- time allocated formal reflection
•Negative focus
•Written reflection
•Reflection with others
Any Questions?