Reflective Practice Coaches Essay

Reflection can be interpreted as the process that links experiences to knowledge. It is extensively acknowledged that sports coaches function in multifaceted social and often uncertain environments that place diverse and multiple difficulties upon them (Fletcher & Scott, 2010). The role of a sports coach, at all levels, has now been stretched beyond the ordinary preparation of athletes for competition. At present efforts are being made to enhance coaches’ preparation to work proficiently in this ever varying environment. Coach education programmes have begun to embrace the value of both formal and informal methods to educate and develop coaches (Werthner & Trudel, 2006). Due to this, different national governing bodies (NGB) have diverse methods of learning (e.g., mentoring, communities of practice, reflective practice) have now become more respected within the conventional frameworks of qualifications (Cushion et al.,
Nelson, Cushion, & Potrac (2006) propose that within reflective practice coaches could approach, understand and grow from the appropriate experiences they gain. Coaches could also encounter practice that would allow them to learn how to essentially coach their sports at a high standard. However, Cushion et al., (2010) have also emphasised that while these methods are becoming more commonly acknowledged, there is still limited understanding how to best apply them and the influence they have on coach education and development. Cropley & Hanton (2011) also feel this is predominantly correct for reflective practice where it has been examined as to whether the field of sports coaching has joined into the trend of reflection despite proper understanding of the issues and difficulties linked to applying such an method as reflective