Experiential Learning via Reflective Practice

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Discuss how reflective practice fits into an experiential learning ... Lack of confidence in understanding 'reflective practice' observed within coaching (Cropley et ...
Experiential Learning via Reflective Practice

Mrs Emma Huntley & Dr Zoe Knowles

@em_huntley

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Introduction • Senior lecturer in Sport & Exercise Psychology (Edge Hill University) • Part-time PhD student at Liverpool John Moores University – Reflective Practice

• BASES Accredited Sport and Exercise Scientist [email protected]

@em_huntley

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Aims • Discuss how reflective practice fits into an experiential learning framework for supervisors and supervisees alike, and within the supervisory relationship • Explore findings from a recent review of sport-based reflective practice literature • Provide recommendations and conclusions for the practitioner in training, supervision and the independent practitioner at [email protected] accreditation level @em_huntley

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Concrete Experience

How does reflective practice fit into an experiential learning framework for supervisors and supervisees alike, and within the supervisory relationship?

Active Experimentation

Reflective Observation

Abstract Conceptualization

Kolb (1984) @em_huntley

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Setting the Scene Reflective practice can be defined as… “An approach to training and practice that can help practitioners explore their decisions and experiences in order to increase their understanding and manage themselves and their practice” (Anderson, Knowles & Gilbourne, 2004, p. 189) • Mandatory competency on BASES SE since 2009, prior to this it was only ‘advised’ • Evidenced through a compulsory workshop and ongoing reflective reports

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Using reflection as a BASES probationary sport and exercise scientist – my personal experience • A tick-box exercise? • My SE group – – – –

4 supervisees 1 supervisor Met every 4-6 weeks A ‘safe environment’

• Used experiences to share and reflect with the group – My ethical dilemma – My reflections

• Groups reflections beyond personal and professional development… [email protected]

(Huntley & Kentzer, 2013) @em_huntley

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Group-Based Reflective Practice Model

(Huntley & Kentzer, 2013, p. 63)

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Facilitating reflective practice in graduate trainees and early career practitioners in the U.K. and U.S. • Forthcoming chapter from Rhodius & Huntley (2013, in press) • Lack of commentary about teaching reflective skills to practitioners and sharing of techniques • Draw upon differing experiences of using reflective practice in teaching, supervising, mentoring, peer consulting and as practitioners from two different countries

• Aims to illustrate how reflective practice can be embraced to increase awareness and facilitate learning (especially in neophytes)

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Reflections from ‘across the pond’ – what can we learn? Reflective practice is not a formal requirement within awarding bodies in the U.S. (e.g., AASP, Div 47 APA) – but some programmes still engage (e.g., JFK University) • Audio recordings of all applied sessions • Ongoing written or audio-based reflective journal • Weekly attendance at 2.5hr group supervision class – Oral reflections and share thoughts, feelings and experiences with peers and supervisors

• Regular peer support groups for supervisors/consultants too

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‘Reflecting back and forwards: The ebb and flow of reflective practice research in sport’

(Huntley et al, in preparation)



Aim: Explored a decade of reflective practice literature within a sport and sport psychology domain to identify influencing variables, ‘gaps’ and implications for future research and practice.



Key findings: • • • • •

The UK is the predominant nation for peer-reviewed reflective practice research in sport and sport psychology Sport psychology and sport coaching are the main disciplines/professions publishing in this area Subject populations included mainly, practitioners but more recently athletes Reflective practice literature is dominated by qualitative methodologies, and is mostly self-reflective in nature Apparent confusion over understanding of reflection – many papers were removed for not meeting the inclusion criteria •

Lack of confidence in understanding ‘reflective practice’ observed within coaching (Cropley et al, 2012)

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Recommendations for Practitioners •

Engage in several types of reflective practice (e.g., group reflection) as self reflection alone can be limited



Read others’ (published) reflections to obtain ‘real-life’ experience of scenarios in the field (e.g., those not found in textbooks)



Create time for reflection using innovative methods and technology (e.g. audio recordings, Skype)



Seek outlets for your written reflections (e.g., The Sport and Exercise Scientist) – it may increase your motivation to engage and make time for reflective practice, and others may learn from your experiences



Engage in regular peer/group reflection for post-accredited practitioners (e.g., similar to supervision requirements in counselling psychology)



Contact other supervisees outside and between your own groups/peers to provide a broader knowledge base and exposure to different perspectives (or multiple supervisors/team supervision)

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Reflecting forwards… • Reflective practice is key to the SE process as outlined through the experiential learning model • Reflective practice is part of a required competency for accreditation and a core workshop exists

• Suggestions to improve the process further? – Include and specify different types of reflection – Formalise pre- and post-accreditation networks or working groups – Seek information and guidance from other accrediting bodies who approach reflective practice development differently within their respective contexts

• New text out January 2014: – Knowles, Z., Gilbourne, D. Cropley, B & Dugdill, L. Reflective Practice in the Sport and Exercise Sciences http://www.routledge.com/books/details/9780415814935/

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Questions for discussion? • How can we ensure practitioners engage with reflective practice during and beyond SE? • Can the reflective practice element of the current SE process be improved? • Sport psychology is the main discipline publishing in this area, but what is happening in other disciplines?

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References •

Anderson, A. G., Knowles, Z., & Gilbourne, D. (2004). Reflective practice for sport psychologists: Concepts, models, practical implications, and thoughts on dissemination. The Sport Psychologist, 18(2), 188-203.



Cropley, B., Miles, A., & Peel, J. (2012). Reflective practice: Value, issues, and developments within sports coaching. Sports Coach UK original research. Leeds, UK: SCUK.



Huntley, E., Cropley, B., Gilbourne, D., Sparkes, A., & Knowles, Z. (2013). Reflecting back and forwards: the ebb and flow of reflective practice in sport. Manuscript in preparation.



Huntley, E. & Kentzer, N. (2013). Group-based reflective practice in sport psychology: Experiences of two trainee sport and exercise scientists. Sport and Exercise Psychology Review. 9(2) p.57-68.



Rhodius, A. & Huntley, E. (2014, in press). Facilitating reflective practice in graduate trainees and early career practitioners, In: Knowles, Z., Gilbourne, D., Cropley, B., & Dugdill, L. (eds.). Reflective Practice in the Sport and Exercise Sciences: Contemporary Issues. London, UK: Routledge.

@em_huntley

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