Lesson 2-reflecting On Reflection

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 RileyDoucet 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 RileyDoucet 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 RileyDoucet 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?