An athletic coach is a person coaching in sport , involved in the direction, instruction, and training of a sports team or athlete .
87-572: UK Coaching is the professional association for sports coaches in the United Kingdom. It is a sports development charitable foundation. Until recently it was known as sports coach UK . Previously it was called the National Coaching Foundation (NCF), founded in 1983. Its motto was Better Coaching..... Better Sport . It was incorporated as a company on 23 January 1987. It was first sited at Leeds Polytechnic. On
174-444: A head coach , associate/assistant head coach , an offensive coordinator , a defensive coordinator , a special teams coordinator , position coaches , among other assistant coaches which can include passing game coordinator, running game coordinator, and advisors . They're support staff such as strength and conditioning coach , quality control , analyst , and recruiting coaches. Reflective practice Reflective practice
261-448: A body of experience throughout their life, as well as habits of mind that define their world. Coaching programs support the process of questioning and potentially rebuilding these pre-determined habits of mind. The goal is for leaders to maximize their professional potential, and in order to do this, there must be a process of critical reflection on current assumptions. Reflective practice can help any individual to develop personally, and
348-525: A clear definition or rationale for reflective practice. Many new teachers do not know how to transfer the reflection strategies they learned in college to their classroom teaching. Some writers have advocated that reflective practice needs to be taught explicitly to student teachers because it is not an intuitive act; it is not enough for teacher educators to provide student teachers with "opportunities" to reflect: they must explicitly "teach reflection and types of reflection" and "need explicitly to facilitate
435-669: A coach to be seen as effective, the people they work with should be improving, with expert coaches being able to sustain that over an extended period of time. There are various areas of development that can be categorized, which was first done with a 5 C's model: competence, confidence , connection, character and compassion and was then later shortened to a 4 C's model by combining character and compassion. People's competence can relate to their sport-specific technical and tactical skills, performance skills, improved health and fitness, and overall training habits. Their confidence relating to an internal sense of overall positive self-worth. Having
522-399: A fresh outlook to practice situations and to challenge existing thoughts, feelings, and actions; and to explore how the practice situation may be approached differently. In the field of nursing there is concern that actions may run the risk of habitualisation, thus dehumanizing patients and their needs. In using reflective practice, nurses are able to plan their actions and consciously monitor
609-439: A full structured debriefing as follows: Gibbs' suggestions are often cited as "Gibbs' reflective cycle" or "Gibbs' model of reflection", and simplified into the following six distinct stages to assist in structuring reflection on learning experiences: Professor of nursing Christopher Johns designed a structured mode of reflection that provides a practitioner with a guide to gain greater understanding of his or her practice. It
696-404: A good connections is the positive bonds and social relationships with people inside and outside of the sporting context. Then character is respect for the sport and other participating showing good levels of morality , integrity , empathy , and responsibility . The competence of a person is linked to leadership and centered around becoming a self-reliant member of a sports team and society in
783-501: A prior belief in player performance. The internal and external framing of a coaches role can impact their reflection, suggesting perspective can be a limitation promoting the idea of a coaching community for feedback. The coaching behavior assessment system has been used to show that coaching knowledge and behavior have significant influence on participants psychological profile affecting self-esteem , motivation , satisfaction, attitudes, perceived competence , and performance. For
870-477: A professional level is expecting of players to already be well-versed into the (general) tactics of football, so that he or she can instead focus on implementing their version of football tactics (style of play) into the team. In English football, the director of a professional football team is commonly awarded the position of manager , a role that combines the duties of coach and sporting director. All coaches of association football teams need to carefully consider
957-494: A reflective article looking back on 35 years as teacher educator, concurred that teacher educators rarely model reflective practice, fail to link reflection clearly and directly to professional learning, and rarely explain what they mean by reflection, with the result that student teachers may complete their initial teacher education with "a muddled and negative view of what reflection is and how it might contribute to their professional learning". For Russell, these problems result from
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#17327805782221044-532: A reflective practitioner, continuously engaging in a critical reflection, consequently remaining fluid in the dynamic environment of the classroom". It is important to note that, "the reflective process should eventually help the teacher to change, adapt and modify his/her teaching to the particular context. This does not happen in stages, but is a continuum of reflection, leading to change ... and further reflection". Without reflection, teachers are not able to look objectively at their actions or take into account
1131-755: A similar situation arises a new framing system is employed. Schön claimed to derive the notions of "reflection-on-action, reflection-in-action, responding to problematic situations, problem framing, problem solving, and the priority of practical knowledge over abstract theory" from the writings of John Dewey , although education professor Harvey Shapiro has argued that Dewey's writings offer "more expansive, more integrated notions of professional growth" than do Schön's. Schön advocated two types of reflective practice. Firstly, reflection-on-action, which involves reflecting on an experience that you have already had, or an action that you have already taken, and considering what could have been done differently, as well as looking at
1218-472: A small-scale study of experienced teacher educators, noted that the teacher educators they studied had received no training in using reflection themselves, and that they in turn did not give such training to their students; all parties were expected to know how to reflect. Many writers advocate for teacher educators themselves to act as models of reflective practice. This implies that the way that teacher educators teach their students needs to be congruent with
1305-449: A sports team influence the social interactions which can affect player performance and development, fan culture, and in professional sport , financial backing. Effective coaches have knowledge that helps in all social contexts to make the best of each situation, with the coach–athlete relationship. being one of the most crucial to get right. Excellent communication skills are imperative for coaches in order to provide their athletes with
1392-403: A stage in their careers where they are able to modify their skills to suit specific contexts and situations, and eventually to invent new strategies. In implementing a process of reflective practice teachers will be able to move themselves, and their schools, beyond existing theories in practice. Larrivee concludes that teachers should "resist establishing a classroom culture of control and become
1479-438: A teaching situation, reflective interviews or essays about one's teaching experiences, action research , or journaling or blogging. Neville Hatton and David Smith, in a brief literature review, concluded that teacher education programs do use a wide range of strategies with the aim of encouraging students teachers to reflect (e.g. action research, case studies, video-recording or supervised practicum experiences), but that "there
1566-733: A variety of health professions. Professor of medical education Karen Mann and her colleagues found through a 2009 literature review that in practicing professionals the process of reflection appears to include a number of different aspects, and practicing professionals vary in their tendency and ability to reflect. They noted that the evidence to support curricular interventions and innovations promoting reflective practice remains largely theoretical. Samantha Davies identified benefits as well as limitations to reflective practice: Benefits to reflective practice include: Limitations to reflective practice include: The use of reflective practice in environmental management , combined with system monitoring ,
1653-528: Is "the consistent application of integrated professional, interpersonal, and intrapersonal knowledge, to improve athletes competence, confidence, connection, and character in specific coaching contexts". Coaches need descriptive knowledge and procedural knowledge that can relate to all aspects of coaching, with expert coaches using tacit knowledge more freely. Teachers' knowledge has been categorized, like coaches knowledge with various terms being used. Such terms assist players and athletes' understand what
1740-583: Is a learning process taught to professionals from a variety of disciplines, with the aim of enhancing abilities to communicate and making informed and balanced decisions. Professional associations such as the American Association of Nurse Practitioners are recognizing the importance of reflective practice and require practitioners to prepare reflective portfolios as a requirement to be licensed, and for yearly quality assurance purposes. The concept of reflective practice has found wide application in
1827-456: Is a professional habit, but we must reflect on the past to inform how it translates into the present and future. Always thinking about 'what's next' rather than 'what just happened' can constrain an educator's reflective process. The concept of reflection is difficult as beginning teachers are stuck between "the conflicting values of schools and universities" and "the contradictory values at work within schools and within university faculties and with
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#17327805782221914-575: Is also an important way to bring together theory and practice; through reflection one is able to see and label forms of thought and theory within the context of one's work. Reflecting throughout one's practice is taking a conscious look at emotions, experiences, actions, and responses, and using that information to add to one's existing knowledge base and reach a higher level of understanding . Donald Schön 's 1983 book The Reflective Practitioner introduced concepts such as reflection-on-action and reflection-in-action which explain how professionals meet
2001-417: Is an important human activity in which people recapture their experience, think about it, mull it over and evaluate it. It is this working with experience that is important in learning." When a person is experiencing something, he or she may be implicitly learning ; however, it can be difficult to put emotions, events, and thoughts into a coherent sequence of events. When a person rethinks or retells events, it
2088-421: Is broad consensus that teaching effectively requires a reflective approach. Attard & Armour explain that "teachers who are reflective systematically collect evidence from their practice, allowing them to rethink and potentially open themselves to new interpretations". Teaching and learning are complex processes, and there is not one right approach. Reflecting on different approaches to teaching, and reshaping
2175-672: Is contextual based on the practitioner. It is argued that the term 'reflection' shouldn't be used as there are associations to it being "more of a hindrance than a help". It is suggested the term is referred to 'critical practice' or 'practical philosophy' to "suggest an approach which practitioners can adopt in the different social context in which they find themselves". Meanwhile, Oluwatoyin discusses some disadvantages and barriers to reflective practice as, feeling stress by reflecting on negative issues and frustration from not being able to solve those identified issues, and time constraints. With reflection often taking place independently, educators lack
2262-469: Is designed to be carried out through the act of sharing with a colleague or mentor, which enables the experience to become learnt knowledge at a faster rate than reflection alone. Johns highlights the importance of experienced knowledge and the ability of a practitioner to access, understand and put into practice information that has been acquired through empirical means. Reflection occurs through "looking in" on one's thoughts and emotions and "looking out" at
2349-434: Is imperative for youth players to develop, because by the time they reach senior level (aged 18 and over), they are expected to know the tactical basis of the game - first team coaches at senior level do not actively teach tactics, they mainly just implement them. Therefore, youth coaches need to have a solid understanding of the tactics of the game, so that they can facilitate, as a pedagogue, for their players' growth also on
2436-468: Is important to note that not all reflective practices are able to reach all four layers as the depth of reflection is subjective to reflectors' cognitive, metacognitive ability as well as their sociocultural background. Reflective practice has been described as an unstructured or semi-structured approach directing learning, and a self-regulated process commonly used in health and teaching professions, though applicable to all professions. Reflective practice
2523-459: Is linked to elements that are fundamental to meaningful learning and cognitive development: the development of metacognition – the capacity for students to improve their ability to think about their thinking; the ability to self-evaluate – the capacity for students to judge the quality of their work based on evidence and explicit criteria for the purpose of doing better work; the development of critical thinking, problem-solving, and decision-making; and
2610-445: Is little research evidence to show that this [aim] is actually being achieved". The implication of all this is that teacher educators must also be highly skilled in reflective practice. Andrea Gelfuso and Danielle Dennis, in a report on a formative experiment with student teachers, suggested that teaching how to reflect requires teacher educators to possess and deploy specific competences. However, Janet Dyment and Timothy O'Connell, in
2697-422: Is not just about sport specific skills and education, especially when taking a holistic approach. Keeping sports people safe, and healthy while participating are responsibilities of a coach as well as awareness of social factors like the relative age effect . Much of coaching involves interacting with players, staff, community, opposition, and then family members in youth sport. The relationships built in
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2784-465: Is often called adaptive management . There is some criticism that traditional environmental management, which simply focuses on the problem at hand, fails to integrate into the decision making the wider systems within which an environment is situated. While research and science must inform the process of environmental management, it is up to the practitioner to integrate those results within these wider systems. In order to deal with this and to reaffirm
2871-532: Is possible to categorize events, emotions, ideas, etc., and to compare the intended purpose of a past action with the results of the action. Stepping back from the action permits critical reflection on a sequence of events. The emergence in more recent years of blogging has been seen as another form of reflection on experience in a technological age. Many models of reflective practice have been created to guide reasoning about action. However, they are not without their criticisms, and need to be understood within
2958-456: Is settled, and people are able to affirm their knowledge of the situation. Then people are able to think about possible situations and their outcomes, and deliberate about whether they carried out the right actions. Learning researcher Graham Gibbs discussed the use of structured debriefing to facilitate the reflection involved in Kolb's experiential learning cycle . Gibbs presents the stages of
3045-430: Is that experience alone does not necessarily lead to learning; deliberate reflection on experience is essential. Reflective practice can be an important tool in practice-based professional learning settings where people learn from their own professional experiences, rather than from formal learning or knowledge transfer . It may be the most important source of personal professional development and improvement. It
3132-469: Is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning . According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively and reflexively. This leads to developmental insight". A key rationale for reflective practice
3219-471: Is the key to successful learning for teachers and for learners. Students can benefit from engaging in reflective practice as it can foster the critical thinking and decision making necessary for continuous learning and improvement. When students are engaged in reflection, they are thinking about how their work meets established criteria; they analyze the effectiveness of their efforts, and plan for improvement. Rolheiser and et al. (2000) assert that "Reflection
3306-408: Is the tip of the iceberg as it manifests as narratives of reality without any multilateral accounts and analyses to bring forward a change in individual perspective. Dialogic reflection, just below water surface, represents the interdependence and correlations of experiences through iterative self- questioning cycles seeking reasons for an action. After identifying these reasons, this process can provide
3393-422: Is useful for professions other than those discussed above. It allows professionals to continually update their skills and knowledge and consider new ways to interact with their colleagues. David Somerville and June Keeling suggested eight simple ways that professionals can practice more reflectively: Reflective practices can also be applied to areas of human activity , in particular work , and include considering
3480-566: The Meditations of Stoic philosopher Marcus Aurelius . Central to the development of reflective theory was interest in the integration of theory and practice, the cyclic pattern of experience and the conscious application of lessons learned from experience. Since the 1970s, there has been a growing literature and focus around experiential learning and the development and application of reflective practice. As adult education professor David Boud and his colleagues explained: "Reflection
3567-520: The University of Oxford in the early nineteenth century used the slang word to refer to a private tutor who would drive a less able student through his examinations just like horse driving . Britain took the lead in upgrading the status of sports in the 19th century. For sports to become professionalized, "coacher" had to become established. It gradually professionalized in the Victorian era and
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3654-582: The general manager . The term manager used without qualification almost always refers to the field manager, while the general manager is often called the GM. At amateur levels, the terminology is more similar to that of other sports. The person known as the "manager" in professional leagues is generally called the "head coach" in amateur leagues; this terminology is standard in U.S. college baseball . In American football , like many other sports, there are many coaches and assistant coaches. American football includes
3741-436: The shorter formats of the game have made good fielding more valuable. All major U.S. collegiate sports have associations for their coaches to engage in professional development activities, but some sports' professional coaches have less formal associations, without developing into a group resembling a union in the way that athletic players in many leagues have. U.S. collegiate coaching contracts require termination without
3828-423: The " ologies " of sports science like; sport psychology , sport biomechanics , sport nutrition , exercise physiology , motor control , critical thinking , sociology , strength and conditioning , and sporting tactics, with all the associated sub areas of knowledge. This category of knowledge is what most coach education has been focused on but this alone is not enough to be an effective coach. Coaching
3915-528: The UK to develop coaching programmes, have these programmes endorsed as being of an acceptable level of quality, and then to improve these programmes over time. As of 2014, 28 sports have at least level 1 endorsement. Coach (sport) The original sense of the word Coach is that of a horse-drawn carriage , deriving ultimately from the Hungarian city of Kocs where such vehicles were first made. Students at
4002-689: The UK; the Sexual Offences Act 2003 does not currently apply to sports coaches. It is not a government organisation. It regulates the provision of the UK Coaching Certificate. It is headquartered in the west of Leeds , south of the B6514 in Wortley . The UK Coaching Certificate ( UKCC ) is a recognised qualification endorsement scheme provided by UK Coaching. Its aims are to enable governing bodies of various sports across
4089-1085: The action to ensure it is beneficial to their patient. The act of reflection is seen as a way of promoting the development of autonomous, qualified and self-directed professionals, as well as a way of developing more effective healthcare teams. Engaging in reflective practice is associated with improved quality of care, stimulating personal and professional growth and closing the gap between theory and practice. Medical practitioners can combine reflective practice with checklists (when appropriate) to reduce diagnostic error. Reflective practice can also help improve cultural sensitivity of healthcare workers. Equality diversity and inclusion reflective practice groups have been shown to be beneficial for improving mental health professionals reflexivity and awareness of equality diversity and inclusion related issues within both direct clinical work with patients, families and systems, as well as professional supervision. Activities to promote reflection are now being incorporated into undergraduate, postgraduate and continuing medical education across
4176-624: The adequate skills, knowledge and mental as well as tactical ability. A coaches ability to improve relies on professional development in continued learning which uses a combination of evaluation and reflective practice . Their recognition of personal ethical views and disposition are also elements of intrapersonal knowledge. The understanding of oneself and ability to use introspection and reflection are skills that take time to develop, using deliberate practice in each changing context. Coaching expertise requires this knowledge much like teachers as each experience can confirm or contradict
4263-594: The approaches they expect their students to adopt with pupils; teacher educators should not only model the way to teach, but should also explain why they have chosen a particular approach whilst doing so, by reference to theory; this implies that teacher educators need to be aware of their own tacit theories of teaching and able to connect them overtly to public theory. However, some teacher educators do not always "teach as they preach"; they base their teaching decisions on "common sense" more than on public theory and struggle with modelling reflective practice. Tom Russell, in
4350-484: The authors noted the challenges with melding the "circularity" of reflective practice theory with the "doing" of sustainability. Reflective practice provides a development opportunity for those in leadership positions. Managing a team of people requires a delicate balance between people skills and technical expertise, and success in this type of role does not come easily. Reflective practice provides leaders with an opportunity to critically review what has been successful in
4437-590: The challenges of their work with a kind of improvisation that is improved through practice. However, the concepts underlying reflective practice are much older. Earlier in the 20th century, John Dewey was among the first to write about reflective practice with his exploration of experience, interaction and reflection. Soon thereafter, other researchers such as Kurt Lewin and Jean Piaget were developing relevant theories of human learning and development. Some scholars have claimed to find precursors of reflective practice in ancient texts such as Buddhist teachings and
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#17327805782224524-456: The coach is trying to get them to execute. Augmented feedback is one of the terms used, which is the term used for the different ways a coach can give evaluations. Many categories fall under content knowledge, pedagogical knowledge, and pedagogical-content knowledge. When considering the need to build relationships with others and athletes, interpersonal knowledge has been included. Then when considering professional development , which requires
4611-402: The coaching context. Competencies have guided much of sport psychology supporting positive youth development. The self-determination theory suggests an environment that supports autonomous decision making, can help develop competence, confidence, and connection to others affecting motivation. Effective coaches therefore create supportive environments while building good relationships with
4698-405: The coaching staff does not use the title of "head coach", but is instead called the field manager . Baseball "coaches" at that level are members of the coaching staff under the overall supervision of the manager, with each coach having a specialized role. The baseball field manager is essentially equivalent a head coach in other American professional sports leagues; player transactions are handled by
4785-433: The context within which they were written. Terry Borton's 1970 book Reach, Touch, and Teach popularized a simple learning cycle inspired by Gestalt therapy composed of three questions which ask the practitioner: What , So what , and Now what ? Through this analysis, a description of a situation is given which then leads into the scrutiny of the situation and the construction of knowledge that has been learnt through
4872-405: The distinction between single-loop learning and double-loop learning in 1978. Single-loop learning is when a practitioner or organisation, even after an error has occurred and a correction is made, continues to rely on current strategies, techniques or policies when a situation again comes to light. Double-loop learning involves the modification of objectives, strategies or policies so that when
4959-1239: The emotions, experience, or consequences of actions to improve their practice. It is argued that, through the process of reflection, teachers are held accountable to the standards of practice for teaching, such as those in Ontario : commitment to students and student learning, professional knowledge, professional practice, leadership in learning communities, and ongoing professional learning . Overall, through reflective practice, teachers look back on their practice and reflect on how they have supported students by treating them "equitably and with respect and are sensitive to factors that influence individual student learning". For students to acquire necessary skills in reflection, their teachers need to be able to teach and model reflective practice (see above); similarly, teachers themselves need to have been taught reflective practice during their initial teacher education, and to continue to develop their reflective skills throughout their career. However, Mary Ryan has noted that students are often asked to "reflect" without being taught how to do so, or without being taught that different types of reflection are possible; they may not even receive
5046-550: The enhancement of teacher understanding of the learner." (p 31-32) When teachers teach metacognitive skills, it promotes student self-monitoring and self-regulation that can lead to intellectual growth, increase academic achievement, and support transfer of skills so that students are able to use any strategy at any time and for any purpose. Guiding students in the habits of reflection requires teachers to approach their role as that of "facilitator of meaning-making " – they organize instruction and classroom practice so that students are
5133-542: The ever-changing context of healthcare and the continual growth of medical knowledge, there is a high level of demand on healthcare professionals' expertise. Due to this complex and continually changing environment, healthcare professionals could benefit from a program of reflective practice. Adrienne Price explained that there are several reasons why a healthcare practitioner would engage in reflective practice: to further understand one's motives, perceptions, attitudes, values, and feelings associated with client care; to provide
5220-470: The experience. Subsequently, practitioners reflect on ways in which they can personally improve and the consequences of their response to the experience. Borton's model was later adapted by practitioners outside the field of education, such as the field of nursing and the helping professions. Learning theorist David A. Kolb was highly influenced by the earlier research conducted by John Dewey and Jean Piaget . Kolb's reflective model, which also draws from
5307-409: The fact that teacher educators have not sufficiently explored how theories of reflective practice relate to their own teaching, and so have not made the necessary "paradigmatic changes" which they expect their students to make. Reflective practice "is a term that carries diverse meaning" and about which there is not complete consensus. Professor Tim Fletcher of Brock University argues forward-thinking
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#17327805782225394-640: The field of education, for learners, teachers and those who teach teachers (teacher educators). Tsangaridou & O'Sullivan (1997) define reflection in education as "the act of thinking about, analyzing, assessing, or altering educational meanings, intentions, beliefs, decisions, actions, or products by focusing on the process of achieving them … The primary purpose of this action is to structure, adjust, generate, refine, restructure, or alter knowledge and actions that inform practice. Microreflection gives meaning to or informs day-to-day practice, and macroreflection gives meaning to or informs practice over time". Reflection
5481-413: The game, cricket coaches generally focus on occasionally sending out messages or feedback to the team, especially during breaks in the play such as time-outs ; otherwise, most coaches have an auxiliary role in helping the players practice, with each one generally specializing in improving the batting and bowling skills of the players. In recent years, fielding coaches have received more priority, as
5568-681: The increasing influence of factors external to school and universities such as policy makers". Conflicting opinions make it difficult to direct the reflection process, as it is hard to establish what values you are trying to align with. It is important to acknowledge reflective practice "follows a twisting path that involves false starts and detours". Meaning once you reflect on an issue it cannot be set aside as many assume. Newman refers to Gilroy's assertion that "the 'knowledge' produced by reflection can only be recognized by further reflection, which in turn requires reflection to recognize it as knowledge". In turn, reflective practice cannot hold one meaning, it
5655-421: The knowledge that is formed from a situation is continuously applied and reapplied, building on a practitioner's prior experiences and knowledge. Management researchers Chris Argyris and Donald Schön introduced the "theory of action", which emerged out of their previous research on relationship between people and organizations. This theory defines learning as detection and correction of error. It included
5742-459: The lens of their autobiography as learners of reflective practice, the lens of other learners' eyes, the lens of colleagues' experiences, and the lens of theoretical, philosophical and research literature. Reviewing practice through these lenses makes us more aware of the power dynamics that infuse all practice settings. It also helps us detect hegemonic assumptions—assumptions that we think are in our own best interests, but actually work against us in
5829-451: The level of seniority they are coaching at, the professional level that they're coaching at, and the country they are coaching in, amongst others. In youth football, the duties of a coach is primarily to aid in the development of technical skills. Additional skills that are important for a coach to help youth players develop is motor skills, stamina and the ability to read the game of play accordingly. A solid foundation of tactical awareness
5916-407: The long run. Brookfield argued that these four lenses will reflect back to us starkly different pictures of who we are and what we do. Reflection is not linear, uniform, and homogeneous. Nguyen Nhat Quang (2022) adopts Fleck (2012)'s classification of reflective practices into an iceberg of reflection. That is, reflection consists of different layers representing four stages. Descriptive reflection
6003-433: The motivation and assistance in tackling these difficult problems. It is suggested that teachers communicate with one another, or have an indicated individual to talk to, this way there is external informed feedback. Overall, before engaging in reflective practice it is important to be aware of the challenges. Reflective practice is viewed as an important strategy for health professionals who embrace lifelong learning. Due to
6090-755: The organisation's committee were representatives from the British Olympic Association , the British Association of National Coaches , the Central Council of Physical Recreation and the Sports Council of Great Britain (became UK Sport in 1997). Its budget was £50,000, given by the Sports Council. It disseminates knowledge and best practice for the efficient training of British sports coaches. It provides regulation for professional conduct in sports coaching in
6177-459: The past and where improvement can be made. Reflective learning organizations have invested in coaching programs for their emerging and established leaders. Leaders frequently engage in self-limiting behaviours because of their over-reliance on their preferred ways of reacting and responding. Coaching can help support the establishment of new behaviours, as it encourages reflection, critical thinking and transformative learning. Adults have acquired
6264-515: The payment of a settlement if the coach is found to be in serious violation of named rules, usually with regard to the recruiting or retention of players in violation of amateur status. The NFL head coaches have an association, called NFL Coaches Association (NFLCA), which includes almost all the coaches in the NFL. At baseball 's professional level in North America, the person who heads
6351-403: The people they coach. In professional sports, a coach is usually supported by one or more assistant coaches and a specialist team including sports scientists . The staff may include coordinators, a strength and conditioning coach , sport psychologist , physiotherapist , nutritionist , biomechanist , or sports analyst . In association football , the roles of a coach can vary depending on
6438-535: The positives from that interaction. The other type of reflection Schön notes is reflection-in-action, or reflecting on your actions as you are doing them, and considering issues like best practice throughout the process. For Schön, professional growth really begins when a person starts to view things with a critical lens, by doubting his or her actions. Doubt brings about a way of thinking that questions and frames situations as "problems". Through careful planning and systematic elimination of other possible problems, doubt
6525-457: The process of reflection and make transparent the metacognitive process it entails". Larrivee noted that (student) teachers require "carefully constructed guidance" and "multifaceted and strategically constructed interventions" if they are to reflect effectively on their practice. Rod Lane and colleagues listed strategies by which teacher educators can promote a habit of reflective practice in pre-service teacher education , such as discussions of
6612-534: The producers, not just the consumers, of knowledge. Rolheiser and colleagues (2000) state that "When students develop their capacity to understand their own thinking processes, they are better equipped to employ the necessary cognitive skills to complete a task or achieve a goal. Students who have acquired metacognitive skills are better able to compensate for both low ability and insufficient information." (p. 34) The Ontario Ministry of Education (2007) describes many ways in which educators can help students acquire
6699-579: The reflectors with alternative interpretations. Following repeated cycles of dialogic reflection, transformative reflection allows the reflective practitioners to revisit issues with alternative solutions that may create more transformative and welcomed outcomes compared to those in the past. Critical reflection, the deepest level of reflection, goes beyond the reflection-on-action process by looking at what, why, and how an incident or series of incidents happened through an ecological well-rounded lens inclusive of social, historical, political, and cultural factors. It
6786-854: The role was well established by 1914. In the First World War, military units sought out the coaches to supervise physical conditioning and develop morale-building teams. John Wooden had a philosophy of coaching that encouraged planning, organization, and understanding , and that knowledge was important but not everything when being an effective coach. Traditionally coaching expertise or effectiveness has been measured by win–loss percentage, satisfaction of players, or years of coaching experience, but like in teacher expertise those metrics are highly ambiguous. Coaching expertise or effectiveness describes good coaching, which looks at coaching behaviour, dispositions, education , experience, and knowledge. A widely used definition of effective coaching
6873-530: The self-assessment and reflection process; and ensuring that parents/guardians understand that self-assessment is only one of a variety of assessment strategies that is utilized for student learning. The concept of reflective practice is now widely employed in the field of teacher education and teacher professional development and many programs of initial teacher education claim to espouse it. Education professor Hope Hartman has described reflective practice in education as teacher metacognition , indicating there
6960-571: The situation experienced. Johns draws on the work of Barbara Carper to expand on the notion of "looking out" at a situation. Five patterns of knowing are incorporated into the guided reflection: the aesthetic, personal, ethical, empirical and reflexive aspects of the situation. Johns' model is comprehensive and allows for reflection that touches on many important elements. Adult education scholar Stephen Brookfield proposed that critically reflective practitioners constantly research their assumptions by seeing practice through four complementary lenses:
7047-450: The skills required for effective reflection and self-assessment, including: modelling and/or intentionally teaching critical thinking skills necessary for reflection and self-assessment practices; addressing students' perceptions of self-assessment; engaging in discussion and dialogue about why self-assessment is important; allowing time to learn self-assessment and reflection skills; providing many opportunities to practice different aspects of
7134-578: The skills to learn from experience while utilizing reflective practice , intrapersonal knowledge has been included. It is rare in professional sport for a team not to hire a former professional player, but playing and coaching have different knowledge bases. The combination of professional, interpersonal, and intrapersonal knowledge can lead to good thinking habits, maturity, wisdom, and capacity to make reasonable judgements. The subject, sport, curricular, and pedagogical knowledge all fall under this category of professional coaches knowledge. Including
7221-452: The tactical ability and skill level of their teams when selecting tactics and strategy for games as well as practice. The coach in ice hockey is the person responsible for directing the team during games and practices, prepares strategy and decides which players will participate in games. Coaches have much less of a role in cricket matches than in other sports, with the team captain making most strategic decisions for their team. During
7308-435: The tactical level. In professional football, the role of the coach or trainer is focused on the training and development of a club's first team. This means that the head coach is responsible for the first team strategy, development, training session schedule and player development. The head coach is accompanied by one or more assistant coaches, and is also assisted by medical staff and athletic trainers . A first team coach at
7395-414: The understanding of past and current experiences, can lead to improvement in teaching practices. Schön's reflection-in-action can help teachers explicitly incorporate into their decision-making the professional knowledge that they gain from their experience in the classroom. As professor of education Barbara Larrivee argues, reflective practice moves teachers from their knowledge base of distinct skills to
7482-409: The utility of environmental management, Bryant and Wilson propose that a "more reflective approach is required that seeks to rethink the basic premises of environmental management as a process". This style of approach has been found to be successful in sustainable development projects where participants appreciated and enjoyed the educational aspect of utilizing reflective practice throughout. However,
7569-416: The works of Kurt Lewin , highlights the concept of experiential learning and is centered on the transformation of information into knowledge. This takes place after a situation has occurred, and entails a practitioner reflecting on the experience, gaining a general understanding of the concepts encountered during the experience, and then testing these general understandings in a new situation. In this way,
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