Current training models appear ill equipped to support sport psychology trainees in learning the requisite humanistic skills to provide athlete-centered services (Petitpas, Giges, & Danish, 1999). The aim of this paper is to build a case for the value of reflective practice as an approach to professional training and development that can assist practitioners in effectively managing themselves in practice. In developing the case for reflective practice, we discuss the nature of professional knowledge (Schön, 1987), define reflection, and present popular models of the reflective process from “educare” professions. In addition, we consider the application of reflective practice within sport psychology practice and highlight how reflective practice can benefit the professional and personal development of practitioners. Finally, discussion on appropriate outlets for the dissemination of reflective narratives is undertaken.
Alisa G. Anderson is in the School of Life Sciences at Heriot Watt University, Edinburgh, Scotland EH14 4AS. E-mail: A.Anderson@hw.ac.uk. Zöe Knowles and David Gilbourne are with the School of Sport and Exercise Sciences at Liverpool John Moores University.