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Niki Tsangaridou

The aim of this study was to explore preservice classroom teacher reflection in a physical education teaching and learning environment and to describe how the teachers’ reflections related to their practices. Two preservice classroom teachers voluntarily participated in the study. Data were collected using observations, journals, documents, and interviews and were analyzed inductively (Patton, 1990). Four major themes emerged from the data: (a) the role of reflection, (b) reflection in action and reflection on action, (c) agency for changes in teaching, and (d) nature and focus of reflection. Findings suggested that the two participants considered reflection a necessity in teaching. Student progress and learning was the most powerful agency for changes to the participants’ practices. Results also indicated that the participants’ reflections related to pedagogical, content, and social issues of teaching, as well as pedagogical content knowledge, and that the nature of their reflection was mostly positive across the lessons.

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Koon Teck Koh, Clifford J. Mallett, Martin Camiré, and Chee Keng John Wang

The purpose of this study was to conduct a guided reflection intervention for high performance basketball coaches. The study participants included two head basketball coaches and 10 of their players who were part of elite youth teams in Singapore. The coaches were highly experienced, each with 17 and 20 years of coaching experience respectively, and the players from both teams (one male and one female) reported on average three years of playing experience at the national youth level. The Singapore coaching behavior scale for sport (CBS-S basketball), on-site observations, and interviews were used to gather data from the coaches and players. Coaches also kept a reflective journal throughout the intervention. The results showed how the coaches responded differently to the guided reflection intervention (implemented by the first author) in terms of their willingness to adapt and integrate new perspectives into their coaching practice. The coaches’ level of reflection was found to be contingent upon a) their motivation and desire to be engaged in the process and b) the worth they saw in the learning facilitator’s recommendations to improve their athletes’ technical and tactical development. The results also showed how the coaches’ behaviors were linked to players’ satisfaction level with their work. The results are discussed using the coaching science literature and practical implications are proposed to optimize coaches’ use of reflection as a learning tool to improve their coaching practice.

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Phil D.J. Birch, Beth Yeoman, and Amy E. Whitehead

concerned with the use of self-control strategies (e.g., self-instruction, imagery, attention focusing). Finally, the self-reflection phase occurs after each performance bout and is concerned with deliberate efforts to adapt one’s performance in a systematic manner (e.g., casual attributions). This process

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Laura Swettenham and Amy E. Whitehead

reflection” ( Lara-Bercial et al., 2017 , p. 32). Furthermore, the European Sport Coaching Framework highlights that coaching competencies are underpinned by knowledge and reflection. In turn, this underlines the importance of reflective practice, which itself can help to develop the triad of knowledge

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Jim Mckay and Donna O’Connor

section provides an overview of relevant literature on coach-led practice sessions and dynamic systems theory. This is followed by the Queensland Reds case study that outlines the data they analysed, the process and implementation of new practices and Jim’s reflections. The final section provides

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Karl M. Newell

comments and reflections here are necessarily selective, given the breadth of the potential issues at hand and the overarching scope of the individual papers, although each emphasizes the respective cognate discipline activity approach (consonant with the early overview chapters of Brooks, 1981 ) within

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Hans Vangrunderbeek, Maarten De Backer, Liam McCarthy, Evi Buelens, and Hans Ponnet

and ethical coaching practice, plus the specific importance of reflection skills, is promoted by the International Council for Coaching Excellence ( 2013 ). Despite this, the vast majority of coach education programs prioritizes and privileges the development of coaches’ professional knowledge (e

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Kostas Karadakis

an appropriate method, as they permit students to explore their beliefs, values, experiences, and assumptions about a specific subject ( Dyment & O’Connell, 2011 ), such as esports and streaming. The journal contained guiding questions to help students through the reflection process. The following

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Amy Elizabeth Whitehead, Brendan Cropley, Tabo Huntley, Andy Miles, Laura Quayle, and Zoe Knowles

This study aimed to design, implement and evaluate a protocol encompassing Think Aloud (TA) as a technique to facilitate reflection-in-action and delayed reflection-on-action to aid coach learning. Six British, male rugby league coaches, who reported little previous exposure to reflective practice, consented to participate. Participants were: (a) instructed on how to engage in TA; (b) observed in practice using TA; (c) provided with individual support on delayed reflective practice on their first coaching session and use of TA; (d) observed in practice using TA a second time; and (e) engaged in a social validation interview regarding their experiences of TA. Analysis of in-action verbalizations revealed a shift from descriptive verbalizations to a deeper level of reflection. Both immediate and post eight week social validation interviews revealed that coaches developed an increased awareness, enhanced communication, and pedagogical development. The participants also recommended that TA can be a valuable tool for: (a) collecting in-event data during a coaching session; and (b) developing and evidencing reflection for coaches. Future recommendations were also provided by the participants and consequently, this study offers a unique technique to reflective practice that has the potential to meet the learning development needs of coaches.

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Lauren Downham and Christopher Cushion

Reflection and reflective practice have become conspicuous parts of coach education and the terms ensconced in the vocabulary of coach developers ( Cushion, 2016 ; Cushion, Griffiths, & Armour, 2019 ). To be “reflective” is seen as an essential part of coach learning (e.g.,  Cassidy, Jones