Reflective conversations as a basis for sport coaches’ learning: a theory-informed pedagogic design for educating reflective practitioners

ABSTRACT

There is a clear need to design more effective professional learning environments, particularly in sport coaching as a developing educational profession. The purpose of this study was to investigate the interplay between theory-informed pedagogic design, the role of the coach developer, and sport coaches’ perceived learning in a Higher Education online undergraduate module on reflective practice. The project involved designing a module based on domain-specific theories of coaches’ learning and implementing multiple ‘reflective conversations’ with 21 professional association football coaches to structure their learning. Thematic analysis of data from 24 reflective conversations, five follow up semi-structured interviews and four focus group interviews, as well as a coach developer interview, determined perceptions of design, delivery and development. Findings demonstrated that theory-informed design and the aligned skill-set of the coach developer was significant in developing depth of participant coaches’ understanding, and connecting theory to authentic reflective practice. The findings provide evidence to support the need for developing underpinning pedagogic design in the effectiveness of professional learning environments for developing reflective practitioners in educative professions such as sport coaching.

KEYWORDS:

• Reflective conversations
• reflective practice
• sport coaching
• higher education

Acknowledgments

This work was supported by a Teaching and Learning Project grant from Anglia Ruskin University. The researchers wish to thank Jess Wort-Browne for her help in transcribing and organising the data for analysis.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. The United Kingdom Coaching Certificate (UKCC) is a recognised professional framework for developing, endorsing and continuously improving governing body of sport coach education programmes, brought in by a government commissioned Coaching Task Force. It is split into levels beginning at 1 and progressing up to 4, providing a clear vocational pathway for coaches.

2. Football Academies are linked to adult professional clubs and deliver the youth football performance pathway programme consisting of coaching, games, sport science support and education for players (Premier League 2020).