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BPS-DSEP Annual Conference 2013 Emerging from the swampy lowlands: Critical issues in the theory and practice of reflection Brendan Cropley, Gareth Picknell , & John Peel. bcropley@cardiffmet.ac.uk @ BrendanCropley. Setting the Scene. Importance of different forms of knowing and learning

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BPS-DSEP Annual Conference 2013Emerging from the swampy lowlands: Critical issues in the theory and practice of reflectionBrendan Cropley, Gareth Picknell, & John Peel

bcropley@cardiffmet.ac.uk

@BrendanCropley

setting the scene
Setting the Scene
  • Importance of different forms of knowing and learning
  • Value of reflective practice within experiential learning has been frequently reported
  • Yet issues still exist (and have emerged) regarding the theory and practice of reflection

Theoretical / positivistic knowledge

Knowledge of self– Living Educational Theory

Craft / Decision making knowledge

presentation aims
Presentation Aims
  • Raise awareness of the issues concerning reflective practice within sport (psychology)
    • The evidence
    • Using RP as assessment
    • The practice
  • Consider a ‘way forward’ for the field
    • Can we emerge from the ‘swampy lowlands’?
issue 1 the evidence
Issue 1: The Evidence
  • The evidence base for reflection has recently been questioned (e.g., Picknell et al., in press)
    • Does RP actually do what it says it does?
  • Impact of the ‘traditional epistemology’
    • Are these traditions hampering uptake?
  • Evidence, understanding and practice borrowed
    • Why don’t we do it more or better?
issue 2 rp as assessment
Issue 2: RP as Assessment
  • RP is a highly personalised process
  • Using RP as a form of assessment impacts on the process and engagement
  • The process becomes sanitised
    • ‘Getting it’ versus learning ‘how to do it’
  • Likely that RP is becoming a technical rational activity (Trelfa & Telfer, in press)
issue 3 the practice
Issue 3: The Practice
  • Seen in academic terms
  • Trainees and students not prepared to succeed
  • Should be considered as “RPs” and the spectrum of approaches embraced
  • Models and question structures should guide the process and not debilitate it
implications individual
Implications: Individual

Develop the skills and attributes for reflective practice

Develop an ‘ecology of practice’ and ‘living educational theory’

Effective RP through action planning

implications field
Implications: Field

Educate, facilitate, practice

Understand the value of different reflective levels

(Accepting) The emerging evidence base

questions for you
Questions for You
  • Are your RPs a ‘sometime’ thing, or an ‘all the time’ thing?
  • How has the role and/or depth of reflection evolved as you have progressed through your careers?
  • How might you better encourage reflective practice in yourself and in others?
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Developing Applied Sport and Exercise Psychology through Reflective Practice: Explorations of Professional Practice, Issues with Reflection and Modern Research TrendsQUESTIONS?