Reflective practice

Ideas And Suggestions Aimed At Supporting And Enhancing Reflective Thinking And Practice What happened? What’s important? What next? Dr Paul Perkins Boxing Australia Northern Territory Institute of Sport University of Canberra Indigenous Research Initiative Program University of Canberra Research Institute for Sport and Exercise Summary This resource has been prepared to support the development of reflective thinking and practice. It provides a variety of information intended to aid the learning of new knowledge and behaviours and/or enhance existing ones. The information, however, is quite flexible and is designed to assist with the construction of practices appropriate to the needs of individuals rather than being prescriptive. Suggested use The guide has been structured in a way that enables readers to navigate to the most relevant topic and it should be used as a reference tool to locate specific information within a particular section, rather than being read cover-to-cover. Acknowledgements Professor Allan Hahn of the Queensland Academy of Sport and the University of Canberra Research Institute for Sport and Exercise provided advice and support in the development of this resource. Additional assistance was provided by Mr Graham Glassford, Coaching and Officiating Consultant, Northern Territory Institute of Sport. Disclaimer Every attempt has been made to ensure that the information contained in this resource is technically accurate, ethically sound and morally correct. However, the author and other persons involved with the development of this guide cannot be held responsible and/or liable for any issues that might occur as a result of its use. Attribution This resource is shared under a non-commercial, share alike 4.0 International creative commons licenses. 1 What is reflective practice? Reflective practice is the process of thinking about and reflecting on what you do. It is closely linked to the concept of experiential learning (i.e., learning from experience) in that you think about what happened what you did and what you would do differently next time. While there is considerable debate around what actually constitutes as reflection, most researchers agree that it helps to develop greater levels of self-awareness, creates opportunities for development and can be highly beneficial for a range of professions. Importantly and perhaps most significantly, nearly all experts agree that reflective practice is a skill which can be learned and refined through experience and the dynamic interactions of everyday living and work. Benefits of reflective practice Regular engagement in reflective practice has been shown to improve performance across a range of professions by providing a systematic and structured approach to learning that enables new ideas to be transformed into practical solutions. It provides opportunities for teams and individuals to reflect openly and honestly when things go wrong and is often used as a tool to assess situations, decisions and behaviours. However, perhaps its greatest strength lies in the way it helps develop the habits, skills and mindsets required for personal growth and development. Individuals who develop a regular habit of reflecting therefore often improve such valuable skills as: • Emotional intelligence. • Decision-making. • Communication. • Problem solving. • Critical thinking. 2 What attributes are required to be a reflective practitioner? A list of personal qualities considered essential for effective reflection is provided below. Individuals will need to consider these points when developing their own strategies, approaches and processes. • A willingness to learn from experiences. • A belief that it is possible for change to occur. • An ability to describe and analyse issues. • A belief that there is no end point to learning. • An ability to be open to other opinions. • An ability to act on reflection. What does the process involve? Reflective practice involves integrating activities into daily life on a routine basis, which in turn can prompt self-analysis, aid self-management and improve decision-making. Essentially, the process entails: • Listening to ourselves. • Being aware of our feelings. • Addressing our assumptions. • Noticing patterns in what we see. • Changing the way we see. 3 Tips for becoming a reflective practitioner While there is no set approach or formula for becoming a reflective practitioner, the following suggestions are intended to help get you started. • Time: Like all habits, little and often is generally the most effective way to implement a new routine or achieve a new goal. Remember, even a few minutes a day is much better than doing nothing at all. • Focus: Make a conscious effort to minimise distractions by finding a space where you are not likely to be interrupted. If you are in a loud and noisy environment consider using headphones to help block out the noise. • Mindfulness: Take time to get in the zone. Even if you can only devote a few minutes to your practice make sure you are present and clear of mind before you begin. • Approach: Reflecting is a highly personal process and there is no ‘one right way’ to do it. Therefore, practicing it, should be done without any judgement or self-criticism. • Experiment: Be experimental and try different approaches. For example, you could use the models in this resource to discovery what works best for you and/or as a basis to develop your own unique style and approach. 4 Existing models and frameworks As noted above, the following is intended to support and encourage the uptake of reflection but is by no means prescriptive. Instead, readers are encouraged to use the information to create highly personalised models based on their own particular needs. Kolb’s experiential learning model One of the most popular models for explaining how new skills, knowledge and insights are acquired through experience is Kolb’s four-stage experiential learning model (see for example, Figure 1). According to Kolb, new knowledge is generated when a learner successfully transitions through the four stages outlined below, and although learning can begin at any stage of the cycle, no single stage can be considered an effective learning experience on its own. Concrete Experience (CE) Experiencing Active Experimentation Reflective Observation (RO) (AE) Reflecting Testing/Acting Abstract Conceptualisation (AC) Thinking and Planning Figure 1: Schematic illustration of Kolb’s Experiential Learning Model, in which learning is grounded in reflection and continuously modified by new experiences. 5 An example of Kolb’s learning cycle in action Although written to support the learning and development of sport coaches, the following could easily be adapted to other settings and situations. Stage 1: A coach has a concrete experience of something new during a training session. This could be, for instance, the implementation of a novel drill as part of a new teaching method. Stage 2: The concrete experience is followed by a period of reflection. During this stage, the coach considers what went well and identifies areas of possible improvement. It is here that the coach develops an initial understanding of what aided the athletes’ learning and what hindered it. Stage 3: Abstract concepts are formed. This is when the coach makes sense of what has happened by conceptualising links between what the athletes just did, what the coach thinks they already know and what he/she thinks is needed for further improvement. To aid this process, the coach may use diverse strategies to clarify and explore his/her ideas, with the strategies including reading of online articles, textbooks, and perhaps even research papers. Information can also be accessed from other valuable sources, including YouTube videos, other coaches, conversations with the athletes and sport scientists, and use of existing knowledge. The important thing here is that the coach modifies his/her initial ideas based on what has been learnt from the observations and wider research. Stage 4: The coach now applies what has been learnt by taking the ideas from the reflective observation and conceptualisation stages and turning them into active experimentation. The cycle is then serially repeated, always underpinned by the newly acquired knowledge. 6 Gibbs' reflective cycle Understanding of what occurs during the reflective stage of Kolb’s learning framework has been aided by Gibbs, who presented a six-stage model to assist with the examination and interpretation of experiences. As can be seen in the Figure below, the first three stages are concerned with what happened during an experience while the final three relate to processes used to develop strategies aimed at increasing the probability that more positive future outcomes will be accomplished. Description What happended? Action Plan Feelings How will you improve? What were you thinking and feeling? Evaluation Conclusion What elements of the experience were good and what parts were bad? What do you need to do to improve next time? Analysis What sense can you make of the experience? Figure 2: Overview of how Gibbs’ six stage Reflective Cycle could aid the growth and development of multiple professions. 7 An example of Gibbs’ reflective cycle in action A summary of how learning could be enhanced through Gibbs’ Reflective Cycle is provided below. 1. Description: During the initial phase, a person should aim to provide a clear and accurate account of an experience. At this early stage the descriptions do not be analytical, but the account should be factual and concise. 2. Feelings: This stage of the process could be used to identify and record any thoughts and/or or feelings the person had during the experience, with these directly referenced to specific moments of the experience. It is vital that the person is completely honest in this task since correct identification of thoughts and feelings is prerequisite to effective development of strategies in response to the experience. 3. Evaluation: This phase provides an opportunity for the person to consider what went well and what did not go as well as was initially planned. 4. Analysis: During this phase the person may refer to relevant literature and/or seek the support of a More Knowledgeable Other to help make sense of the experience. For example, if someone felt instructions were not clearly given and/or understood, they could consult educational research on effective communication to help develop their skills. 5. Conclusion: Based on the above research, all the different ideas are pulled together resulting in a clear understanding of what needs to be improved and the ways in which it can be done. 6. Action plan: The final phase is where the person creates a step-by-step detailed plan for provision of a new learning experience by utilising information arising from the previous five phases. Here the person decides what will be kept, what requires changing and what can be done differently. The action plan can also include strategies aimed at gaining further insights. For example, observing a game, talking to an More Knowledgeable Other, attending a workshop and spending time with a mentor can all be effective ways to enhance professional development. 8 Schon’s reflective practice theory Similar to the above, Schon’s reflection theory focuses on ‘learning by doing’ and provides a suitable framework for people to examine what informs their practice and to determine how these factors might subsequently aid or hinder their future work (see for example, Figure 3). The theory suggests that the learning incorporates the following two elements: Reflection-in-action: In a coach development context, this refers to quick thinking and responses during a training session. For instance, a coach trying to explain something which the athletes do not initially understand may be able to reflect-in-action to quickly recognise the problem, understand why it is occurring, and promptly respond to it by reframing the explanation or approaching the topic from a different perspective. By contrast, reflection-on-action would take place after the training session. Here the coach has the time and space to critically reflect on what occurred and can think much more deeply about the situation. Critically reflecting on his/her action not only allows the coach to develop a more refined understanding of what caused the initial problem but enables the development of solutions aimed at minimising the potential for recurrence. The quality of the solutions, however, depends on coach characteristics such as level of knowledge, degree of experience and understanding of relevant theories. During a training session Reflection-in-action A situation arises. * Consider the situation. * Decide how to act. * Act immediatiely. Reflection-on-action * Reconsider the situation. *Think about what caused the problem. * Develop the solutions. Next training session The same or similar situation arises. After the training session The coach has the time and space to critically reflect on what occured and apply deeper thinking. Reflection-in-action *Recognition of situation. * Implementation of new strategies. Figure 3: Schematic overview of the ways in which “reflection-in-action” and “reflection-onaction” can aid development by getting people to think deeply about their current practices and identify factors that could subsequently aid or hinder their progress. 9 Methods aimed at supporting reflective practice Writing is an integral part of the reflective process and while this can be done on a computer, sometimes the added physical dimension of moving a pen across paper can help create a more calmer and receptive brain state thereby supporting the overall effectiveness of the task. Regardless of the method, the important thing here is to capture your thoughts and feelings as soon as possible after an event while they are fresh in the memory and easy to recall so that a brief but detailed account of the experience is recorded. This point is particularly relevant when, for example, we believe we did everything we could during an experience to make it the best it possible could be and therefore believe that nothing needs to be changed. This too, however, is a highly important and equally valid outcome that needs be documented, reviewed and subsequently analysed. 10 Suggestions intended to support reflective writing Depending on the discipline being studied or the purpose of the work, reflective writing can take many forms. For example, formal reflective essays and reports generally have clear structures and formats while less formal reflective writing, such as blogs or journals tend not to be organised in such distinct ways. The following, based on the “3W model”, is aimed at the latter and provides suggestions intended to support the development of current practices by providing a practical framework for the documenting and exploration of personal thoughts, feelings and experiences. An example of the 3W model in action A general outline of the 3W model is provided below. It should be noted, however, that in addition to this approach any of the earlier models or adaptations of them could be used for this task. Step 1: What (Description of event) Provide a descriptive account of the event. • What happened? • Who was involved? Step 2: What’s important? (Interpretation of event) Reflect on and interpret the event. • What is the most important/interesting/relevant/useful aspect of the event? • How can it be explained? • How is it similar/different to other experiences? Step 3: What’s next? (Outcomes) Determine what can be learnt from the event. • What have I learned? • How can this be applied in the future? 11 Final thoughts While this resource emphasises that reflective practice can play an important role in the development of new skills and knowledge, all the models outlined highlight the need for repeating cycles to ensure the continual progression of learning occurs. It is also clear that being informed by research and making sense of previous experiences are key factors for both professional and personal growth, and for ongoing learning and development. It is hoped that the models and information contained within this guide helps you to achieve these goals by supporting and encouraging the development of very personal and highly effective practices. 12