Foundation Degree Sports Science/Sport Science, Development and Management

Session 4: Reflective Practice

Aims of the Session

• Explore the principles and theory of academic and

professional reflective practice

• Explore reflective writing

• Describe the reflective cycle

• Know the difference between description and

reflection
Reflective Practice- Definition

We reflect on something to consider it in more

detail. Examples include:
• If we have a purpose or a goal to achieve
• If it is relatively complicated
• If we just want to think about an experience
in the past.
Generally reflection is working on what we know
already to generate new knowledge- to learn
‘A conscious act… with the
intention of finding out more about
our learning process and how they
effect our professional practice and
working relationships’
(Hunt 2005:234)

‘Reflection is a form of mental processing – like

a form of thinking – that we use to fulfil a
purpose or to achieve some anticipated
outcome. It is applied to relatively
complicated or unstructured ideas for which
there is not an obvious solution and is largely
based on the further processing of knowledge
and understanding and possibly emotions that
we already possess’
(Moon 2005:2)
Why do we need to reflect?

If we don’t examine our experiences and reflect

on them in a constructive way, how will we learn
from our successes and our mistakes?
Wallace (2007)

As you will remember from previous sessions, the

Kolb Learning Cycle (1984) suggests that for
learning to take place an experience needs to be
followed by reflection as part of the experiential
learning cycle.

It is not sufficient simply to have an experience in

order to learn and without reflecting upon this
experience it may quickly be forgotten, or its
learning potential lost.

It is from the feelings and thoughts emerging

from this reflection that generalisations or
concepts can be generated. From undertaking this
process it allows new concepts to be generated
In order to tackle future experiences effectively.
Gibbs (1988)
Why should we reflect?

There are many reasons why you

should reflect on experiences, for this
subject ,throughout your degree and
professional life:
• To improve skills and competences
• To inform personal development
planning
• For continual professional
development
• To support the learning process
• To put value into your experiences
• To gain a better understanding
• To become an independent learner
and use your own judgement
 Reflection into Action

Schon (1983) researched a type of reflective practice now

known as ‘reflection into action’ which takes place when
work is on-going.

Schon (1983) argues that to put theory into practice,

reflection is required and reflection is part of an active
thought process

So after you have completed a task during your work

placement you should be asking these questions:
•What happened?
•What would I change, and why?
•What action could I take to change it?
•Did it work?
•Is there a general principle I can use again?
•If not, what could I try next?

Image by Hemera – www.thinkstockphotos.co.uk

The Reflective Cycle (Gibbs, 1988)

Action Plan
Description
If it arose again what what happened?
would you do?

Conclusion Gibbs' reflective cycle can be Feelings

really useful in making you
What else could you What were you
have done? think through all the phases of thinking and feeling?
an experience or activity

Analysis Evaluation
What sense can you What was good and bad Gibbs (1988)
make of this situation? about the experience?
Reflective Writing

PROPERTIES
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Reflective Process and your Work Placement

You should be trying to get the best out of your

work experience as this could really make an
impression and provide you with opportunities.

Remember that you are most likely to learn

from your work placement if you reflect upon
each aspect of it- both the good and bad
experiences: Try to be critical without being too
negative, this is a positive learning experience .

If you do have difficult and challenging

situations don’t worry there are people there to
help; try to remain positive.

Be honest in your reflections and evaluations

whilst also being aware of confidentiality.

Reflect upon all of the knowledge and skills

that you have developed through your work
placement. You should also reflect upon your
‘employability skills’ whereby you can consider
your scores on your skills audit before and after
your placement.
What is the difference between a log and a reflective log?

A log is usually a factual record of

events.

This doesn’t qualify as reflection!

A log would: Describe the framework

of your day, but provides no analysis
of your experiences and no reminder
to yourself of what you think about
them and what you might have learnt
from them.

A reflective account: Used to record

and reflect upon incidents and
experiences from which something
useful can be learnt, that will help to
develop and enhance your
experience.
Reflecting on what you’ve learnt…
(Wallace, 2007)
Using a Journal to Reflect

In order to both reflect and in turn learn

effectively whilst also being able to submit a high
quality reflective blog, you rely on having
sufficient data and being able to draw relevant
observations from it.

It is best to keep a note of everything as you go

along so you have the option of which data to use
for your blog: the information you note down at
the time may not all be submitted as part of your
assessment blog, however, could still enable
valuable learning to take place.

Jot notes down throughout the day and ensure

you revisit these at the end of each day, this way
your thoughts are still fresh in your mind.

When selecting information for your blog, only

select information that showed you something
new about yourself, reinforced previous thoughts,
tested a particular skill, or taught your something
new.
Keeping a Reflective Journal

Reflective writing will take some time to

get used to as on this occasion you should
use ‘I’ and ‘me’. It will enable you to
describe and provide a clear picture of
what you experienced, how it made you
feel, and how you have learnt from it.

If you have any of the following

experiences you should ensure you should
describe the event in your journal during
your time at your placement and ensure
you reflect fully upon them for your blog.
You should ensure you record your
thoughts, feelings, views and opinions
about these occurrences and also ideas on
what you would do differently next time
or any skills gaps, support or training
needs it has possibly identified.
A reflective blog should include:
• Significant comments made about you
or your work: good or bad
• Occurrences you consider represent an
achievement or a marker of progress
• Any key areas of learning
• Met somebody interesting
• Dealt with a problem
(Fanthome, 2004)
Academic Writing versus Reflective Writing
Academic Writing Reflective Writing
The subject matter is likely to be clearly The subject matter may be diffuse and
defined unstructured

The subject matter is not likely to be personal The subject matter is likely to be personal

The subject matter is likely to be given The subject matter is determined by the
writer

The purpose of the writing is set in advance There may be a purpose but it is more of a
usually in a title/topic direction (rather than a title) that predicts the
outcome

There will be a conclusion There may be a conclusion in that something

has been learnt

Usually ‘one-off’ and ‘handed in’ Part of a process that takes place over time
Writing style is usually objective Writing style likely to be subjective with use
of the first person ‘I’

A result of a thinking process – tidily ordered. Usually involves the process of thinking and
therefore not always tidily ordered
Challenges of Reflective Writing

Reflective writing involves a personal exploration and

explanation of an event and therefore may feel
particularly difficult or more challenging than other
forms of academic writing. It can involve thinking and
writing about your anxieties and errors as well as
successes in your interactions with individuals or
groups or when carrying out a practical task.

Although you are writing about your own experiences

and feelings, be as rigorous and thorough as you would
be for any other assignment. You cannot write about
absolutely everything that happened during your
placement, therefore make sure you select what will
illustrate your discussion best and ensure that you keep
your descriptions brief and to the point.

A placement reflection should also make reference to

how the placement has shaped your thoughts and ideas
with regards your future career path, even if these
thoughts are negative as it is just as useful to discover
how you do not want to spend your time.
Understanding the difference between description and reflection

The next slide will be of an image, you are Description Interpretation Evaluation
required to create a table like the one to the
right and complete the columns according
the picture. You will be required to submit
this to the forum, so please ensure you
transfer your notes to a table electronically.
An explanation of what to include in each
column can be found below:

DESCRIBE: What you see (e.g.

colours, numbers of people, like a
‘witness statement’ that is factual)

INTERPRET: What you see (e.g.

what assumptions do you make
about what you see?)

EVALUATE: Summarise what you

think the picture is about
Picture

Insert picture iStockphoto

Item number:90826525
Title:
soccer players
from thinkstock
Summary

• This session has reviewed the reflective practice principles

and theories which can be applied throughout your
placement and assessments
• Reflective writing is very different to academic writing as
you can use ‘I’ and ‘me’
• Describing an event simply details what happened, by
reflecting, something useful can be learnt which will help
to develop and enhance your experience
• Reflective practice and the use of the reflective cycle will
support your learning and development
References

List of References

Fanthome, C. (2004) Work Placements- A Survival Guide for Students. Palgrave Macmillan: Hampshire.
Gibbs, G (1998) Learning by Doing: A Guide to Teaching and Leraning Methods. Further Education Unit Oxford
Polytechnic (now Oxford Brooks University): Oxford.
Hunt, C (2005) Human Resource Development, 2nd Edition, Kogan Page, London
Kolb, D.A., Rubin, I.M. and Mackintyre, J.M. (1984) Organisational Psychology (4th Edition). Prentice Hall.
Moon, J (2005) Learning Through Reflection, A guide to busy academics, No 4, The Higher Educations
Academy, University of Exeter.
Schon, D.A. (1983) The Reflective Practitioner: How Professionals Think in Practice. Basic Books: New York.
Wallace, S (2007) Teaching and Supporting Learning in Further Education; 3rd Edition, Learning Matters Ltd,
UK.

Image from Mediabank