17th International Reflective Practice Conference

Learning through reflection: Values, conflicts, and role interactions of a

youth sport coach

Brendan Cropley, John Peel, Sheldon Hanton, & Scott Fleming

Cardiff School of Sport

Setting the Scene

Background and Context

• The “nature” of sports coaching

Rationalism Complexity

Coach Education

Reflective Practice

Exploring ‘John’: An Autoethnography

Explored the: – Centrality of values in practice– Tensions and conflicts created by values and their

denial– Impact of these on emotions and behaviours

Examine the use of reflective practices in the personal learning journey of a part-time, volunteer,

youth sport coach.

The Evolution of ‘Coach’

Outcomes: Understanding Values

Over a 3 year period:• Sporting and social

success• Developed an ecology

of practice• Altered practice• Became aware of his

self, his values, and behaviours

1. Creating a positive learning environment

2. Personal growth for athletes and coaches inside and outside of sport

3. Developing independence

4. Equal opportunities

The Evolution of ‘Coach’ II

1. Values drive emotional responses to situations which in

turn drive behaviours

2. RP facilitated a different view of John’s self, enhancing his emotional literacy through

increased self-awareness, self-control, and self-efficacy.

3. The ‘ecosystem’ of John’s coaching practice was also part of

a broader ecology of practice.

4. The surfacing of ambitious outcomes (fantasies) may

contribute to the development of a personalized ‘living educational

theory’

Implications• Positive youth development in sport is linked

directly to the coach

• Practice is a value-laden activity

• Reflective learning in coaching may work by helping to develop emotional skills

• Surfacing inner conflicts is required to improve congreunce between values and behaviours

17th International Reflective Practice Conference

Learning through reflection: Values, conflicts, and role interactions of a

youth sport coach

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