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Reflection and reflective practice discourses in coaching: a critical analysis
Reflection and reflective practice is seen as an established part of coaching and coach education practice. It has become a ‘taken-for-granted’ part of coaching that is accepted enthusiastically and unquestioningly, and is assumed to be ‘good’ for coaching and coaches. Drawing on sociological concepts, a primarily Foucauldian lens, the purpose of this paper is to provide a critical analysis of reflection and to unpack some of the assumptions underlying it and problematize the seemingly unproblematic. This paper challenges the current dominant cognitive assumptions about reflection (and coaching) as an individual, asocial, ahistorical process and explores through concepts such as power/knowledge, discourse and the self, the extent that reflection is discursive and constructs coaches’ subjectivities. The analysis considers unintended consequences of reflection as a form of surveillance that normalizes coaches’ practices through the act of confession. The paper thus challenges the prevailing descriptions that stress the epistemological, and claim ‘neutral’, discursive-blind and non-political perspectives.
History
School
- Sport, Exercise and Health Sciences
Published in
Sport, Education and SocietyVolume
23Issue
1Pages
82 - 94Citation
CUSHION, C.J., 2018. Reflection and reflective practice discourses in coaching: a critical analysis. Sport, Education and Society, 23 (1), pp.82-94Publisher
© Taylor & FrancisVersion
- VoR (Version of Record)
Publisher statement
This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/Acceptance date
2016-01-13Publication date
2016-02-12Notes
Closed accessISSN
1357-3322eISSN
1470-1243Publisher version
Language
- en