Developing Critical Reflection Skills in a Formal Coach Education Program

Abstract

Alongside knowledge and understanding of the sport (what to coach) and strategies to support learning (how to coach), critical reflection is an important feature of high-quality coaching practice. Accordingly, there is a clear need for evidence-based tools and frameworks for appreciating and developing coaches’ critical reflection skills, through coach education programs. The purpose of this study is to share the results of an intervention intended to develop coaches’ critical reflection skills through a formal gymnastics coach education program within the Flemish School for Coach Education (Belgium). A pre–post test design was used to compare the development of written critical reflection skills in 25 gymnastics coaches (14 intervention and 11 control). Statistical analysis of data revealed that the intervention had a significant (p < .01) impact on the quality of coaches’ critical reflection. Coaches exhibited a positive, upward, trajectory from descriptive verbalizations to a deeper level of self-awareness, and greater criticality, along with demonstrating a willingness to adopt alternative ideas/approaches. Findings are discussed in relation to existing research on critical reflection as a feature of coach education. This study offers a unique critical reflection strategy that has the potential to meet the learning development needs of coaches in a formal coach education program.