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Is reflection crucial to personal and professional development
Reflection for personal development and/or academic learning
Learning and development reflection
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This reflective log will be looking at different aspects within three different sessions. All three sessions will have different purposes and different aims; one will be based on a warm up, another will be based on a technical session without a game, while the final one with have a technical build up with a game at the end. Going back to aspects mentioned, these will be motivation levels, the communication between the coaches and the participants. The log will also be looking at the three different appendices and analysing how they were incorporated into each of the three sessions. Throughout the log any points that are made will be backed up with literature. Dewey (1966) believes that people who take up a reflective pose investigate assumptions made by their behaviour and therefore accept responsibility for their own actions.
Session one was based on a technical session in football (Appendix A). The aim of a technical session is to help develop a participant’s knowledge of skill within a sport, in this case passing a ball correctly, it focuses on how the participant grasps the conc...
...hat has worked and what hasn’t. If a student for example is taking blood for the first time and something goes wrong, they don’t find the right vein. Reflective practise would help that student to understand what he/she done wrong while carrying out the procedure and how they could stop that from happening again. Not is only reflective practice good for pointing out the bad factors of something but can also be there for when a procedure goes exceptionally well. If a health professional finds a certain technique works better than what’s in place already, reflective practise is a good way to shear the information you found with other colleges so they can carry out that particular producer. Gibbs 1988 is an example of reflective practice, he uses six stages when doing reflective practice which include Description, feelings, evaluation, analyse, analyse and actions plan.
Imagining myself as a high school soccer coach, I would like to optimize my team’s kicking performance. Some players consistently kick the ball successfully with the correct use of power and accuracy. To ensure that all players are able to achieve the same optimal kicking habits, this paper will document (1) the effective and ineffective habits of kicking, (2) describe biomechanical based kicking assessments, (3) describe how these assessments will measure the effective aspects of kicking and expected findings, and (4) provide suggestions on how I may modify programming based on the insights gained from these assessments.
There are many things in life that have their unique differences. Every level of Football has its 's differences, but there are some differences that matter the most. Different things have to be done from the high school level to the college level, and to the national level of football. There are different requirements needed in a players ' arsenal to develop a certain football leveled skill-set. This essay is about the difference between the high school football level and the professional football level. Some of these differences have to do with safety and protection of players.
high. Also, if a runner is hit exactly at his center of mass, he will
The soccer kick is a well-known movement. The entire body is involved with this motion. The kick is separated by phases. There is the plant phase where the athletes stops running and plants one of his legs and swings his body around to the ball. After this phase, there is the kicking phase, where the athlete finishes rotating his body to the ball to complete the kick. This paper will review the literature and research of the biomechanics of soccer kicks as well as provide a kinematic analysis and discussion.
One reason for Reflection being used is to give practitioners the chance to change an aspect within their setting, which they feel can be improved in order to help the development of children within their practice. Reflective practice is about improving practice and coming up with theories to support the improvement (Holmes, 2011, p.7). Reflective practice using critical reflection will allow the practitioners to identify what they do well and what they need to improve on within their Early Years settings. It can also give practitioners the opportunity to develop their professional identity, and work at improving their working environment (Forde et al, 2006, p.65, 66). By allowing practitioners the chance to improve their working environment, it can have a huge influence on the children and their development within the Early Years. For example, a teacher looking back and being reflective over their lesson, will allow them to make amelioration for when they teach that lesson again, thus leading to further learning development of the
The problems and injuries that come with playing football have been obvious since the beginning, and to this day are still being discovered and researched in hopes of finding solutions so that the sport is not so dangerous. Malcolm Gla...
student. In the following journal, we see the benefit of reflective practice and what it achieves
During practice optimal motivation and excitement need to be given to players to not only insure they progress in their skill aptitude, but also to make the environment fun, creative, and innovative for all athletes involved. Martens specifically describes the “flow experience” as an “optimal” time where players aren’t too anxious or under motivated to perform (Martens, 108). Coaches can heed this advice by planning light, medium, and intense exercise drills, changing the modes of exercise, changing the environment, or through utilizing the teaching principle called the “games approach” (Martens, 154). If the “games approach” is used then the monotony of training will decrease because fun tactical activities based around in game situations will be used instead of repetitive technique drills that often bore players and inspire them to quit a sport early in season. Shaping of play with different teammates or rules, focusing of play through freeze play drills, and enhancing play through different techniques are all effective ways to utilize the games approach to improve tactical sport awareness (Martens, 156). For instance, instead of practicing soccer free kicks repeatedly, the players could do 3 on 3 games utilizing half of the field, they could limit the game to midfield and freeze at times to see whoever gets the most
Reflection is a key element of the human learning process. It can be used to justify aspects of practice and legitimise the knowledge gained from it, as opposed to traditional forms of learning.
Let me say personally, reflective practices therefore imply more systematic process in terms of collecting, recording, and analyzing teachers’ thoughts and observations, as well as those of their students, and then going on to make changes towards teachers' professional development for a better teaching skills. All in all, I can say that reflective practice is important because it helps teachers to make more informed decisions about their teaching skills which are basically based on solid evidence that thoroughly collected over a period of
Reflection is a key part of our personal development plan that is significant from both academic and employment perspectives. It investigates and someway measures our present level of skills and knowledge by looking back to reflect our latest performance and monitoring future improvements (Gallagher K., 2013, p. 23-24).
In game play, players make an effort to create goal scoring occasions through individual control of the ball, such as dribbling, passing the ba...
Pollard (2014, p.76) while taking great inspirations from Dewey (1933, p.3-17), defines ‘reflective teaching’ as a practice which “is applied in a cyclical or spiraling process, in which the teacher monitors, evaluate and revise their own practice continuously”. Dewey (as cited in Pollard, 2014, p.75) who contrasted ‘routine action’ with ‘reflective action’, points out that routine actions is determined through the use of habitual, authoritative measures as well as being based on ‘institutional definitions and expectations’. Pollard (2014, p.75) along with Dewey share the same opinion and criticize this practice as “relatively static and is thus unresponsive to changing priorities and circumstances”. On the hand, they underline the positive implications of ‘reflective teaching’, stating that it represents “a willingness to engage in constant self-appraisal and development. Among other things, ‘reflective teaching’ implies flexibility, rigorous analysis, and social awareness” (Pollard, 2014,
The reflective dimension is the journey of self-development through a critical analysis of one’s thoughts, behaviours and values. Reflection allows you to relate your inner self to the environment around you. It encourages social responsibility and constant improvement as you learn from experience and acknowledge success. (Olckers, Gibbs & Duncan 2007: 3-4) Reflection can boost learning by stimulating awareness of our feelings and practices. This allows health professionals to cope with unfamiliar circumstances and conflicts.