Reflection coaching

Reflection coaching Reflection is defined by Stenhouse 1975 p144 as ‘a capacity for autonomous professional self-development through systematic self-study. Discuss how a coach utilises reflective practise to enhance their coaching performance Reflection is used to improve coaching performance through a variety of ways. Kidman (2001: 50) describes reflection as â€Å"a particularly significant part of empowerment whereby coaches themselves take ownership of their learning and decision making†. The coach is therefore very active in gaining information which could be beneficial to them. Dewey (1919: 3) describes reflection as â€Å"turning a subject over in the mind and giving it a serious and consecutive consideration†. By analysing information repeatedly and seriously, in depth knowledge is gained from it. *(DANS)*Pollard (2002) believes that â€Å"‘Reflective teaching is applied in cyclical or spiralling process, in which teachers monitor, evaluate and revise their own practice continually.† By being dedicated in analysing oneself, analysing others is possible. A slightly different concept of reflection is introduced by Schon. The notion of, ‘reflection in action. Schon (1983; 50) â€Å"Athletes think about what they are doing, sometimes even while doing it†. Expanding on this Schon highlights phrases like, ‘Keep your wits about you and ‘thinking on your feet. Schons belief here is in game reflection is natural and beneficial. Gilbert and Trudel (2001) believe Schons idea as a â€Å"separate type of reflection†. They also offer a different type of reflection which they call â€Å"retrospective reflection-on-action† which is further described as â€Å"that which occurs outside the action-present†. Their belief is that coaches reflect on concerns in between practise sessions and that reflection â€Å"still occurs within the action-present, but not in the midst of activity†. So they firmly believe that reflection-on-action is totally different to reflection-in-action. Gilbert and Trudel (2001) consider reflection to utilise â€Å"a conceptual framework to understand how coaches draw on experience when learning to coach† Ghaye and Lillyman (2000) bring forward the idea that the core of reflection is carried out in a series of ‘frames. Role framing was the coaches role executed correct? Value framing examining if there was value-positions present? Temporal framing was the order of actions correct? Parallel process framing could the end result varied? Problem framing were problems noticed effectively? These frames provide a practical way of analysing sport practises. Reflective practise can provide an efficient apparatus for monitoring and assessment of athletes. Dewey (1916) who is considered heavily to be the ‘founder of reflection, gives three attributes which are needed in order to participate in reflective practise. Open-mindedness, described as â€Å"an active desire to listen to more sides than one, to give heed to facts from whatever source they come and to give full attention to alternative possibilities†. Whole-heartedness, which is being â€Å"absorbed in an interest†. Responsibility is also needed as consequences are accepted therefore â€Å"securing integrity in ones beliefs†. Deweys beliefs have stood strong for eighty years and still provide modern coaches with a basic outlook on what is needed to be an effective reflective coach. Methods of using reflective practise There are a few ways in which reflective practise is put into action. By using a variety of methods coaches can expand from the basics and look more in detail depending on the type of information that is required. Video analysis is one method used in order to aid reflective practise. A coach can record a session and therefore have exact details of what actions are taken. This allows for precise analysis in which athletes can also see themselves and what they could improve on. McKernan was a firm believer in video recording to aid coaching: ‘†¦might use a video recorder to trap teaching performance as evidence or ‘data to be analysed. More importantly, such a film becomes a critical documentary for reflecting on practice†¦research can be undertaken by reactive methods such as observers, questionnaires, interviews, dialogue journals or through such non-reactive techniques as case studies, field notes, logs, diaries anecdotal records, document analysis, shadow studies. McKernan (1996)(DANS) Using other coaches is one way reflective practise can be more reliable and efficient. Analysis speed is increased as more coaches can observe and acknowledge similar issues that arise and whilst opinions may be divided, an overview of general problems can be addressed more easily. This view is backed up by Gould, Giannani, Krane, Hodge (1990) â€Å"development of craft knowledge which can be fostered through the realms of practical experience and interaction with other coaches.† Using a cognitive based style, reflection can take place through demonstration. Coaches need to reflect on how demonstrations of skills are executed and the coach must ensure that when a learner is receiving a demonstration that it is of adequate quality for the athlete to learn and progress using reflection. Demonstrations Coaching points and ‘logs are a very basic and fundamental way of reflecting on a performer. By making key observations during a practise and after, a coach can identify the problem areas. The more experienced the coach the more this basic method is effective and less need for the more advanced methods. This kind of feedback is usually Benefits to using reflective practise â€Å"by reflecting on practise a coach may expose his or her perceptions and beliefs to evaluation, creating a heightened sense of self awareness, which in turn my lead to a certain openness to new ideas† (Hellison and Templin 1991: 9) Reflective practise can increase ability in perception and creativity. This is due to the self improvement the coach must make themselves but are rewarded through these attributes. These attributes could then be passed onto the learner and thus bridging a gap between coach and learner.(BOOK) (PDF)Anderson, Knowles and Gilbourne (2004) state that â€Å"reflective practice is the latest topical strategic method that could help sports coaches explore their decisions and experiences, aiding them to make sense of the situation and directly influence the learning process.† This is clear that reflective practise can be used in order to help sports coaches. It is also considered one of the more modern uses of coaching in order to achieve higher ability in a more demanding results driven environment. â€Å"Indeed, to maximise learning, critical reflection is the core difference between whether an individual repeats the same experience time and time again or learns from the experience in such a way that the individual is cognitively or affectively changed† (Boyde and Fales, 1983).(PDF) By using reflective practise Boyde and Fales suggest that there is a high chance of learning and developing skills rather than just repeating an experience with no eventual gain. They believe reflection is essential to this as without it there would be no way an individual would know if improvement took place or not. â€Å"if a coach takes the opportunity to understand the consequences, both positive and negative, of the decisions made during a training session, they are better able to rationalise their decisions when under pressure† (Kidman, 2001).(PDF) Kidman here links this in with Schons ‘refelction in action. This is necessary in high tempo environments and is vital in gaining a better decision making process. Whilst reflection is important before and during training or match environments, only ‘reflection in action can gain quick and often needed information to make decisions. â€Å"reflection is thought to have a potent role in helping to bridge the gap between education and knowledge that is generated through practice† (Ghaye Ghaye, 1998).(PDF) Making coaches acknowledge their achievements is possible via reflection as it is a conscious and active way of fortifying the positives and negatives of individual and group practise. Difficulties in using reflective practise Whilst there is lots of evidence to strengthen the idea that reflective coaching is a useful practise, there are certainly problems that need addressing and limitations which clearly show it is not a full proof method even when applied properly. Crum (1995) â€Å"If a practitioner holds a ‘training-of-the-physical view of coaching and believes his or her role is only to improve fitness and adopt a technical/utilitarian approach, then becoming a coach who reflects in depth is not going to be paramount†. Whilst reflective practise does have its place, it would seem that it is limited. Some areas such as social negotiation and mentality may be difficult to improve through reflection practise but in many environments that reflective practise is used these are vital skills. Playing in high tempo and contact sports require both of these skills in abundance and gaining it through the individual is the most logical approach but if reflective practise is used then the coach is providing the information and techniques which arent transferable to individuals in these areas. â€Å"As many coaches will testify, written reflection, usually in the form of ‘logs, are frequently sanitised to deliver what is deemed as being necessary knowledge, thus being corralled into conformity (Chesterfield, Jones, Mitchell, 2007), possibly stifling coach creativity.†(PDF) Whilst Hellison and Templin believe in reflection in opening creativity, the basic form of a ‘log could be evidence that reflection does hinder creativity. Conformity is compliance with what already exists, if coaches comply to current practises such as ‘logs then there is no space for new practises to be introduced and composed. (PDF)Johns (1995) argued that â€Å"reflective practice is profoundly difficult, and it is therefore necessary to have a detailed model that guides and supports coaches.† Reflection does require many skills and outside opinions to be useful. There is a certain amount of complexity that comes with reflecting before, during and after sessions. Gibbs six-staged cyclical model for example is a complex calculated formula designed to give detailed analysis and evaluation. Whilst this could be beneficial it is only useful to coaches with prior experience or high ability levels. So as a general overall practise reflection can be difficult. â€Å"Trust is a vital part of a reflective conversation and, according to Maister, Green, Galford (2002), trust is a two-way relationship where people can be honest and respect each others openness. Without a real trusting relationship with significant others (e.g. a tutor, mentor, supervisor, coach) personal reflections may stay ‘safe and predictable and the real issues may go unresolved.†(PDF) Social dynamic in any relationship is extremely important. The relationship between coach and athlete is as open to flux as every other relationship. Trust is vitally important and is open to change to high and low levels. If trust is broken then coach performance or athlete obedience could drop. Reflection here is then a problem if not enough trust is spread and responsibility fall onto other people to provide strength in connecting and creativity in avoiding playing the ‘safe option which could potentially break trust. Conclusion To conclude, I believe that reflection is a very useful practise for coaches to undertake in developing athletes. Reflection can take place before, during and after which makes it very flexible and adaptable to a variety of environments. The coach does however need a certain level of ability in order to reflect appropriately and constructively. Detail is paramount and a coach analysing a level too high above them will struggle using reflection. I personally believe that the best method of reflection is video analysis. I think this because it gives an exact recollection of technical display and thanks to modern technology is available at a wide range of levels. It is, however, important that a coach doesnt rely on one method such as video analysis. During a competition or quick based environment it may not be possible to use this method and therefore a variety of reflective methods should be learnt and applied by coaches. This will make them more rounded and adaptable to their environment. One thing that I found intriguing was the amount of reflection that the coach must put on themselves. This ‘self reflection is vital as if this isnt carried out coaches methods may stagnate or accurate analysis and therefore feedback for the athlete cannot be attained thus making the practise useless. coach needs adaptable refelective ability, depending on the athletes, age, gender, ability etc†¦.. To sum up †¦Ã¢â‚¬ ¦.states and defines refelction very clearly â€Å"†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†

Love in Shakespeare plays “Twelfth night †Romeo & Juliet” Essay

William Shakespeare was born in Stratford-upon-Avon, England in1564 He has enduring fame because he dared to be different, though he is known mainly through his plays. One of the most famous plays he wrote is Romeo and Juliet, a well-known love story. Also, he wrote Hamlet and Macbeth, two other well known plays. He is famous because of his creativty and giftedness with writing plays as well as his acting abilities . Althought his play † twelfth night † is a romantic comedy while † Romeo & Juliet † is romatic tragedy , they both show that love can cause pain ; Many of the characters claim to suffer painfully from beying in love .. In the † twelfth night † we have more than one love story , Olivia describes love as a plague from which she suffers terribly ; Viola also seems unhappy † My state is desperate for my master’s love † ; Viola falls in love with Orsino but can not tell him , because he thinks she is a man , while Olivia , the object of Orsino’s affection , love Viola ‘ Cesario ‘ , Olivia wants to let Cesario know that she loves him by sending him a ring by way of Malvolio , it was her way of expressing her love . Love in this play is coming out of apure hearted people , who , loves for love . the characters in this play have a very deep sense of love , that they love each other spirtualy away from any phisical impact on their passion . In Romeo & Juliet passion and love spring up at the first sight between Romeo & Juliet , we can see the powerful nature of love in the way they described it from the first time they met † A like bewitched by the charm of looks † ( II.prologue ) Juliet , perhaps , most perfectly describes her love for Romeo by refusing to describe it : † But my true love is grown to such excess / i can not sum up some of half my wealth ( III.i.33-34 ) the events in this love story are always connected to passion , whether that passion is love or hate . The blind passion of love leads the lover to struggle against public and social institutions that either explicitly or implicitly oppose the existence of their love , the famelies of the lovers are enemies , which make their dream hard to come true Althought Romeo & Juliet is the most famous love story in english literary tradition , which end with a very tragedy ending when the couple sicide , theire suicides can be understood as the ultimate night , the ultimate privcy where thy don’t have to fac a new day and a new social struggle . From my own prespective i think love in the Twelfth night is strongr and deeper while in Romeo & Juliet we have eye love which is baced  on the physical appearance , what makes the story look so passionate is th impossibility of their marriage , As every body knows , human nature desired to struggle and face difficalties , such love will end as soon as they satisfy their desires , but love in the Twelfth night wont end easily because it was not easily given †¦ the emotions which can be easily given , they will disappear easily . These two plays are great to study and analyse , although they have different dramatic style of writing , but still have the same spirit that presents human emotions and feelings in agreat smooth way to understand .

A Clean Well Lighted Place Analysis - 815 Words

Ernest Hemingway did not write a happy, inspiring story. His story â€Å"A Clean, Well-Lighted Place† uses a famous code of behavior to dictate what his characters say and how they act. The story is depressing, dreary, and distressing but it gets the philosophical premises across. He demonstrates to not make trouble for other people, to contain one’s despair and self-pity by sheer will power, and to not judge others and view the unenlightened with pity. Hemingway uses his story to propose that people should not make trouble for other people. A great example when the old, deaf man is still in the cafe. The younger waiter is antsy to go home but the old man is still there, so when he asks for another drink the waiter cuts him off. When he gets†¦show more content†¦After the cafe is closed, he goes to a bar but dislikes the atmosphere, so decides to return home. He depicts it with the imagery, â€Å"Now, without thinking further, he would go home to his room†¦ After all, he said to himself, it’s probably only insomnia. Many must have it.† He is sad with his life so when he cannot find his desired place, clean and pleasant, he goes home instead of bothering other people. He does not force his despair onto others but keeps it inside. Using sheer will power to contain one’s despair and self-pity is a big aspect to Hemingway’s code of behavior. Moreover, Ernest Hemingway suggests to not judge others and view the unenlightened with pity. The older waiter best portrays this with his inter actions with the younger waiter. They are discussing the difference between young and old and the differences between them. The old waiter can relate more to the deaf man and says, â€Å"You do not understand. This is a clean and pleasant cafe. It is well lighted. The light is very good and also, now, there are shadows of the leaves.† He understands the appeal of the cafe compared to the other places opened that late. He chooses to not judge the younger one for his ignorance, but instead feels sorry for him. Furthermore, the young waiter shows his unenlightenment when he talks about the old, deaf man. He is rambling on about how he has a life, where as, the old man’s is over and does not matterShow MoreRelatedA Clean Well Lighted Place Analysis986 Words   |  4 PagesShort stories put forth a desire. A need for more information from the reader to help them further understand the story from what little information they do receive. In a short story, written by Ernest H emingway, A Clean, Well-Lighted Place, tells the life of an elder man who spends his nights in the light. The unusual setting, the use of diction and the dialogue, creates that short story desire from the reader. It is the elder man’s quiet presence in the story, that allowed Hemingway to set theRead MoreA Clean Well-Lighted Place Analysis Essay823 Words   |  4 PagesThe story of â€Å"A Clean, Well-Lighted Place† by Ernest Hemingway indicates the distinction of young and old person. Hemingway has contrasted the two main characters to demonstrate his voice in the text. Throughout â€Å"A Clean, Well-Lighted Place† I will summarize the story, analyze the narrator and author’s point view, discover the voices of the characters, and find reader’s perspective. In the story of â€Å"A Clean, Well-Lighted Place† by Ernest Hemingway start out at a cafà © with two waiters and an oldRead MoreAnalysis Of Ernest Hemingways A Clean, Well-Lighted Place1120 Words   |  5 PagesIn â€Å"A Clean, Well-Lighted Place†, the setting described is dark and eerie. This setting illustrates a depressing mood and foreshadows events later in the story. An old man is drinking himself away at the cafe late at night while two waiters wait to close. The young waiter is eager to close because he is ready to go home to his wife. The old waiter is not focused on closing because he does not have a reason to go home. Also, the old waiter can relate to the old man because he does not have anyoneRead More Analysis of A Clean Well-Lighted Place by Ernest Hemingway Essay examples742 Words   |  3 Pagesstory, A Clean, Well-Lighted Place, first published in 1933, is written in his characteristic terse style. It is the story of two waiters having a conversa tion in a cafà ©, just before closing up and going home for the night. They cannot leave because they still have a customer. One is anxious to get home to his wife, while the other sympathizes with the old man sitting at the table. Without realizing it, they are discussing the meaning of life. I believe that the story takes place during WWIRead MoreAnalysis Of Ernest Hemingway s Hills Like White Elephants And A Clean Well Lighted Place 2195 Words   |  9 PagesDavid M. Wyatt, says that Hemingway has a way of making the beginning of his stories â€Å"raise the very specter of the end against which they are so concerned to defend.† (Wyatt). In his two short stories, â€Å"Hills Like White Elephants† and â€Å"A Clean-Well Lighted Place, Hemingway draws out this uncanny effect in anticipating the sense of an ending. He paints this very minimalistic style, â€Å"only centering on surface elements without giving explicit content of the underlying themes†(Wyatt) he creates. He wantsRead MoreAnalytical Essay : Dead Man s Path By Chinua Achebe And A Clean, Well Lighted Place1337 Words   |  6 PagesWhen you take the word analytical it is asking you to analyze the literature. I will be taking a deeper look into three different short stories. Two of my favorite short stories this semester were Dead Man s Path† by Chinua Achebe and â€Å"A Clean, Well-Lighted Place† By Ernest Hemingway. My third choice was a short story by Viginia Woolf called â€Å"A Haunted House.† â€Å"Dead Man’s Path† was written by a man named Chinua Achebe who was a devout christian. He was very talented and began learning English byRead More Comparing James Joyces Araby and Ernest Hemingways A Clean, Well-Lighted Place1363 Words   |  6 PagesComparing James Joyces Araby and Ernest Hemingways A Clean, Well-Lighted Place As divergent as James Joyces Araby and Ernest Hemingways A Clean, Well-Lighted Place are in style, they handle many of the same themes. Both stories explore hope, anguish, faith, and despair. While Araby depicts a youth being set up for his first great disappointment, and A Clean, Well-Lighted Place shows two older men who have long ago settled for despair, both stories use a number of analogous symbolsRead MoreLiterary Analysis Of Hills Like White Elephants Essay1467 Words   |  6 Pagesnot know them only makes hollow places in his writing.† (92) Simple words, vivid images, rich emotions and deep thoughts are the four basic elements of the iceberg theory. Talk about how these stories illustrate four elements of theory. In both short stories, Hemingway describes scenery and characters with simple words directly to give readers a vivid image. Under this sketch, readers can know characters’ emotion and get the theme through their imagination and analysis. First, Hemingway uses conciseRead More Differing Perspectives of Life in A Clean, Well-Lighted Place, By Hemingway1557 Words   |  7 PagesPerspectives of Life in A Clean, Well-Lighted Place A Clean, Well-Lighted Place was written by Hemingway in 1933.   It details an evenings interaction between two waiters, and their differing perspectives of life.   Hemingway uses an old man as a patron to demonstrate the waiters philosophies. Hemingway is also visible in the story as the old man, someone who society says should be content, but has a significant empty feeling inside. This essay will present a line-by-line analysis, with emphasis onRead More Clean Well Light Place Essay596 Words   |  3 PagesClean Well Light Place A Clean Well Lighted Place Earnest Hemmingway Analysis The conversation starts out with the narrator setting up the story and the scene, as most do. An indication is made about the setting in the cafà © with the leaves giving a shadow and hence telling us that the story was taking place on a patio or street of the cafà ©. An old man that was deaf and seems to be on hard times, which he was, especially after finding out that he had recently tried to commit suicide. One of the

Echo Question Definition and Examples

An echo question is a type  of  direct question that repeats part or all of something which someone else has just asked and is one form of  echo  utterance. Echo questions are also referred to as parrot questions or repeat, please questions.  The reason people generally echo or parrot a question theyve been asked is that they have not fully understood or heard what was said—or they simply cant believe anyone would ask such a question. Using a rising or fall-rising intonation for an echo question allows us to clarify what we think we heard. Examples and Observations Telemachus: Were waiting for Odysseus to come home.Antinuous: Youre waiting for who to do what?From The Comeback by Albert Ramsdell Gurney Mary: What do you want?George Bailey: What do I want? Why, Im just here to get warm, thats all!From Its a Wonderful Life Holden: I used to play checkers with her all the time.Stradlater: You used to play what with her all the time?Holden: Checkers.From The Catcher in the Rye by J.D. Salinger, 1951 Intonation With Echo Questions We use echo questions either because we did not fully hear or understand what was said, or because its content is too surprising to be believed.A: It cost $5,000.B: How much did it cost?A: His sons an osteopath.B: His sons a what?Echo questions are usually spoken with a rising intonation  and with a strong emphasis on the wh-word (what, who, how, and so on).From A Glossary of Grammar Terms by Geoffrey Leech, Edinburgh University Press, 2006 Movement Operations With Echo Questions Consider the following dialogue:A: He had said someone would do something.B: He had said who would do what? Speaker B largely echoes what Speaker A says, except for replacing someone by who and something by what. For obvious reasons, the type of question produced by speaker B is called an echo question. However, speaker B could alternatively have replied with a non-echo question like, Who had he said would do what? If we compare the echo question, He had said who would do what?  with the corresponding non-echo question Who had, he said would do what? we find that the latter involves two movement operations which are not found previously.  One is an auxiliary inversion operation by which the past-tense auxiliary had is moved in front of its subject he. The other is a wh-movement operation by which the wh-word who is moved to the front of the overall sentence, and positioned in front of had.From English Syntax: An Introduction by Geoffrey Leech, Cambridge University Press, 2004 Questioning a Question A speaker may question a question by repeating it with a rising intonation. Note that we use normal question structures with inverted word order, not indirect question structures, in this case. Where are you going? Where am I going? Home.What does he want? What does he want? Money as usual.Are you tired? Am I tired? Of course not.Do squirrels eat insects? Do squirrels eat insects? Im not sure. From Practical English Usage by Michael Swan, Oxford University Press, 1995