DescriptionReflection is critical for learning in the social sciences as well as in the sociology of sport. The reflective model developed by the sociologist Gibbs (1988) is a useful tool to guide reflection in diverse learning contexts. To date, the vast majority of research on reflective practices in the field of sport explores the role of reflection in (professional) sport coaching. There is a knowledge gap with regard to sport programmes that employ reflection as part of their work with youth in socially vulnerable positions. Understanding how reflection is embedded in this type of sport programme is crucial as it shapes the learning process of participants. The present study is a participatory action research consisting of a context analysis, problem diagnosis, and three self-reflective cycles - planning, acting and observing, reflecting and re-planning - to enhance the effectiveness of a targeted sports-based community programme in Flanders, Belgium. Results are based on an inductive analysis of different data sets including administrative documentation, participatory observations, and an individual in-depth interview. Results show that providing participants access to an experiential learning environment, using different reflective methodologies and supporting and guiding small group discussions allow participants to self-asses and evaluate their learning process. It is concluded that the challenge of embedding reflective practice largely relates to finding a balance between the appropriateness of methods and exercises for participants and the usefulness for practitioners.
|18 mei 2020 → 21 mei 2020
|European Association for the Sociology of Sport 2020 Conference: Sport, diversity and social change
|Southampton, United Kingdom
|Mate van erkenning