Reflective Practice Vol. 7, No. 2, May 2006, pp. 163–179 ISSN 1462-3943 (print)/ISSN 1470-1103 (online)/06/020163–17 © 2006 Taylor & Francis DOI: 10.1080/14623940600688423 Reflecting on reflection: exploring the practice of sports coaching graduates Zoë Knowles*, Gareth Tyler, David Gilbourne and Martin Eubank Liverpool John Moores University, UK Taylor and Francis Ltd CREP_A_168811.sgm 10.1080/14623940600688423 Reflective Practice 1462-3943 (print)/1470-1103 (online) Original Article 2006 Taylor & Francis 7 2 000000May 2006 ZoëKnowles z.r.knowles@livjm.ac.uk Recent research has commented on the prevalence and usefulness of reflective practice in specific sports coaching domains. The present paper explores how 6 coaching science graduates from Knowles et al’s study deployed reflective processes within their coaching practice outside the confines of a supported reflective based curriculum. A reflective interview guide was used based on Gibbs’ model and staged reflective practice. 21 raw data themes elicited discussion relating to defining models of reflection, barriers of reflection, issues regarding written techniques and reflection with others. Results suggest the in-built reflective rigour present in the undergraduate programme is at variance with the post graduation reality of sports coach employment. This differ- entiation is discussed with reference to short term contracts and a lack of professional accountability with recommendations made for future coach education programmes. Introduction There are currently around 1.2 million individuals providing sports coaching in the UK (Sportscoach UK, 2004). Sports coaching is seen as an episodic process through which components of performance that require improvement are identified then developed. Sports coaching has also been described as a complex activity that manages an array of demands that emanate from the need to influence not only performers but also the performance environment (Knowles et al., in press). These demands range from dealing with support and/or sports coaching teams and funding agencies, to facilitating social and psychological development. The latter involve matters which extend beyond the performance environment. Despite this range of challenges, evaluation of sports coaching effectiveness is almost exclusively focused on competitive performance outcomes. One consequence of this is that sports * Corresponding author. Liverpool John Moores University, Research Institute of Sport and Exercise Sciences, Henry Cotton Campus, 15-21 Webster Street, Liverpool L3 2ET, UK. Email: Z.R.Knowles@ljmu.ac.uk.