ABSTRACT

In the literature, several authors have offered support to the role of reflective practice within sport psychology-based early career experiences and associated supervision (e.g., Cropley, Miles, Hanton & Niven, 2007; Knowles, Gilbourne, Tomlinson & Anderson, 2007; Tod, Andersen & Marchant, 2009). Teaching reflective skills to practitioners and the sharing of techniques associated with this process is, however, lacking commentary and discussion. In this chapter we draw upon our experiences of using reflective practice techniques within our teaching of students, supervising graduate interns, mentoring graduates, peer consultations, and experience of its use as practitioners. Our aim is to illustrate ways in which reflective practice can be embraced to increase awareness and facilitate both learning and growth for students, teachers, and practitioners alike.