Although there are numerous examples of how physical

educators and coaches use reflection to improve their prac­

tice <Gilbert&. Trudel, 2001; Tjeerdsma, 1998), there is very

little information regarding the use of reflection with the stu­

dents and athletes in their charge. SchOn (1988) noted that

reflection helps facilitate the learning process by mediating

experience and knowledge, and therefore can assist in learn­

ing the physicai, technicai, tacticai, and mental skills impor­

tant for achieving success in sport.

Burton et al. (1999) suggest that the use of reflective

logbooks can enhance athlete enjoyment and learning.

Reflective logbooks were recently used with 15 adolescent

female team sport athletes ranging in age from 14 to 1 8

years, who participated in competitive soccer <N=S> and

volleyball <N=1 0>. Based on procedures used with these

athletes, we highlighted the reflective logbook implemen­

tation process, benefits and challenges of their use, and

suggest ways to overcome any problems that may occur.

Supporting examples from the reflective logbook of the soc­

cer and volleyball athletes are included, where appropriate.

As noted, logbooks can facilitate learning in any relevant

area of the sporting context. For example, the first group of

athletes (i.e., five female adolescent soccer players) used

their logbooks to better understand their sport and non­

sport stressors and the coping strateg ies they used to deal

with the stressors. The adolescent volleyball athletes <N = 1 0> used reflective logbooks to enhance their learning of various

mental skills-goal setting, focusing and visualization.

Coaches will find that using reflective logbooks will optimize

their athletes' learning in a variety of areas including tactical

strategies, physical skills and the areas addressed above.

While it was anticipated that the use of logbooks would

reinforce the athletes in taking responsibility and encourage

active participation in the learning process, there was con­

cern that success and increased learning required regular use and reflection. If athletes are enthusiastic about the pro­

cess and understand the value, there is a greater likelihood

May/June 2003

by jenelle N. Gilbert and Brigham R. Beatie

that they will regularly engage in the reflective process and

achieve success in sport. Two main methods were sug­

gested. First, the logbooks were unique for each soccer

athlete; each received a different colored logbook and a

personal message about the importance and use of the

book. Second, the volleyball athletes personalized their own

logbooks. They were given an opportunity to decorate them

by drawing pictures, writing inspirational quotes or adding

meaningful photographs. These simple strategies of indi­

vidualizing the reflective logbooks added an element of

enjoyment. Three-ring binders make for very ·functionallog­

books because materials can be easily added or removed.

However, if athletes find them too heavy arid cumbersome,

folders similar to binders may be used, so that materials can

still be easily added or removed.

Reflective logbooks may consist cif Session Review

Sheets, Topic Review Sheets and Reflective Worksheets.

Focused discussion of supplemental material and communi­

cation between the coach and athletes are other important

components of the logbook implementation process. The

following illustrates how Session Review Sheets and Topic

RevieW Sheets can be used to facilitate athletes' learning.

The volleyball athletes participated in a 1 6-Week mental

skills training intervention program. The program focused

on six key mental skills. During the program, one session

was used to introduce the athletes to goal setting, and the

characteristics of effective goals were presented. In sub­

sequent sessions, goal setting was reinforced through

discussion and the use of Session Review Sheets that out­

lined the essentials of effective goals. Therefore, the Session

Review Sheets provided an overview of a session's content

and an opportunity for the athletes to follow along and

further reflect on the material. Session Review Sheets are

also valuable resources when athletes are absent from a

practice session. If a player misses a team meeting s/he can contact a teammate in order to review the material prior to

the next team meeting.

ST RATEGIES 11

Topic Review Sheets also proved to be helpful to ath­

letes because they summarized the topics covered. When

the volleyball athletes studied goal setting, discussions cen­

tered on the characteristics of effective goals, different types

of goals, the importance of reevaluating one's goals regu­

larly, and strategies on how to do so. The Topic Review

Sheet served to summarize all of the information. Session

and Topic Review Sheets also provide an opportunity for

athletes who have forgotten or do not fully understand the

material to reconnect with a particular skill. Further, they

serve as advanced organizers when athletes are completing

their Reflective Worksheets.

Reflective Worksheets facilitate learning by providing an

opportunity for athletes to: (a) reflect on the topic in question

with the aid of the Session Review Sheets and the Topic

Review Sheets, (b) work through some exercises on their

own, and (c) write about the benefits, if any, they have

gained from their participation in the reflective experience.

Further, Reflective Worksheets can be used off-site to help

athletes individually engage with the material when away

from a sporting context. An individual compietion require­

ment further helps athletes be responsible and commit to

their learning in sport.

Depending on the commitment level and maturity of the

athletes, various Reflective Worksheet formats can be used.

For example, open-ended questions work well with athletes

who are self-directed and enjoy writing. However, an open­

ended format may be difficult for athletes who do not know

where to start or do not fully understand the logbook expec­

tations and requirements. Furthermore, some athletes may be

turned off by the necessary writing, because they view it as

homework. In this case, a Reflective Worksheet with a more

structured approach might be more successful.

Reflective Worksheets with starter sentences <Table 1>, and where appropriate, focused and open-ended questions,

facilitate the athletes' writing and learning process, because

the format provides a more clearly defined objective. Even

with a simplified format, some athletes may find it difficult to

regularly reflect and write in their logbooks. Strategies that

coaches can use to assist athletes include allowing therri to

complete their sheets using point form, as well as providing

reasonable and clear guidelines about the writing require­

ments. For example, the soccer athletes noted above were

given instructions to complete journal entries at a rate of two

or three per week, with each entry taking between three to

five minutes. If coaches offer a reasonable frequency and

time requirement, it may result in a greater incidence of log­

book use by athletes. However, we suggest that whenever

12 STRATEGIES

Tabie 1: A Reflective Worksheet Used for Soccer Athletes

Date: _ _ _ _____________ _

Time of Stressful Event: ------------1 . Today I felt stressed when ...

(Please describe your stressful situation.)

2. Circle one:

a) I didn't do anything to help myself cope.

b) I did the following to help myself cope .. . (Please describe what you did and if the coping strategy worked.)

3. Circle one:

a) I have never used that coping strategy before:

b) I have used that coping strategy before. (Please describe when you used the strategy before.)

4. I may have learned this strategy ... (Please describe how you learned the strategy.)

possible, coaches encourage their athletes, especially those

who are highly committed and enjoy writing, to write more

often and spend more time engaged in the reflective pro­

cess than outlined in the logbook guidelines. Although stan­

dard reflection will meet with positive results, greater reflec­

tion and introspection may afford greater gains in athletes'

learning.

Coaches may face additional challenges associated with

using reflective logbooks. For example, athletes may not al­

ways bring their logbooks to games or practice sessions. If a

coach plans to use the logbooks at a team session, forgotten

logbooks mean that an athlete will not be able to fully par­

ticipate and derive the benefits of learning. Several strategies

may be used to deal with those who consistently forget. First,

May/June 2003

the coach can either phone or assign other players, such as

team captains, to phone in reminders. Athletes who are

called can then call others in order to establish a communi­

C<ltion link. Coaches can also insert a cue card into gym bags

reminding athletes to bring their logbook to the next sport­

ing event. If these strategies do not succeed, the coach

can make a point of arriving at the practice session prior

to its scheduled starting time. As athletes arrive, the coach

inquires as to whether the athletes brought their logbooks

with them. Those missing their logbooks are then give extra

copies of the material and instructed to redo the Reflective

Worksheets prior to the start of the meeting.

Supplemental Material Now and then coaches have information that they would

lik~ to introduce before a future event. Supplemental

material, most often gathered from magazines, newspaper

clippings and other sources can be provided to athletes with

instructions to read them on their own and be prepared to

discuss at a future team meeting. Supplements can be very

beneficial in that they provide athletes with materials that

can enhance their knowledge of a specific topic. It may also

promote the athletes' increased ownership of their participa­

tion in the reflective process.

A challenge associated with the use of supplemental

material is that not all athletes may read it-especially if it

is lengthy. Shorter, more succinct material !las a greater

chance of bei~g read. However, when longer text is

required, guiding questions may assist athletes in their

reading. Guiding questions serve as reflection points and

allow the reader to follow the text with a more clearly

defined focus <Morawski, 1997). Thus, the likelihood that

the athletes will read the material on their own is increased

because they are now reading "with a purpose."

Communication Communication between coaches and athletes is an impor­

tant component of implementing logbooks to enhance

the reflective process. Coaches will be required to routinely

collect and read the logbooks, provide positive feedback to

the athletes about their reflections, then suggest ways for

athletes to stay connected to the process. For example,

during the 1 6-week mental skills training, volleyball ath­

letes were tCJught goal setting. On examining their logbooks,

it was noted that many of the athletes achieved their per­

formance goals early in the program. The athletes were

congratulated, but also reminded of the importance of

ongoing learning, and that they should strive to set new

goals after achieving previous ones.

May/June 2003

Collection and examination of the reflective logbooks

helps the coach when presented with Reflective Worksheets

that are incomplete. The coach is then able to comment on

the responses that are completed, and then address any sec­

tions that were incomplete or left blank. Blank or incomplete

Reflective Worksheets may indicate that the athletes have

not fully understood the material or concept addressed. This

type of communication, or lack thereof, highlights the

importance of reexamining concepts and checking for com­

prehension. Finally, reflective logbooks serve as a medium

for private communication between an athlete and coach

when the athlete has a concern s/he feels uncomfortable

articulating in front of others. Reflective logbooks are also

very useful in that they can lessen the barriers associated

with face-to-face contact, while still providing athletes with a

voice in a relatively safe, and risk-free environment.

Discussion

Although there are many challenges associated with

using reflection as a learning tool, the benefits are numer­

ous. When athletes participate in well-designed programs

that use reflective logbooks, several outcomes are evident.

First, athletes actively participate in their learn.ing. Second,

athletes have a tool that allows them to personally reflect

and connect with the material. Finally, a positive, caring

environment is created whereby athletes are able to safely

communicate with their coaches.

There are certain considerations that one must examine

before implementing a reflective procedure. The athletes

discussed in this paper were all between the ages of 14 and

18 years, and were competing at the highest level of com­

petition for their age group in their respective regions.

Almost all of the athletes had the talent, motivation, and

aspiration to obtain an athletic scholarship and/or compete

at the collegiate level in their sport. Thus, the athletes were

committed to completing their reflective logbooks and the

coaches were supportive of the process.

Reflective logbooks can be used with almost any age

group, but greater success will occur if athletes have the

desire to improve and the writing requirement is scaled to

the age level in question. Younger athletes with less writing

skills can complete picture-based scales. For example, after a

game, athletes can be asked to circle a happy, neutral or

frowning face to indicate the satisfaction level of their perfor­

mance. This could then generate discussion about how the athletes can improve and achieve greater success in a future

event. Drawing, rather than writing, is another vehicle that

can be used by younger athletes.

STRATEGIES 13

A further requirement for a successful reflective pro­

gram is the coach's commitment to the reflective process.

Youth sport coaches spend a great deal of time engaged

in their duties; they may not have the additional time to

devote to logbook implementation. Therefore, coaches may

want to enlist the help of qSsistant coaches, managers or

even parents in implementing athlete reflective logbooks.

Some coaches may object to the strategies outlined in this

paper because they may feel that athletes must be account­

able for their own learning and be conscientious with re­

spect to completing assignments in a regular and timely

fashion. The authors do not disagree with this position. How­

ever, reflection in sport is a new and unusual approach for

many qthletes, and in order to succeed, allowances must be

made and athletes nurtured-especially as the reflective log­

book process is initiated. After a period of regular reflective

logbook use, coupled with ongoing encouragement and

support, most athletes will rise to the challenge. The out­

comes will be enhanced learning for the athletes and a posi­

tive experience for them and their coaches. A win-win

situation for all!

This research was support~d in part by grants from the

Social Sciences and Humanities Research Council of Canada

and the Ontario Graduate Scholarship program.

References Burton, D., Dieffenbach, K. D., Bull, S., Shambrook, C.,

Hogg, J., Ravizza, K., & Naylor, S. (1999, September). Work­

shop: Logbooks: Proven practical strategies to enhance mental

training enioyment and effectiveness. Workshop presented at

the annual meeting of the Association for the Advancement

of Applied Sport Psychology, Banff, Alberta, Canada.

Gilbert, W. D., & Trudel, P. (2001>. Learning to coach

through experience: Reflection in model youth sport coaches.

Joumol of Teaching in Physical Education, 21, 16-34.

Morawski, C. M . (1997). A role for bibliotherapy in

teacher education. Reading Horizons, 37, 243-259.

Schon, D. A <1988). Coaching reflective teaching. In P.

P. Grimmett, & G. L. Erickson <Eds.>. Reflection in teacher

education <pp. 19-29). New York: Teachers College.

Tjeerdsma, B. L. (1998). Cooperating teacher percep­

tions of and experiences in the student teaching practicum.

Journal of Teaching in Physical Education, 17, 214-230.

Jenel/e N. Gilbert ygilbert@csufresno. edu) is on Assistant Pro­

fessor for the Deportment of Kinesiology at California State

University, Fresno, CA. Brigham R. Beatie is a part-time faculty

member at the Deportment of Kinesiology at California State

University, Fresno, CA.

14 STRATEGIES

Taking Coaching Education to Another Level: Giving Athletes the Edge

National Coaching Conference June 19 - 21 , 2003

·at the Penn State Conference Center

Join leaders in coach ing education from across the country

for the National Coaching Conference at Penn State Univer­

sity in State College, Pennsylvania. Learn and share the lat­

est strategies for preparing and supporting coaches at all

levels includ ing issues facing coaches and coaching educa­

tors in all sports.

Featured Programs:

" Ra ising a Tea m Player" by Harry Sheehy, author and ath­letic director at Will iams College

"Coaching Life Skil ls: Implications for Coachi ng Educa­tion" by Dan Gould, University of North Carolina-Greensboro

"Ti t le IX Issues and Women in Coaching" by Athena Yiamouyiann is, Execu tiv~ Director of the Nationa l Associa­

tion of Girls and Women in Sport

" Redefini ng the Term Athlete" by Bruce Brown, National

Association of l nterco l legiat~ Athletics

"A Coalition Formed to Improve the Effectiveness of Coaches" by Tim Flannery, National Federation of High Schools and member of the National Coaching Education

Coa lit ion

" Sport Eth ics: Tips for Clear Thi nking and Good Deci­sions" by Scott Kretchmar, Penn State University

"Youth Sports on Coach ing Education - What We Need "

- panel presentation

Open Forum on Issues in Sport: How Coach ing Education Can Help

" Students of Coaching Educat ion"- panel of students, present and past, that have completed an accredited coach­

ing education program

.and much morel

Workshops wi ll also be offered in portfo lio

preparation/preparing for accred itation and reader training.

Contact Pam Logan at Penn State to register

(pa/7@outreach.psu.edu or 814-863-5118) or

Christine Bolger at NASPE for more information

(cbolger@aahperd.org or 800-213-7193, ext. 417).

We hope you will join us at Penn State!

May/June 2003