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A guided reflection intervention for high performance basketball coaches
Reflective practice
Coach development
Learning situations
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Koh, K. T., Mallett, C. J., Camiré, M., & Wang, J. C. K. (2015). A guided reflection intervention for high performance basketball coaches. International Sport Coaching Journal, 2(3), 273-284.
The purpose of this study was to conduct a guided reflection intervention for high performance basketball coaches. The study participants included two head basketball coaches and 10 of their players who were part of elite youth teams in Singapore. The coaches were highly experienced, each with 17 and 20 years of coaching experience respectively, and the players from both teams (one male and one female) reported on average three years of playing experience at the national youth level. The Singapore coaching behavior scale for sport (CBS-S basketball), on-site observations, and interviews were used to gather data from the coaches and players. Coaches also kept a reflective journal throughout the intervention. The results showed how the coaches responded differently to the guided reflection intervention (implemented by the first author) in terms of their willingness to adapt and integrate new perspectives into their coaching practice. The coaches’ level of reflection was found to be contingent upon a) their motivation and desire to be engaged in the process and b) the worth they saw in the learning facilitator’s recommendations to improve their athletes’ technical and tactical development. The results also showed how the coaches’ behaviors were linked to players’ satisfaction level with their work. The results are discussed using the coaching science literature and practical implications are proposed to optimize coaches’ use of reflection as a learning tool to improve their coaching practice.
This is the final draft, after peer-review, of a manuscript published in International Sport Coaching Journal. The published version is available online at
2328-918X (print)
2328-9198 (online)
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