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The present paper offers a brief discussion of two procedural frameworks, action research and reflective practice, drawing on literature from the practical domains of teaching and nursing. Practically, this is demonstrated through a 5-staged process, using qualitative methodologies, which explored perceptions of the 'reflective episode', a reflective skills development programme and associated psychological skills of reflection. (Stages 1-4). A final stage explores the researchers' perceptions of this research process. Study participants (N = 8) were sports coaches engaged on a 60-hour placement scheme within a higher education programme. Periodic assessment of the coaches' level of reflection (Goodman, 1984; Mezirow, 1981) demonstrates a shift in reflection between early (Stage 2) and post-placement (Stage 4). Reflective skills, placement characteristics and confidence related factors are discussed in relation to these stage changes.
Knowles et al. (Fri,) studied this question.
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