Process Of Experimental Learning

Introduction

Reflection is a huge part of what is commonly known as ‘experimental learning’. The

Process of experimental learning has been explored in great depth and models produced of the learning process by Argyris and Schön, 1978; Kolb, 1984; Boud,

Keough and Walker, 1985. All models partake in the involvement of reflection on experience. There is a clear contrast between ‘experimental learning and learning from experience (Usher and Solomon, 1999, cited in moon, 2004). Learning from experience is created by completing different challenges daily. Experimental learning will involve reflection and questions can be asked of yourself by saying what has gone well and saying what could be improved. “it is only when the learner actively engages

What

Should coaches reflect on? How might coaches reflect? When is the most appropriate

Time for reflection? Chris Argyris and Donald Schön pioneered the idea of single-loop learning and double-loop learning in 1978. Their theory was built around the recognition and correction of a perceived fault or error. Single-loop learning is when a practitioner or organisation continues to rely on current strategies even when they

have used correction after already making an error. Double-loop learning is when a

change in objectives, strategies or policies are made so that when a similar situation arises a new system is employed.

Becoming a reflective coach: practical issues for sports coaches to consider

There are many ways in which coaches can reflect. The main question is what to reflect on? Sports coaches are usually very good at observing and analysing those that they work with.

Schon (1983) had the

Idea that reflection could be taken during and after an experience. This was known as reflection in action and reflection on action. Both theories have advantages and disadvantages. One advantage of reflection in action is that it can lead to decision making that could influence the outcome of an experience which has an impact on practice. Schon believed that this was a key factor by which professionals handle and resolve their struggles and concerns about their practice. A disadvantage is that reflection in action only gives the practitioner a limited time to reflect on what they have done. This could then lead to errors or misunderstanding of information.

This way of reflection is more suited to experienced reflective practitioners.

Reflection on action allows for a greater time of reflection with less urgency for an outcome which offers a safer environment for reflective practice. Although the outcomes come to late which means an event can’t be influenced, there Is time for reflection on action to affect future actions as time has been given for you to process and gather information. This consists of the thoughts and feelings associated with