A Multi-Perspective Conceptual Analysis of Reflection in the Sport Context

This thesis set out to rethink reflective practice (RP) in sport coaching. RP is widely promoted in sport coaching as an important method of professional development. However, literature in this domain remains conceptually fragmented and inconsistently enacted in practice. Although practitioners are encouraged to be more reflective, the profession lacks a clear, coherent understanding of what reflection is, and what it can be, considering working constraints, personal preferences, and limitations. The aim of this thesis was to understand the concept, process, and application of RP by performing a multi-perspective conceptual analysis, guided by principles of reflexive methodology. A series of studies examined RP from theoretical (literature), third person (practitioner), and first person (experiential) perspectives. Findings informed critical evaluation of dominant approaches to RP and the development of more practical alternatives. Embedding RP in a relational framework through reflective conversations (RC) aligned more closely with the needs, constraints, and preferences of sport coaches. Overall, this thesis reframes RP as a co-constructed, relational, and developmentally significant process offering theoretically informed and practically aligned strategies to support practitioners to engage with RP meaningfully and ethically.