ABSTRACT

Despite the potential to enhance learning in higher education, collaborative reflection in practical settings has received limited attention. This study investigated collaborative reflection within peer coaching assessments on a university-based coach education program. Data were collected through focus groups with undergraduate sports coaching students and individual interviews with module instructors. Thematic analysis revealed three main themes and six sub-themes as follows: reflective processes (evaluating peers’ experiences, collaboration through shared knowledge); social support (practical support, emotional support); and engagement (task engagement, pressure of assessment). Evaluating peer coaching performance through observation, participation, and discussion enhanced students’ awareness of their own coaching practice. Findings highlight a tendency for students to exchange knowledge informally and several barriers to collective reflection within formal practical settings. Students provided social support to help peers manage the demands of practical coaching assessments. Instructors’ perspectives supported and challenged the student data, culminating in recommendations to enhance collaborative reflection within and beyond a module of study.

摘要

尽管有潜力增强高等教育中的学习，但在实际环境中的协作反思受到的关注有限。这项研究调查了基于大学的教练培训计划的同伴教练评估中的协作反思。数据是通过与本科体育教练学生进行的焦点小组调查以及与模块讲师的个别访谈而收集的。专题分析揭示了以下三个主要主题和六个子主题：反思过程（评估同龄人的经验，通过共享知识进行合作）；社会支持（实践支持，情感支持）；和参与（任务参与，评估压力）。通过观察，参与和讨论评估同伴教练的表现，可以增强学生对自己的教练实践的认识。调查结果突显了学生非正式交流知识的趋势，以及在正式实践环境中集体反思的若干障碍。学生提供了社会支持，以帮助同龄人管理实际教练评估的需求。教师的观点支持并挑战了学生的数据，最终提出了一些建议，以加强学习模块内外的协作思考。