Social Support in the Reflective Process: Experiences of Trainee Sport Psychologists

The aim is to present a reflection on the experiences of two probationary sport psychologists currently engaged in the BASES Supervised Experience (SE) process at differing stages, within the same supervisory group. Central to the reflective process is the dynamic of the intra-group relationships that exist among the five group members, and the support mechanisms that aid practitioner development. Gibbs’ (1988) six-staged cyclical model is utilised as the key structure in the reflection process. The model poses questions designed to increase the practitioner's movement through awareness of feelings, evaluation, analysis, conclusion, and formation of an action plan. Anderson, Knowles & Gilbourne (2004) argue that reflective practice is an approach to training and practice that can help practitioners explore their decisions and experiences in order to increase their understanding of and manage themselves and their practice. Social interaction, in this case group reflection, allows greater understanding and exploration of the issues associated with the experience being reflected on (Cropley, Miles, Hanton & Niven, 2007). A number of case study examples are examined that highlight the significance of the group and pair environment in the support of reflection and subsequent development of practice. In summary, the SE process allows an opportunity to discuss applied practice in a confidential environment with people of similar expertise in other trainees that can offer valuable peer guidance and support, particularly with difficult scenarios and situations. In addition, it develops the ability to encourage reflection with respective clients and athletes by ensuring that we as trainee practitioners engage in the process. Finally, it creates a supportive environment that will go beyond the SE process.