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Reflective Practice in the Sport and Exercise Sciences: Contemporary issues Paperback – 9 Jan 2014

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"… I was propelled through the text by its insightful contributors, all working to make their own reflective process as transparent as possible… Knowles, et al have done a masterful job of presenting the reader with enough background to get started and enough encouragement to move forward…” – The Sport Psychologist Journal, Volume 28, Issue 3, September

About the Author

Zoe Knowles is Reader and HCPC Practitioner psychologist at Liverpool John Moores University, specialising in the areas of reflective practice, elite sports performance and paediatric exercise science (active play). She has published extensively within international journals on reflective practice and has advised BASES, The Open University (UK) and International HEI’s as regards the development and facilitation of reflective practice in curricula.

David Gilbourne is Professor of Critical Qualitative Research in the Department of Sport, Exercise and Health at the University of Hull. He initiated and co-directed the 1st and 2nd International Conferences in Qualitative Research in Sport (2004–2006), and co-founded and now acts as Advisory Editor to Qualitative Research in Sport, Exercise and Health. His research interests include critical reflective practice and the practice of critical social science, and his writing explores the representation of qualitative research through creative mediums such as storytelling, auto-ethnography, poetry and theatre.

Brendan Cropley is Senior Lecturer in Coaching Science and Sport Psychology at Cardiff Metropolitan University as well as a BASES Accredited Sport & Exercise Scientist. His research has focused on effective and reflective practice in sport psychology as well as the utility of reflective practice as a means of developing life skills in young athletes.

Lindsey Dugdill is Professor of Public Health at the University of Salford. She has previously been a member of the Editorial Board for the International Journal of Reflective Practice and has integrated reflective practice into her teaching and research practice throughout her career.

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