Introduction

In today's society, educational professionals are not only expected to possess subject knowledge but also to be innovative, open to learning and implementing new ideas, and engaged in self-discovery and self-evaluation. A proficient physical education teacher not only motivates and engages students in enjoyable physical activities but also creates a safe and inclusive environment for all students. Recognizing the importance of adapting to changing needs, physical education teachers should actively pursue continuous professional development by staying informed about the latest research and best practices in the field.

We strongly believe that teachers who analyze their actions, commit to self-improvement, and invest in personal and professional development can drive innovation, find creative solutions, and foster students' self-realization for success. Critical reflection, with its primary goal of identifying new approaches and improvements, is crucial for positive change in the educational community (^{Saric & Steh, 2017}). There is a current demand for teachers who engage in continuous reflection, demonstrating thoughtfulness and systematic analysis of their experiences in professional activities.

The teacher's reflective attitude towards themselves as a subject of professional pedagogical activity is the basis for the development of pedagogical reflection as a necessary condition for professionalism. The process of reflective practice is called the reflective cycle which is described in ^{Gibbs' model of reflection (Gibbs, 1988}). Graham Gibbs (1988) created the Reflective Cycle as a way to provide a systematic approach to learning from experiences. This model offers a structure for analyzing experiences and is especially useful for cases that occur repeatedly. By utilizing this cyclic model, educators can reflect on successful and unsuccessful experiences, enabling them to learn from them and plan for future situations. Gibbs’ reflective cycle offers a more in-depth and comprehensive approach to reflection, which is helpful when individuals need to provide a more detailed analysis of their experience. However, not only wish to improve motivates teachers to reflect and develop. Collaboration, connection, and reflection are essential for teachers as they develop relationships and provide emotional support. We intended to combine reflection and collaborative practices to foster professional continuous development (CPD) for teachers of physical education at universities. Therefore, the purpose of this study is to examine the effectiveness of the Gibbs Model and ^{Glatthorn’s (Glatthorn, 1990}) collegial growth paradigm combination for physical education teachers’ self-reflection enhancement and motivation for CPD. Glatthorn's Collegiate Growth Paradigm complements Gibbs' model with its focus on long-term professional development and collaborative learning within collegiate settings. This paradigm emphasizes peer interaction, mentoring, and a supportive community toward continuous professional growth. Glatthorn's model stimulates a culture of shared learning and mutual support that will create the best setting for sustained professional development and innovation. Combining Gibbs' Reflection Model and Glatthorn's Collegiate Growth Paradigm creates a strong system for professional growth both at the individual and group levels. While Gibbs' model assures one of systematic and comprehensive reflection, Glatthorn's paradigm creates the best circumstances for a collaborative growth environment. Together, they provide a holistic approach toward the development of personal and professional capabilities; hence, they will constitute good additions to the introduction.

In the transfer of these theoretical models to empirical research we applied their phases and integrated them into practical methodologies. Gibbs' model was used for the creation of reflective journals and interview protocols, while Glatthorn's paradigm was important for the design of collaborative professional development activities. Such applications helped us observe how reflective and collaborative practices function in educational settings.

2. Methods

A mixed-methods research approach (^{Huyler & McGill, 2019}) was used to evaluate the effectiveness of the professional development program that combined Gibb’s reflective cycle and collegial growth paradigm. Our choice is justified by multiple aspects and a variety of data obtained during the study that led to a more thorough understanding of the research topic and the development of future implications. Moreover, mixed research methods enhance the triangulation of data by using multiple datasets, to address a research question. Our study addresses methodological triangulation that contributes to the validity and credibility of findings and mitigates the presence of any research biases. In our case, the methodological triangulation involves using data from focus group discussions, peer observations, and questionnaires.

In the present study, the analysis of the collected data was performed using various statistical techniques. Since the chi-square test for independence is non-parametric and doesn't require normally distributed data, it is frequently employed for Likert scale data. When two categorical variables are compared, the chi-square for independence test determines whether there is a meaningful correlation. The paired t-test was employed to compare the pre-and post-questionnaire findings and investigate whether there was a significant increase in the level of reflection. These measures provided valuable insights into the central tendency and variability of the data. In addition, content analysis was applied to the focus group discussions to identify and examine the recurring patterns and attitudes of the participants. The use of these rigorous analytical methods ensured the validity and reliability of the study findings and allowed for the interpretation of the results.

3. Results

The results of the study indicate that physical education teachers had varying levels of reflection skills, with some teachers indicating that they have never been engaged in reflective practices at all. However, those who engaged in reflection activities had a greater perception of the impact of reflection on their professional development. A chi-square test for independence was performed to assess the association between the variables. There was a significant relationship between the two scales, X2(df, 30) = 53,773, p = 0,04. The results of the Likert scales are demonstrated in Figure 1 and Figure 2.

Figure 1 Pre-intervention results on reflection skills level (%) 

Figure 2 Post-intervention results on reflection skills level (%) 

The relationship between pre-and post-intervention concerning the level of reflection skills in teachers of physical education was verified by applying paired t-tests. The null hypnosis stated that there would not be any difference between the pre- and post-study. The paired t-test results demonstrated a statistically significant difference between the pre-study (M = 2.54, SD = 0.21) and post-study (M = 3.94, SD = 0.37) measurements, t(9) = 16.47, p < 0.00001. These results indicate that there is a statistically significant difference between the pre-study and post-study measurements, with very strong evidence against the null hypothesis of no difference. Pre-intervention data on teachers' openness and desire to participate in collaborative reflection activities was collected using a Likert scale questionnaire. Overall, the results showed that teachers had a generally neutral attitude toward practices of collaborative reflection, with a mean score of 8.1 out of 25. Given that the standard deviation was 2.7, there was a sizable variation in the answers. The results specifically showed that most teachers (mean score of 3.6) do not regularly listen to their colleagues' comments and ideas when reflecting on their teaching techniques. The data also indicates that teachers were not able to collaborate effectively with colleagues when reflecting on their teaching practices (mean score of 3.6). The data implied that there was an opportunity for improvement in a few areas identification of areas for improvement, collaborative reflection, and discussions. The responses from the post-intervention indicate that participants' opinions toward collaborative reflective activities were positive. Particularly, the mean scores for questions 3, 4, 6, 7, and 8 were above 3.0, suggesting agreement or strong agreement with these claims. It is important to note that there is some variety in the answers, with the standard deviations for certain questions being higher than those for others. For instance, question 2's standard deviation is relatively high at 1.9, indicating that this question's replies varied more than the others. In terms of areas for improvement, it may be worthwhile investigating why there was more variation in replies to question 2 as well as why some participants showed lower levels of comfort or commitment to collaborative reflection (questions 1, 9, and 10).

The results of this study indicate that group reflection is a useful tool for teacher professional development as was noted by the majority of participants (n=35). However, the results of the discussion demonstrate that teachers (n=32) encounter several difficulties while participating in collaborative reflection, including time restraints, workload, a lack of support, a lack of trust, and opposition from coworkers. Some educators (n=18) mentioned the importance of teacher agency promotion while reflective collaborative practices. Moreover, it was noted by participants (n=27) that collaborative reflection also contributed to collegial support and leadership and teachers shared their insights on mentoring and coaching value for those who just entered the process of professional reflection. The key outcome of the discussion underscored the significance of providing sufficient resources, support, and chances for professional growth to enable efficient collaborative reflection processes at universities.

4. Discussion

The study highlights the importance of collaborative reflection skills for professional development in physical education and the effectiveness of the Gibbs Model for self-reflection. It suggests that programs on continuous development should emphasize the advancement of reflection skills. There are some special challenges directly affecting the professional practice of university-level physical education teachers. Situational aspects include the dynamic nature of research in sports science, the incorporation of technologies in teaching, and students’ variations in learning interests and abilities (^{Casey & MacPhail, 2018}). In addition, there should be a balance between maintaining the academic standards and skills improvement of learners and the question of large group classes and frequently - limited resources. Thus, for those challenges to be overcome, the element of continuous professional development has to be put into focus. Continuous professional development for physical education teachers, in addition to the sophisticated and current aspects of the subject, includes updating their pedagogy, becoming interdisciplinary, and promoting students’ interest (^{Armour et al., 2017}). Nonetheless, the current and conventional CPD methodologies do not adequately address these pluralistic requirements. This is in line with the present study, which aimed at integrating Gibb's (1988) model of reflection with ^{Glatthorn’s (1990}) collegial growth frameworks for professional growth. Incorporating such forms of metacognition allows physical education teachers to better address the professional issues they face; at the same time, it fosters the ongoing enhancement of their practice (^{Goodyear & Casey, 2015}).

Additionally, professional development programs should provide opportunities for teachers to engage in reflection activities and use models like the Gibbs Model to guide their reflection. Gibbs model is a widely used framework for self-reflection and critical thinking in various professional fields, including physical education teaching (^{Brown et al., 2021}). The model provides a structured approach for teachers to reflect on their practice, identify areas for improvement, and plan strategies for development (^{Markkanen et al., 2020}). By integrating Gibb's model into their practice, physical training teachers can develop a more reflective and critical approach to their teaching. They can use the model to analyze and evaluate their practice, identify areas for improvement, and develop strategies for professional development. Over time, this reflective practice can help teachers improve their teaching skills, enhance student learning outcomes, and contribute to their ongoing professional development.

The results presented through the Likert scale demonstrate the improvement of reflection skills. The majority of teachers agreed with the statements “ I can give constructive feedback to my colleagues when reflecting on their teaching practices,” “ I can identify areas for improvement in my teaching practices through collaborative reflection with colleagues,” and “I believe that collaborative reflection can positively impact teaching practices and student outcomes.” Our conclusions are in line with those of researchers ^{Sekarwinahyu et al. (2019}), who highlight the efficiency of the Gibbs reflection cycle. We consider that such results were possible due to the integration of the Gibbs model into reflective practice. This reflective tool is clear and well-structured, focuses on changes and actions, and suggests a multi-perspective approach because teachers have to consider multiple perspectives, including their own colleagues and students. This approach leads to a deeper understanding of teaching practice and creates a more inclusive and collaborative learning environment. Moreover, Gibbs model encourages ongoing reflection that contributes to lifelong professional development. As confirmed by the findings of the focus group discussion, collaboration can be highly beneficial when using Gibbs' reflective cycle because it provides multiple perspectives on the same situation. The connection between Glatthorn's collaborative reflective practice and Gibb's model for physical education teachers is that both approaches emphasize the importance of reflection and collaboration to improve teaching practice. By working together and using a structured approach to reflection, physical education teachers can develop a deeper understanding of their practice, identify areas for improvement, and implement changes to enhance the learning experiences of their students (^{Mohamed et al., 2022}). When educators collaborate on reflection, they share their experiences and interpretations of a particular event or situation, which can help to enhance the reflective process.

Through collaboration, teachers also learn from each other's experiences and gain new insights into their own experiences. For example, when working in a collaborative focus group discussion, participants took turns sharing their experiences related to a particular situation and discussed each person's perspective using the Gibbs model as a guide. Through this process, participants can gain a deeper understanding of their own experiences and those of others, and they can use this understanding to inform their practice (^{Marshall et al., 2022}). In addition, collaboration can also provide support and accountability, which are both important components of professional development. However, we have to admit that not all stages of the Gibbs cycle require collaborative interventions. Such stages as description, feelings, and conclusions require personal consideration and perception of own mistakes, challenges, and emotions. Therefore, in our opinion evaluation, analysis, and action plan can be enhanced with collaborative practices. The following outline delineates how collaboration can be integrated into the professional development of physical education educators:

Description: The educator gives detailed information regarding a particular physical regimen or workout session, encompassing crucial aspects such as the ambiance, goals, and extent of student involvement.

Feelings: The present study involves an analysis of the educator's affective factors towards the activity at hand, encompassing their level of involvement, the degree of learner involvement, and any potential obstacles or challenges encountered during the instructional session.

Evaluation: In order to extend understudy learning and engagement, the educators evaluate the activity's adequacy, taking into consideration both what went well and what might have been done unexpectedly. To back their assessment, they may depend on data from understudy comments or execution information.

Peer observation (collaborative activities): Instructors can work together by watching each other's classes and giving each other input on their direction techniques. This could help teachers assess their instruction and pinpoint ranges for advancement.

Analysis: Collaborative reflection sessions provide a forum for teachers to engage in a collective process of introspection, where they can share their reflections and engage in meaningful discourse surrounding their respective teaching experiences. Educators can potentially experience advantages by exchanging information and acquiring novel perspectives concerning their instructional methods.

Collaborative reflection sessions: Upon conducting an examination and critical scrutiny, the instructor formulates well-informed opinions regarding the acquired knowledge and the measures that ought to be implemented to augment their professional performance. Furthermore, it is imperative to contemplate any moral or ethical inquiries that may arise as a result of engaging.

Conclusions: The educator conducts a comprehensive scrutiny of the task, considering the fundamental factors contributing to any challenges or achievements. Teachers may need to take into account their preconceptions or biases as well as possible external factors that could impact their decision-making.

Action plan: An action plan is developed by the teacher after reflecting upon their instructional practices, intended to facilitate desired changes. Teachers can devise strategies regarding the surveillance and evaluation of their advancement, determine the necessary assistance and resources, and establish objectives. Educators in question may also identify prospects for sustained professional development, including participation in workshops or collaboration with other educators specializing in physical education.

Collaborative activities:

Joint lesson planning: Teachers can work together by discussing teaching methods and organizing lessons together. This can aid teachers in reviewing their techniques of instruction and learning fresh ones from their peers.

Professional learning communities: Teachers can create these groups to work together and share resources, concepts, and best practices.

Co-planning and co-teaching: Lesson planning and delivery can be done collaboratively by teachers.

Mentoring: Experienced educators can help inexperienced educators by offering advice and support for their professional growth. In turn, the university develops a culture of cooperation and support.

Online collaboration: Teachers can communicate ideas, share materials, and give each other feedback using online collaboration technologies. This promotes cross-locational and time-zone collaboration among teachers and can present opportunities.

In the realm of pedagogy, the act of engaging in professional reflection stands as an integral component in the trajectory of continued and sustained professional advancement for educators. Educators are capable of critically introspectively evaluating their instructional methodology, identifying specific domains that require improvement, and augmenting their competencies by engaging in reflective practices. This undertaking will enable them to enhance their effectiveness in catering to the learning requirements of their students (^{Markkanen et al., 2020}). However, the participants in the focus group discussion mentioned that the process of reflection posed significant challenges, particularly for educators. A major impediment to engaging in professional reflection pertains to temporal limitations. Owing to their demanding schedules, educators often face a dearth of opportunities for introspection and assessment. Moreover, educators may encounter a heavy workload that could potentially exhaust them, limiting their ability to engage in professional contemplation. To overcome the challenge, institutions of higher education can allocate a dedicated period within routine faculty assemblies, professional enrichment sessions, or deliberate contemplative periods. Educators can enhance their engagement in the process of reflective practice and cultivate ingrained habits thereof by giving due precedence to dedicated reflection time. Insufficient encouragement from colleagues or managerial personnel presents an impediment to the process of professional introspection. Educational institutions can foster a culture of collaborative and supportive practices by affording educators opportunities for mutually beneficial involvement in collaborative initiatives, such as idea exchange and constructive feedback mechanisms. The establishment of a nurturing peer community can result in a heightened sense of comfort among educators in the dissemination of their reflections, leading to increased receptiveness towards modifications in pedagogical practices. The process of professional reflection may experience substantial hindrances due to opposition posed by colleagues. Certain educational professionals may exhibit resistance toward change and demonstrate reluctance to engage in the process of reflection. Institutional support and training, with an emphasis on elucidating the benefits of engaging in professional reflection, as well as proffering appropriate resources and methodologies for undertaking this practice, should be made readily available to university students. In essence, academic institutions can help teachers surmount the challenges hindering effective professional reflection through the provision of adequate time, support, trust, and training. Ultimately, by prioritizing reflection, universities will create a culture of continuous learning and growth, benefiting both teachers and students.

Collaborative reflection strategies may offer educators the chance to gain a sense of efficacy by engaging in conversation about their experiences, ideas, and issues with others, which is why they are associated with teacher self-efficacy (^{Saienko et al., 2020}). Teachers who conduct collaborative reflection can have a better grasp of their abilities and opportunities for growth as well as gain insight from the opinions and experiences of their colleagues. It leads to greater confidence in abilities to effectively teach students and positively impact learning outcomes.

The development of reflective abilities and continuous professional development for physical education instructors is improved by collaborative reflection as it gives physical education teachers more freedom to pursue their professional development, which is one of its main advantages. Teachers can identify their own needs and take control of their learning by working with colleagues to identify their areas of strength and weakness. Additionally, group reflection gives teachers more control over their professional development. Teachers can choose the tactics and strategies that are most pertinent to their requirements by collaborating with peers who have similar interests or objectives. This individualized method of professional development can result in improved learning outcomes as well as engagement and motivation. Collaboration among teachers is fostered by collaborative reflection, and this can improve the quality of teaching and learning. Teachers can cooperate on lesson planning and evaluation, share resources and ideas, and offer support and feedback to one another by working together. As a result, the teaching team may become stronger and more efficient, and the teachers may experience support and value.

Conclusion

For physical education teachers to advance professionally, reflection skills are essential, and using the Gibbs Model for self-reflection contributes to this process. The study suggests that professional development and teacher education programs should emphasize reflection activities and employ powerful self-reflection models. The Gibbs model of reflective practice, in combination with Glatthorn's collegial growth theory, benefits physical education teachers' Continuous Professional Development in several ways: improved self-reflection, better planning and preparation, enhanced students’ academic outcomes, and cultivating the culture of ongoing professional development. The small sample size and possible bias in the self-reported data are two major limitations of this study. The study can also be constrained by how generalizable the findings are to other situations. Examining the long-term effects of collaborative reflection on teacher practice and student results is a promising area for future research. Studies could examine how collaborative reflection affects the transfer of reflective skills and CPD to classroom practice and how this affects student learning and engagement.

Author contributions

Conceptualization, N.M. and Y.L.; data curation, N.M.; formal analysis, F.Z.; investigation, Y.L.; methodology, Y.L. and N.M.; project administration, F.Z.; resources, F.Z.; software, Y.L.; supervision, N.M.; validation, N.M.; visualization, Y.L.; writing-original draft, N.M. and Y.L.; writing-review and editing, Y.L.

Conflict of interest

The authors declare no conflict of interest.