This paper presents a particular form of reflective practice used with elite French acrobatics athletes since 1999. The practice is based on course-of-experience theory, which provides a methodology for analysing athletes' activity in relation to the stream of their situated and pre-reflexive consciousness that emerges during performance. Traces of past activity and self-confrontational interviews provide the elements of this experience, as well as support for the reflective practice in articulation with training. Five orientations for intervening to enhance performance shape the process of learning or help athletes with performance blocks are identified and illustrated.