Sports coaches’ mentorship: experience and a suggested future framework
Introduction: Mentoring is widely advocated as an important component of coach learning, both informally and as a constituent feature of coach development programmes. However, despite its ubiquity, there remains a paucity of empirical evidence to support mentoring’s use in practice. Consequently, th...
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Asociación Española de Ciencias del Deporte
2019-12-01
|
| Series: | European Journal of Human Movement |
| Online Access: | https://eurjhm.com/index.php/eurjhm/article/view/501 |
| _version_ | 1818457474592669696 |
|---|---|
| author | Jake Bailey Robyn L Jones Wayne Allison |
| author_facet | Jake Bailey Robyn L Jones Wayne Allison |
| author_sort | Jake Bailey |
| collection | DOAJ |
| description | Introduction: Mentoring is widely advocated as an important component of coach learning, both informally and as a constituent feature of coach development programmes. However, despite its ubiquity, there remains a paucity of empirical evidence to support mentoring’s use in practice. Consequently, the purpose of this paper is to present an empirical case study of a formalised mentoring programme as experienced by the mentors, and to contribute towards a critical conceptualisation of mentoring in sports coaching. Materials and methods: Eight mentors participated in the study, all being employed on a formalised mentoring programme. Data collection occurred over the 18-month duration of the programme to respect the longitudinal nature of the mentoring process. The data were analysed thematically. Results: The results emphasised the need for a clearer conceptualisation of mentoring to successfully operationalise practice. Although the relational aspect of the role was deemed crucial, developing reciprocity was challenging. This was because of the limited shared or critical understanding of the role among the participants. Discussion: Building on the portrayal of mentoring depicted in the results, we subsequently position mentoring as a relational and contextualized activity. In doing so, we claim a more realistic, coherent and effective pedagogy of mentoring. |
| first_indexed | 2024-12-14T22:43:08Z |
| format | Article |
| id | doaj.art-a095c0b57f5f4b1dbfca102775a7dcbf |
| institution | Directory Open Access Journal |
| issn | 2386-4095 |
| language | English |
| last_indexed | 2024-12-14T22:43:08Z |
| publishDate | 2019-12-01 |
| publisher | Asociación Española de Ciencias del Deporte |
| record_format | Article |
| series | European Journal of Human Movement |
| spelling | doaj.art-a095c0b57f5f4b1dbfca102775a7dcbf2022-12-21T22:44:56ZengAsociación Española de Ciencias del DeporteEuropean Journal of Human Movement2386-40952019-12-0143Sports coaches’ mentorship: experience and a suggested future frameworkJake Bailey0Robyn L Jones1Wayne Allison2Cardiff Metropolitan UniversityCardiff School of Sport and Health Sciences. Cardiff Metropolitan University & The University College of Southeast NorwayLeague Managers AssociationIntroduction: Mentoring is widely advocated as an important component of coach learning, both informally and as a constituent feature of coach development programmes. However, despite its ubiquity, there remains a paucity of empirical evidence to support mentoring’s use in practice. Consequently, the purpose of this paper is to present an empirical case study of a formalised mentoring programme as experienced by the mentors, and to contribute towards a critical conceptualisation of mentoring in sports coaching. Materials and methods: Eight mentors participated in the study, all being employed on a formalised mentoring programme. Data collection occurred over the 18-month duration of the programme to respect the longitudinal nature of the mentoring process. The data were analysed thematically. Results: The results emphasised the need for a clearer conceptualisation of mentoring to successfully operationalise practice. Although the relational aspect of the role was deemed crucial, developing reciprocity was challenging. This was because of the limited shared or critical understanding of the role among the participants. Discussion: Building on the portrayal of mentoring depicted in the results, we subsequently position mentoring as a relational and contextualized activity. In doing so, we claim a more realistic, coherent and effective pedagogy of mentoring.https://eurjhm.com/index.php/eurjhm/article/view/501 |
| spellingShingle | Jake Bailey Robyn L Jones Wayne Allison Sports coaches’ mentorship: experience and a suggested future framework European Journal of Human Movement |
| title | Sports coaches’ mentorship: experience and a suggested future framework |
| title_full | Sports coaches’ mentorship: experience and a suggested future framework |
| title_fullStr | Sports coaches’ mentorship: experience and a suggested future framework |
| title_full_unstemmed | Sports coaches’ mentorship: experience and a suggested future framework |
| title_short | Sports coaches’ mentorship: experience and a suggested future framework |
| title_sort | sports coaches mentorship experience and a suggested future framework |
| url | https://eurjhm.com/index.php/eurjhm/article/view/501 |
| work_keys_str_mv | AT jakebailey sportscoachesmentorshipexperienceandasuggestedfutureframework AT robynljones sportscoachesmentorshipexperienceandasuggestedfutureframework AT wayneallison sportscoachesmentorshipexperienceandasuggestedfutureframework |