Creating a Mentoring Programme for Sport: A ... - sports coach UK

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8Creating a Mentoring Programme for Sport2Typically, research literature states that mentoring isan ongoing, prolonged process that includes regularinteraction between the mentor and mentee(eg face-to-face contact, email, phone, sessionobservations, workshops and networking). It isrecognised as offering both structured andunstructured support for coach learning and is themost visible example of a practice where formal andinformal learning meet.Among the many definitions, a common emphasisappears to be placed on the guiding function, andmost include verbs like support, advise, nurture andfacilitate. Mentoring is therefore seen as doingsomething with the mentee, nurturing andsupporting learning, and it is an investment in thetotal personal growth of the individual.Successful mentoring programmesThe most effective mentoring programmes existwithin organisations that have given matureconsideration to the reasons for employingmentoring. It seems the successful programmespossess a number of key elements. Central to theirsuccess is a single coordinating body withresponsibility for the areas in the diagram below.Some rewardsystem for thementor andmenteeThe recruitment,training anddeployment ofmentors/menteesThe managementprocess as a wholeMaintainingan element ofstructure/communication(over an extendedperiod)SuccessfulmentoringprogrammesFacilitating thematching ofmentors withmenteesClear goalsand outcomesThe establishmentof clear roles andresponsibilities
Creating a Mentoring Programme for Sport9The mentorMentors are most effective when they are fullyaware of the role they are required to fulfil. Whetherthis is to support personal or professional growth,there is a real need for mentors to have their roleclearly defined. More importantly, the mentee mustshare the interpretation of this role.The mentor’s primary function is that of atransitional figure, supporting the mentee throughdifficult periods, eliciting positive change inknowledge, work or thinking. In such a model, thementor questions the mentee to stimulate reflectionand plays a critical role in creating a safeenvironment where mistakes can be made andlearning can occur.So what is a mentor?Descriptive statements regarding what a mentoris include:• the provider of opportunity not normallyextended to coaches• the supplier of insider information, privilegedand generally not known to others• a challenger who evokes reflection anddeeper thinking• a believer in potential.The mentor’s remit within some contexts mayextend to:• exploring the personal views and relatedanxieties of the individual in a new role• assisting with integrating the mentee into theircoaching environment• providing guidance in relation to where helpfulresources can be accessed• assisting with the preparation and delivery ofrole-based tasks• guiding practice and indicatingappropriate, alternative strategieswithin a supportive framework.Mentoring is also an instrument of socialisationwherein mentors control the gates to social learning.Being introduced to existing communities ofpractising coaches provides mentees with a valuableinsight into the dos and don’ts of their profession.The coach’s view of mentorsCoaches value this form of support if they seementors as credible and willing to allow informationexchange. Previous research 1 has found that coacheshave the following expectations of mentors:The ‘ideal’ sports coach mentor is expected to have:• good sport-specific technical knowledge• good knowledge of the coaching process• credibility, through qualifications and/orexperience in coaching and mentoring• good communication skills, particularlyquestioning and listening• good interpersonal skills, particularly openness,approachability, support and empathy(emotional intelligence)• the ability to guide mentees in their learning andfacilitate self-actualisation (help them achievewhat they truly want in life)• a professional approach to mentoring.It is important to note that a coach’s expectationschange over time. As they become moreexperienced, the support they require and lookfor changes. There is often a move away fromsport-specific technical information and the need forfeedback on coaching performance toward a needfor more sport science and coaching processknowledge, as well as readiness to be challenged andencouraged to reflect.The mentoring relationshipWhether the most successful mentoringrelationships are those that are naturally occurring,self-selecting or formally allocated is still up fordebate. What is clear is that each and everymentor:mentee relationship is unique. Seen as ahelping relationship, it involves the ability and desireto understand a person’s meaning and feelings(their situational context) without being overlyemotionally involved.To be effective, relationships should be holistic inthat they emphasise both positive growth anddevelopment of the individual as a coach andperson. Basic ingredients such as respect, empathy,honesty, acceptance, responsiveness, cooperationand positive regard are all cited as important. Theemphasis within the relationship is placed onlistening, questioning and enabling, as opposed totelling and directing.21Institute for Vocational and Exercise and Sport Training (2007) Evidencing the Development of Sport Coach Mentoring Training, Qualification andDeployment. Cardiff: Cardiff School of Sport.
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