Mentor Training â Sample Program - Basketball SA

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20 min25 minsQuestioning• Why use questions?• Types of questions• How to ask questionsFeedbackthat the coach/official would like specific feedback on (ie identify potential ‘weak areas’). Add anysport specific technical aspects to the checklist. Note: Remember this is just an observation checklistto help guide the mentor’s feedback to the coach/official. The checklist is not meant to be anassessment tool.• Point out that the checklist can be formal or informal (ie you may have a written list, or a ‘mental list’).If mentoring is linked to assessment, then you will need to use a formal assessment tool.• Ask participants why mentors should use questions. Summarise with PowerPoint slide #22 – Whyuse questions.• Discuss open, closed and leading questions and their uses (particularly in a feedback situation)• Discuss techniques for asking questions. Summarise with PowerPoint slide #23 – Techniques forasking questions.• PowerPoint slide # 24 – Use of appropriate questions. Use this overhead as an example of howmentors can use questions effectively in a mentoring relationship.• Working in groups of two or three, ask participants to develop some questions they might use indiscussions with coaches/officials they are mentoring in the various situations outlined onPowerPoint slide #25 – Use of appropriate questions.• Ask participants for their opinion on how to effectively give feedback• Summarise using PowerPoint slide #26 - How to give feedback• Ask participants for their opinion on why the process often fails• Summarise using PowerPoint slide #27 - Reasons for failure of feedback• Video analysis – This activity involves the group observing a short piece of video (approx 3 min) of acoach/official in action• Pair off participants so that one can act as the coach/official and one can act as the mentor• Ask candidates to role-play a discussion after watching the video. Imagine that this is the firstsession that mentors have observed of this coach, but that the mentor and coach have met oncebefore to agree on their mentoring goals. Participants will provide feedback as though their partner isthe coach/official they are mentoring.Note: The presenter might like to provide participants with some goals for the mentoring relationship• Ask the group what might have helped them fulfil the role of mentor better in this situation (egknowledge of the context of the session/video, a jointly developed observation checklist, etc).Discuss how mentors and coaches can ensure that these things are in place prior to theirobservation.• Discuss the importance of giving feedback according to established criteria and the role ofobservation checklists when preparing to give feedback• Ask the group to give some examples of the feedback that they gave as the mentor, point out someof the differences and explain that having specific goals would make the activity more consistent.Optional activity:© Australian Sports Commission 2006 10
Total Time = 2 hrs• Ask participants to read the following fictional correspondence (‘Feedback Analysis’) between acoach and their mentor. The coach has provided some background to a video that they have sent totheir assigned mentor. They have never met with the mentor.• Read the mentor’s comments carefully and highlight some of the key phrases that they have used topresent the feedback in a manner that will be receptive to the coach• Discuss some of the techniques used in the mentor’s letter and some of the added difficulties ofmentoring by correspondence, rather than in person© Australian Sports Commission 2006 11
Page 1 and 2: Mentor Training - Sample ProgramPro
Page 3 and 4: Unit OverviewsIntroductions and Ice
Page 5 and 6: Purpose of a Mentoring ProgramTime
Page 7 and 8: Roles and Responsibilities of Mento
Page 9: 15 min • Setting ground rules and
Page 13 and 14: Technical / Sport specific points:A
Page 15 and 16: Dear Caroline,Thank you very much f
Page 17: Coaching/Officiating Effectiveness

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Mentor Training â Sample Program - Basketball SA