Mentor Coach Research Articles

Effective Governance and Development of Apparatus Resources through Coaching Mentoring and Counseling at the Jember Customs

This research aims to; a) explain the model of effective human resource governance through coaching mentoring and counseling (CMC); b) explain the performance achievements of the apparatus in managing Jember customs; and c) explaining the behavior of public administration within the framework of apparatus governance through a psychological assessment approach using the CMC method. This research uses qualitative methods with a focus on ASN governance at Jember Customs and Excise. Determination of informants using a purposive method, so that in this study there were 9 people with different roles. Data collection uses observation techniques, in-depth interviews, documentation, and literature study. All data is processed through three stages, including data reduction, data presentation, and drawing conclusions. The results showed that Jember Customs and Excise carried out psychological and CMC assessments in order to make existing resources effective. The assessment method using the CMC approach has been successful as seen from ASN's performance achievements in governance at Jember Customs and Excise. The CMC that is implemented provides enlightenment for ASN in providing services to the community. CMC also has an influence on increasing accountability through performance measurement. One of the parameters for achieving individual employee and organizational goals is reflected in the increase in the service user satisfaction index at Jember Customs where in 2021 it will get an index of 4.21 to 4.43. Service users also provide very satisfied ratings of the various types of services provided by Jember Customs and Excise employees.

Effective Governance and Development of Apparatus Resources through Coaching Mentoring and Counseling at the Jember Customs

Effective Governance and Development of Apparatus Resources through Coaching Mentoring and Counseling at the Jember Customs

Exploring coaches' experiences and perceptions of a virtual parasport coach mentorship program

Partnering with a provincial coaching association in Canada, we explored the experiences and perceptions of 15 mentor and 29 mentee coaches who participated in a formal virtual parasport coach mentorship program. Data were gathered via focus groups and individual interviews and analyzed using a reflexive thematic analysis. Mentor coaches built a virtual relationship through mutual trust and respect and were perceived by their mentees as supportive, motivating, and knowledgeable. Mentee coaches valued conversations with their mentors surrounding disability-specific knowledge that enhanced their coaching efficacy. Coaches highlighted the need for a greater sense of community within parasport and recommended keeping a virtual component of the program to foster accessibility and learning. Findings provide insight into effective mentorship in parasport for researchers, practitioners, and organizations overseeing this important initiative. Our results will contribute to higher quality experiences for Canadian parasport coaches and athletes and work to progress the growth of parasport worldwide.

Online social support and collective empowerment: Serial mediation effect on self-efficacy among mothers of children with type 1 diabetes.

To identify a serial multiple mediation effect of social support in online health communities and collective empowerment on the relationship between diabetes-related burden (DRB) and self-efficacy, among mothers using a continuous glucose monitoring device for children with type 1 diabetes (T1D). A secondary analysis, cross-sectional, descriptive study. Data were obtained from 198 mothers of children with T1D via a web survey, from August to September 2020. Measures used were the Collective Empowerment in the Online Health Community Scale, a modified version of the Multidimensional Scale of Perceived Social Support, Problem Areas in Diabetes Survey-Parent Revised version and a modified version of the Maternal Self-efficacy for Diabetes Management Scale. Data were analysed using SPSS 25.0, and PROCESS MACRO for SPSS v3.5. A serial multiple mediation model was used. The indirect effects of both social support in online health communities and collective empowerment were identified in the relationship between DRB and diabetes self-efficacy (DSE). However, there was no indirect effect of social support in online health communities on these relationships. These findings suggest that online social support alone has a limited role in chronic disease management self-efficacy. Collective empowerment should be a strategic component in intervention development using online health communities to strengthen DSE in mothers of children with T1D. This study provides novel insights into the functional mechanism of online health communities for T1D. Peer mentor coaching by parents of children with T1D effectively helps other children's parents with its recent diagnosis. The findings recognize a need for strategies enhancing collective empowerment among parents of children with T1D. Along with peer coaching, these strategies should strengthen knowledge of resources and methods to impact social change as well as resource mobilization for collective actions.

Planning, delivering, and evaluating formalised sport coach mentoring: exploring the role of the Programme Director

ABSTRACT While research into sport coach mentoring is steadily increasing, currently the literature base is overly mentee-centric, overlooking the role and importance of additional stakeholders (e.g. mentors, programme directors, and sport governing bodies) involved within formalised sport coach mentoring programmes. Consequently, the aim of this research was to address this issue by examining the experiences of Jason, a Programme Director (PD) of a high-performance formalised female sport coach mentoring programme. Data were collected via three in-depth semi-structured interviews, which were analysed thematically. The findings highlight the inherent complexities of planning and delivering effective formalised sport coach mentoring provision, especially within high-performance contexts. Challenges associated with mentor recruitment and training were outlined, alongside the external influences of organisational agendas and beliefs on mentor pedagogy and practice. Jason also critically reflected upon to the problematic nature of evaluating formalised sport coach mentoring programmes. Practical recommendations and future avenues for empirical inquiry are discussed.

“I love this stuff!”: a Canadian case study of mentor–coach well-being

PurposeThe purpose of this paper is to report on a qualitative case study that examined the potential benefits, challenges and implications of the mentor–coach (MC) role as a supportive structure for experienced teachers’ well-being and sense of flourishing in schools.Design/methodology/approachThe qualitative case study used data collected from surveys, interviews, focus groups and documentation. Data were coded and abductively analyzed using the “framework approach” with and against Seligman’s well-being PERMA framework. In order to include an alternative stakeholder perspective, data from a focus group with the district’s teacher union executive are also included.FindingsUsing the constituting elements of Seligman’s well-being (PERMA) framework, experienced teachers reported positive emotion, engagement, positive relationships, meaning and accomplishment from their MC experience. However, the MC role is not a panacea for educator well-being. Rather, the quality and effectiveness of the mentoring and coaching relationship is a determining factor and, if left unattended, negative experiences could contribute to their stress and increased workload.Research limitations/implicationsThe data used in this study were based on a limited number of survey respondents (25/42) and the self-selection of the interview (n=7) and focus group participants (n=6). The research findings may lack generalizability and be positively skewed.Originality/valueThis study contributes to the current lack of empirical research on the MC experience and considers some of the wider contextual factors that impact effective mentoring and coaching programs for educators.

I Want To Know Why

In this article, an early childhood coach and her mentor coach tell one story of their year of joint reflective work together. They follow the topic of outdoor play in birth-to-three and early childhood family-based care programs as it surfaced at the beginning of the year. This inquiry expanded into the coach’s burgeoning understanding of the meaning of experience for very young children, which became a parallel process in the coach’s work with practitioners. Together, the coach and mentor coach describe the ways in which they created a more authentic and meaningful way to think about outdoor time and environments for young children and how Bank Street’s developmental-interaction approach could inform the coach's practice with early care practitioners.

The reproduction of ‘coaching culture’: a Bourdieusian analysis of a formalised coach mentoring programme

ABSTRACT Despite its positive rhetoric, formalised coach mentoring can be problematic due to the institutional agendas of National Governing Bodies (NGB), with mentoring functioning as a method to reproduce organisational cultures and beliefs. This research attempted to explore this issue in greater depth by critically analysing a formalised coach mentoring programme. Fourteen mentors and four mentees participated in semi-structured interviews to discuss their experiences of an NGB’s formalised mentoring programme. Analysed through a Bourdieusian lens, the findings present formalised coach mentoring as a source of cultural reproduction, where mentors embodied a group habitus that reinforced the NGB’s dispositions and beliefs towards coaching practice. Mentors strived to inculcate mentees and rework their habituses to align with the field’s doxa through a process of pedagogic action, with symbolic capital proving influential in reproducing coaching ideologies. NGBs should begin to critically analyse their coach mentoring provision to maximise opportunities for mentee learning and development.

Think Beyond You: Activate the Power of Your School Treatment Team

Think Beyond You: Activate the Power of Your School Treatment Team

Power and knowledge in a coach mentoring program

ABSTRACTIn order to broaden our understanding of beginner (mentee) coach learning, we must consider how coach education, in particular prescribed mentoring programs may come to influence what is and what is not taken up by mentee coaches. In this article, narrative ethnography is used to explore six beginner (mentee) coaches’ learning experiences in a prescribed mentoring program within a coach education pathway. A Foucauldian perspective, specifically the concept of panopticism is used to analyse the beginner coaches’ experiences. Special attention is paid to the systems of oppression that beginner coaches may be subjected to along with the complex power relationships that may exist between mentor and mentee coaches in prescribed mentoring programs. This article illustrates how within the mentor-mentee coach relationship, subordination of beginner coaches occurs. In particular, beginner coaches are subtly disciplined and controlled so their coaching practices and ideas align with mentors and the culturally accepted coaching model.

The developmental experiences of basketball mentor coaches

Numerous studies have examined the developmental activities of expert coaches. However, empirical studies on the development of mentor coaches in sport are scarce, despite literature reporting benefits of coach mentoring. The purpose of the present study was to examine the developmental experiences of mentor coaches who were involved in a structured mentoring program embedded in a level-one basketball coach education program. Four mentor coaches (one female) who met the selection criteria participated in structured retrospective interviews. Quantitative data such as mentor coaches’ demographic, athletics and coaching experiences were analyzed to calculate the means, standard deviation, and frequency of mentor coaches’ profile. Results were partially consistent with literature on expert coaches where mentor coaches (1) were competitive athletes, (2) held leadership positions as athletes, and (3) had accumulated at least 10 years of coaching experience and were successful coaches at the developmental level and beyond. Qualitative data were content analyzed using the narrative method to examine how mentor coaches learned their craft. Results show that (1) past coaches greatly influenced the development of mentor coaches’ mentoring knowledge, especially in the early stage of their coaching career, (2) exposure to different levels of mentoring appears to be useful in preparing them for eventual mentoring roles, and (3) self-directed learning helped mentor coaches to enhance their mentoring knowledge. The results are discussed in relation to literature on coach learning and development. Practical applications of the findings are also proposed.

Mentoring and Coaching Practices for Beginner Teachers—A Need for Mentor Coaching Skills Training and Principal’s Support

Mentoring and coaching seem to have taken over many other forms of job embedded professional development programmes across the globe. Mentoring involves providing professional and personal guidance to an assigned mentee. Coaching involves providing focused career assistance to a coachee. This paper focuses on sharing current mentoring and coaching services provided particularly for beginner teachers. Beginner teachers face variety of issues and challenges in their early years of teaching. These initial experiences determine the new teachers’ sustainability, teaching quality and students’ performance. Effective beginner teacher mentoring and coaching includes guidance in areas of professional (career, skills and expertise) and personal (work/life balance, self-confidence, self-perception, and personal influences) development. This concept paper presents an overview of current mentoring and coaching practices for beginner teachers. The study further implies the need for providing mentors with mentor coaching skills training and principals support based on the Kansas Coaching Model underpinning the principles of Adult Learning Theory to improve current mentoring and coaching practices.

An analysis of basketball coach mentoring

An analysis of basketball coach mentoring

An analysis of the value of multiple mentors in formalised elite coach mentoring programmes

ABSTRACTBackground: Within the context of sports coaching and coach education, formalised mentoring relationships are often depicted as a mentor–mentee dyad. Thus, mentoring within sports coaching is typically conceptualised as a one-dimensional relationship, where the mentor is seen as the powerful member of the dyad, with greater age and/or experience [Colley, H. (2003). Mentoring for Social Inclusion. London: Routledge].Aim: The aim of this study was to explore the concept of a multiple mentor system in an attempt to advance our theoretical and empirical understanding of sports coach mentoring. In doing so, this paper builds upon the suggestion of Jones, Harris, and Miles [(2009). “Mentoring in Sports Coaching: A Review of the Literature.” Physical Education and Sport Pedagogy 14 (3): 267–284] who highlight the importance of generating empirical research to explore current mentoring approaches in sport, which in turn can inform meaningful formal coach education enhancement. The significance of this work therefore lies in opening up both a practical and a theoretical space for dialogue within sports coach education in order to challenge the traditional dyadic conceptualisation of mentoring and move towards an understanding of ‘mentoring in practice’.Method: Drawing upon Kram’s [(1985). Mentoring at Work: Developmental Relationships in Organisational Life. Glenview, IL: Scott Foresman] foundational mentoring theory to underpin a multiple mentoring support system, 15 elite coach mentors across a range of sports were interviewed in an attempt to explore their mentoring experiences. Subsequently, an inductive thematic analysis endeavoured to further investigate the realities and practicalities of employing a multiple mentoring system in the context of elite coach development.Results: The participants advocated support for the utilisation of a multiple mentor system to address some of the inherent problems and complexities within elite sports coaching mentoring. Specifically, the results suggested that mentees sourced different mentors for specific knowledge acquisition, skills and attributes. For example, within a multiple mentor approach, mentors recommended that mentees use a variety of mentors, including cross-sports and non-sport mentors.Conclusion: Tentative recommendations for the future employment of a multiple mentoring framework were considered, with particular reference to cross-sports or non-sport mentoring experiences.

Exploring formalized elite coach mentoring programmes in the UK: ‘We’ve had to play the game’

ABSTRACTFormalized mentoring programmes have been implemented increasingly by UK sporting institutions as a central coach development tool, yet claims supporting formal mentoring as an effective learning strategy are often speculative, scarce, ill-defined and accepted without verification. The aim of this study, therefore, was to explore some of the realities of formalized elite sports coaching mentoring programmes. Data were collected using semi-structured interviews with 15 mentors of elite coaches on formal programmes, across a range of sports. The findings were read through a Bourdieusian lens and revealed the importance of understanding the complexities of elite sports coaching environments, that elite sports coach development is highly specific and, therefore, should not be over-formalized, and how current elite sport coach mentoring programmes may be better conceptualized as a form of social control rather than being driven by pedagogical concerns. Following this empirically based analysis of practice, a number of implications for Governing Bodies, mentors and mentees were considered.

The Effects of the Interaction Training of Early Childhood Parents Using the Method of Mentor Coaching and the TREASURE Talk Coaching Model

The Effects of the Interaction Training of Early Childhood Parents Using the Method of Mentor Coaching and the TREASURE Talk Coaching Model

Making Mentoring Work: The Need for Rewiring Epistemology

ABSTRACTTo help produce more expert coaches at the participation and performance levels, a number of governing bodies have established coach mentoring systems. In light of this trend, against the limited literature on coach mentoring and the risks of superficial treatment by coach education systems, this article critically discusses the role of the mentor in coach development, the nature of the mentor–mentee relationship, and, most specifically, how expertise in the mentee may best be developed. If mentors are to be effective in developing expert coaches, we consequently argue that a focus on personal epistemology is required. On this basis, we present a framework that conceptualizes mentee development on this level through a step by step progression, rather than through an unrealistic and unachievable leap toward expertise. Finally, we consider the resulting implications for practice and research with respect to one-on-one mentoring, communities of practice, and formal coach education.

Tools for a Formal Mentoring Program: A Guide Every Mentee in Coaching Can Use

Mentoring is crucial for the development of competent coaches (Jones, Harris, & Miles, 2009), and athletic departments and sport organizations are encouraged to use this process that links an inexperienced coach with a veteran mentor coach (Megginson & Clutterbuck, 1995). Mentored coaches benefit from gaining insight and wisdom into their profession and from building important relationships with significant others in the department or organization (Pastore, 2003). In this paper, we provide an overview of mentoring and give practical tools for implementing or strengthening a formal mentoring program. As such, relative worksheets for use by mentee and mentor coaches have been included in the appendices of this paper.

Development of End-of-Life Peer Nurse Coaches

New nurse hires lacked end-of-life nursing experience in the hospital, and mechanisms were unavailable to guide them. A quality improvement project was developed to address this. Seventy-three registered nurses representing 39 nursing units received training as end-of-life peer nurse coaches. This training included 2 hours of end-of-life education and 2 hours of communication/simulation training. Coaches were provided with communication prompt cards, a Nurse to Nurse: Palliative Care book, and additional resources. The outcome of the project on peer nurse coach self-perceived competency was measured using an abridged version the Scale of End of Life Care in the ICU tool before and after training, at 6 months, and at 1 year. A report card was used to record coaching activities at 6 months, and a survey was conducted to evaluate these activities at 1 year. Peer nurse coach self-perceived competencies in end-of-life care delivery improved after training, at 6 months (P < .01), and at 1 year (P < .05). Qualitative findings highlighted various ways peer nurse coaches manifest these new roles. The plan-do-study-act method, the peer nurse coach approach, availability of unit-based end-of-life resources, and peer nurse coach mentoring had positive effects on peer nurse coach self-perceived end-of-life competence and their abilities to coach new nurse hires.

Positioning Mentoring as a Coach Development Tool: Recommendations for Future Practice and Research

Current thinking in coach education advocates mentoring as a development tool to connect theory and practice. However, little empirical evidence exists to evaluate the effectiveness of mentoring as a coach development tool. Business, education, and nursing precede the coaching industry in their mentoring practice, and research findings offered in these domains could be drawn upon to position mentoring as sports coaching development tool. Given the remote basis of some of mentor–coach relationships in sports coaching, additional learning can be drawn from mentoring conducted by virtual or electronic mediums. This article concludes with a series of reflective questions arising from research findings in other domains, designed to engage the potential coaching organization with the mentoring process.