Mentor Coach Research Articles

The impact of a coaching/sporting culture on one coach's identity: how narrative became a useful tool in reconstructing coaching ideologies

In this research, the use of narrative accounts is investigated as the catalyst for the evolution of one coach's identity. Unable to sustain a coaching identity that was deemed to be appropriate by my coaching mentors, I (Author 1) disengaged from the swimming culture. This was due in part to the expression of power within the mentor–mentee relationship embedded in the coach development pathway, as well as within the wider sporting culture. By utilizing a narrative approach; writing and deconstructing my own narratives in relation to coach identity development within the mentor–mentee relationship, I developed an alternative approach. I established a sustainable coaching identity that demonstrated evidence-based judgement and reflective consideration of actions rather than the obtuse reproduction of mentor coach practice. This research suggests that the use of narrative as an integral element in coach education can be powerful in terms of deconstructing cultural ideologies and in the construction of a sustainable coaching identity. The combination of these two components is powerful in terms of enabling a coaching identity to evolve. It is therefore suggested that the development of a sustainable mentor–mentee relationship is inextricably linked with the expression of narrative and the critical reflection on the same.

Valued learning experiences of early career and experienced high-performance coaches

Background and purpose: This paper attempts to move the discussion of high-performance coach development from an examination of coaches' volume of experiences towards a consideration of the contribution of the learning experiences that coaches have reported throughout their careers. Furthermore, a discussion of proximal and distal guidance in the development of coaches was investigated. We examined the kinds of learning experiences within the framework of workplace learning and specifically the situated nature of learning and the view that learning occurs through social participation.Method: Nineteen high-performance coaches participated in this study, including 10 scholarship and 9 mentor coaches (MCs). Participants rated a list of 14 developmental activities derived from empirical research on a seven-point Likert scale (0 = not used, 1 = of little value, to 7 = extremely valuable). Each participant coach rated the 14 (guided, unguided) activities in the first two years of their coaching career, middle two years, and final two years. To analyse the data and identify the key trends for both the scholarship and MCs we examined statistical differences between scores for each of the sources the non-parametric Friedman test was used (p < .01). Significant χ2 results were followed up with the Wilcoxon (two-tailed) T-test (p < .05) to identify statistically significant differences between scores at different time intervals.Results: Three key findings emerged from these data: (i) reported increased valuing of a range of developmental experiences over time; (ii) temporal variance in the value of different learning sources at different stages of their careers; and (iii) an acknowledgement of the shift away from an emphasis on proximal learning sources for the MC and the shift towards proximal sources for the scholarship coach.

Staging the use of teaching aids in the development of manipulation skill

Skill development in manual therapies is influenced by a number of factors. The effects of the training program organization, mentor coaching, feedback in various forms, and electromechanical training aids are factors that have been studied. A significant gap exists in understanding when teaching aids might be most effective within a defined curriculum structure. This project used the ratio of instructional theory and laboratory practice to define the learning context. An electromechanical training aid (Dynadjust™) was introduced at different stages (year 2 and year 4) of training for high-velocity, low-amplitude (HVLA) manipulation. Learners were assigned to either the Aid group or the NoAid group. Independent assessment of skill was evaluated before and after 6 weeks by means of recording force–time profiles of HVLA performance. Repeated measures analysis of variance (ANOVA) evaluated change scores in the force amplitude and rate of rise in force. Program features were dominated by a low ratio of laboratory practice to didactic foundational education components. Use of the aid was not associated with any measurable gains for participants when used in year 2. Later participation in year 4 suggested enhanced development in rate of rise for force (p<0.0597) and for peak force (p<0.0303). Careful attention should be given to the sequencing of content and laboratory work in designing curricula for training programs. For programs using lower ratios of laboratory contact hours, teaching aids to augment practice may result in better performance gains when introduced later than if added early in the curriculum.

Mentoring in coaching: the means of correct training? An autoethnographic exploration of one Australian swimming coach’s experiences

This paper reports on research that identifies the disciplinary mechanism of surveillance and power at work within pathways for coach education in the Australian swimming culture. Utilising autoethnography and Foucault, one Australian swimming coach’s experiences are explored, particularly his experiences within the mentor–mentee relationship of the Australian swimming coaching culture. It is contended that mentor coaches act as intermediaries of the wider sporting organisation and apply mechanisms to that are perceived as encouraging conformity and obedient, docile bodies within the mentor–mentee relationship. This research investigates the mentor–mentee relationship that one coach was immersed in and seeks to understand the complex interrelationships central to the development of an individual coach’s practice.

MENTOR COACHING TO HELP PRE-SERVICE TEACHERS IN DESIGNING AN EFFECTIVE LESSON PLAN

Abstract: This paper investigates how mentor coaching, which is intended to prepare preservice teachers of English as a Foreign Language in facing their teaching practices, help them design lesson plans. A lesson plan, as Farrell (2002) stated, is a collection or a summary of a teacher’s thoughts about what will be covered during a lesson. This means that before coming to the teaching process, a teacher should prepare systematic steps to be conducted in a class in order to reach the objective of a lesson. However, most pre-service teachers are confused with the designing process of lesson plan that is how to articulate the government curriculum into operational details. For example, they do not know which activities to include in the lesson plan, and they do not understand how to determine indicators or “enabling objectives” (Brown, 2007) for assessing students’ achievement in the lesson. Therefore, mentor coaching is seen as one of alternatives in helping pre-service teachers. Mentor coaching, as Nolan (2007, cited in Zepeda, 2012, p. 165) said, is a “structured process whereby an experienced person introduces, assists, and supports a less-experienced person (the protege) in a personal and professional growth process.” In the context of this study, the experienced person refers to the teacher/the lecturer in the class and the less-experienced person in this context refers to the pre-service teachers or student teachers. This study used action research as the method. Furthermore, the data were obtained by distributing questionnaire and collecting pre-service teachers’ lesson plans as well as conducting an interview. In addition, after having designed a lesson plan with mentor coaching technique, the pre-service teachers were asked to reflect the process in order to gain their perception about the mentor coaching technique. It is important to find what they think and feel about this mentor coaching process because it is expected that this type of coaching will be useful in helping pre-service teachers to write an effective lesson plan.

Towards the lifelong skills and business development of coaches: an integrated model of supervision and mentoring

This article offers an original model for the professional development of coaches that integrates models of coach supervision with mentoring – the supervisor-mentor. Many coaches are new to the profession and may lack experience of managing their own business. It is likely that these and many other coaches could benefit from the support and guidance of more experienced practitioners. One answer is a supervisor, but the functions of supervision often focus on helping the development of the coach as a professional, including skills development, emotional support and understanding the ethical principles in coaching. Supervisors are not necessarily responsible for the career development of coaches, nor do they normally provide advice on, say, business strategy or marketing principles for the coach's business. This article argues that there exists a significant gap that can be filled by another kind of helping intervention – a mentor. The article explores three potential models of coach mentoring: constellation, complementary and integrated supervisor-mentoring – the latter combining coach supervision with mentoring. Recommendations are made for future research in this area.

Assessment of a professional development programme for music educators

A professional development programme for music educators was designed and administered to include institutional and personal professional strategies for the enhancement and growth of music teachers’ knowledge base and actions. Supervisors and targeted practitioners in a large public school system built an innovative programme, applying current strategies from the music education literature of successful practices to develop a music curriculum for kindergarten-through-12th grades, establish music technology in classrooms, teach music literacy and composition techniques, enhance assessment of teaching and learning, apply reflective practice and staff development models, and mentor or peer coach music practitioners in at-risk schools. Quantitative and qualitative assessments indicated evidence of enhancements and increases in teachers’ knowledge base, teaching skills, and overall professional development as music educators. The results also revealed productive practices in professional development for the urban school setting which may assist other researchers of continuing teacher education.

The Impact of a Mentor-coaching Model on Teacher Professional Development

The purpose of this study was to examine the impact of the mentor–coach initiative model on participating Head Start Programs. The researchers interviewed 44 participants across two mid-western states. The participants provided positive feedback about the initiative and identified specific literacy practices based on this model that were successfully implemented in their classrooms. Evidence from this study suggests the importance of incorporating the mentor-coaching initiative model to enhance teacher pedagogical practices.

Sport Experiences, Milestones, and Educational Activities Associated with High-Performance Coaches’ Development

What experiences are needed to become a high-performance coach? The present study addressed this question through structured retrospective quantitative interviews with 10 team- and 9 individual-sport coaches at the Canadian interuniversity-sport level. Minimum amounts of certain experiences were deemed necessary but not sufficient to become a high-performance coach (e.g., playing the sport they now coach and interaction with a mentor coach for all coaches, leadership opportunities as athletes for team-sport coaches only). Although coaches reported varying amounts of these necessary experiences, general stages of high-performance coach development were traced. Findings serve to identify and support potential high-performance coaches and increase the effectiveness of formal coaching-education programs.

Use of portfolios in early undergraduate medical training

The ability to reflect on one's own action is seen as an important skill for a doctor.A thorough introduction of the portfolio planned in the early stages of their studies seems to be the way to train medical students in reflection.This article describes the use of portfolios in early undergraduate medical training.The literature on portfolios suggests three aspects that are crucial for the effectiveness of portfolios: structure, coaching and assessment.The portfolio system was designed by transposing the experience with portfolio systems outside and inside medical training to a situation of firstyear medical students. During the academic year 2001–02 242 first-year medical students compiled a portfolio. Student experience was collected by semi-structured interviews.The majority of students were of the opinion that analysing one's competences in a portfolio was instructive and meaningful.With regard to learning how to reflect and recognize learning needs, however, mentor coaching proved to be necessary.The results thus far show that the portfolio is a worthwhile addition to existing assessment and learning tools.

Developing Competence and Confidence In Novice Female Coaches: II. Perceptions of Ability and Affective Experiences Following a Season-Long Coaching Internship

This study examined perceptions of ability and affective experiences of female coaches (N=28) following a hands-on coaching internship. Coaches were interviewed regarding the internship's positive and negative aspects and their perceived strengths and weaknesses. Using qualitative research methods, quotes were drawn from the interview transcripts and submitted to an inductive content analysis. Major themes characterizing the positive aspects of the internship were satisfaction of working with kids, development of coaching skills, social support, and fun; themes related to negative aspects of the experience were negative interactions with mentor coach, excessive time demands, low perceptions of competence, negative relationships with athletes, lack of administrative support, and overemphasis on winning. Perceived coaching strengths included major themes of interpersonal communication, motivation, teaching skills, knowledge of the game, discipline, and balance of work and fun. Weaknesses were identified as inadequate sport-related knowledge and skills, leadership skills, planning and management skills, physical skills, and injury-prevention and maintenance skills. Implications of these findings for recruiting, educating, and retaining coaches are made.

Educational Needs of Elite U.S. National Team, Pan American, and Olympic Coaches

The present investigation was designed to develop a profile of the coaching education background and self-perceived coaching education needs of elite U.S. amateur sport coaches. In all, 130 national team, Pan American, and/or Olympic coaches representing more than 30 U.S. Olympic structure sports were surveyed. Results revealed that the coaches were extremely interested in coaching education workshops and seminars, initiating mentor coach programs for potential elite coaches, and participating in a variety of coaching science courses. Few consistent differences were found between the various categories of coaches (individual vs. team sport, open vs. closed sport, experienced vs. inexperienced, male vs. female, and physical education degree vs. non physical education degree) in terms of their coaching education background and needs. Implications for university based coaching education efforts are discussed.