• identify important learning opportunities for coaches

• explain how a mentor can help to maximise these learning opportunities

• outline the potential roles of the mentor in different coach education programmes

• describe different mentor roles

• manage the self-reflection, coach profiling and development planning processes

• identify the core skills of mentoring

• develop a personal mentor profile and development plan.

A Guide to Mentoring Sports Coaches

By the end of this workshop, you should be able to:

OHT 1

The Roles of a Mentor

Learning Stage of Coach

modelling (Level 1)

competency (Level 2)

questioning (Level 3)

autonomy (Level 4)

Mentor Role

role model, observer

observer, provider of feedback

challenger

partner in critical enquiry

OHT 2

The Mentoring Continuum

Informal Formal

Ad hoc meeting Friendship Coach/assistantQualificationProgramme

OHT 3

Mentoring Programmes – Two Models

Mentoring

Coaching courses

Mentoring

Coach behaviour

Coaching courses

Mentoring

Coach behaviour

OHT 4

Learning Styles

• Theorists – logical thinkers, it must fit the framework.

• Reflectors – must think it through and feel in control of the new material/idea before using it.

• Pragmatists – problem solvers who seek solutions to identified problems but rarely look

beyond immediate needs.

• Activists – learn by doing, happy to use trial and error.

OHT 5

The Self-reflection Spiral

Experience Experience

Description

Describe the experience Evaluation/Analysis

What was good/bad about the experience and why?

Conclusion

What are your options addressing this?

Action Plan

What will you do next time?

OHT 6

Mentor Roles in Reflection

Suggest suitable mentor behaviour:

• during the event

• in the description stage

• in evaluation

• to assist in reaching a conclusion

• in development planning.

What support can you give at each stage of the reflective cycle?

OHT 7

Mentoring Situations

• Outline some potential mentoring situations in your sport.

• What are the advantages and disadvantages of these situations for a mentoring relationship?

• What factors affect the mentoring relationship?

Mentoring is not just about observation and evaluation:

OHT 8

Coach Profiling

• Outlines the coach’s self-image.

• Helps to develop empathy between mentor and coach.

• Helps the mentor to be relevant to the coach’s expressed needs.

• Is the basis for a development plan for the coach.

OHT 9

Profiling Instructions

• The coach outlines the qualities of a good coach in his/her opinion.

• The meaning of each quality is clarified by the coach.

• The coach selects the most important qualities.

• These are plotted on the profile.

• The coach rates him/herself in each quality on a scale of one to ten.

• The score is plotted on the profile.

OHT 10

Structure of a Mentoring Situation

• Pre-session meeting

• Activity/meeting

• Post-session reflection

OHT 11

Important Aims

• Pre-session meeting– A shared understanding– Clarifying expectations– Establishing priorities– Agreeing goals

• Session– Normality– Interaction depends on: event, stage of learning of the coach, level of

acquaintance

• Reflection– Quality of communication– Coach leads– Beware of advising and fixing

OHT 12

Active Listening

• Active listening … try to:– listen actively … use body language– pay full attention to the coach, clarify details– demonstrate you are listening by paraphrasing points.

• Active listening … avoid:– interrupting– thinking about what you want to say rather than listening– making judgements.

• Use questioning to manage the interaction.

OHT 13

Feedback• Giving feedback

– Make sure your comments are relevant to the coach’s immediate aims and objectives.

– Ask the coach to explain his/her thinking before you offer feedback.– Avoid advising and fixing where possible.

• Feedback should:– be specific– be immediate– be understood– help the coach evaluate himself/herself– be for the coach and not about the coach.

OHT 14

Mentoring Can:

• serve as a motivational experience for coaches

• improve your own coaching by analysis of another’s methods and ideas

• improve your coaching by enhancing coaching-related skills such as communication skills, analysis and observation

• give job satisfaction and a sense of great achievement

• build greater awareness of the needs of other coaches

• challenge preconceptions and beliefs

• assist coaches with self-reflection.

OHT 15

Mentoring Can Also:

• promote your own sport• help to pool knowledge in coaching.

As a mentor you have the opportunity to help other coaches to develop and reach their full potential. Mentoring can also help

to clarify what you need to do to reach yours.

OHT 16

Summary: Critical Success Factors

• Step One: know exactly why your organisation wants a mentoring programme and design your programme goals accordingly.

• Step Two: decide exactly what you want and expect from your mentors and coaches and communicate this effectively.

• Step Three: match mentors and coaches in a way best designed to ensure success.

• Step Four: manage the mentoring relationship appropriately.

OHT 17

Relationship Triangle

OHT 18

Coach

Programme manager

Mentor