Formalised mentoring as a professional learning strategy for volunteer sports coaches

The aim of this study was to examine formalised mentoring as a learning strategy for volunteer sports coaches. Despite the popular use of mentoring as a learning and support strategy across many professional domains, there has been comparatively little research on structured mentoring programmes in sports coaching, and there is a distinct lack of empirical evidence to support claims for its efficacy in supporting and enhancing coach professional learning Moreover, despite the significantly high numbers of voluntary coaches that support sports coaching in the UK, there is a lack of research that addresses the professional needs of this population data are reported from a 12 month longitudinal study of 7 coach mentors and 18 mentees that were organized into formal mentor partnerships in one region of the UK Methods included semi-structured interviews, questionnaires and focus groups with all participants Data analysis was undertaken usmg a constructivist revision of the Grounded Theory Method (Charmaz, 2006), recognizing that themes and categories are constructed from data and are mutually negotiated 'Core' conceptual categories were identified, depicting actions that embody mentoring processes....

[1]  B. Packard,et al.  Composition matters: multi‐context informal mentoring networks for low‐income urban adolescent girls pursuing healthcare careers , 2009 .

[2]  A. Lizzio,et al.  Developing critical professional judgement: the efficacy of a self-managed reflective process , 2007 .

[3]  Y. Chapman,et al.  Grounded theory: a methodological spiral from positivism to postmodernism. , 2007, Journal of advanced nursing.

[4]  T. Cassidy,et al.  Situating Learning: (Re)Examining the Notion of Apprenticeship in Coach Education , 2006 .

[5]  Robyn L. Jones,et al.  Working at the Edge of Chaos: Understanding Coaching as a Complex, Interpersonal System , 2006 .

[6]  K. Francis,et al.  Adopting a constructivist approach to grounded theory: implications for research design. , 2006, International journal of nursing practice.

[7]  Christopher Day,et al.  International Handbook On The Continuing Professional Development Of Teachers , 2005 .

[8]  Elaine G. Cox.  For better, for worse: the matching process in formal mentoring schemes , 2005 .

[9]  Gillian Callaghan.  Accessing Habitus: Relating Structure and Agency through Focus Group Research , 2005 .

[10]  Tania Cassidy,et al.  Understanding Sports Coaching: The Social, Cultural and Pedagogical Foundations of Coaching Practice , 2004 .

[11]  L. Protheroe,et al.  Teaching by proxy: understanding how mentors are positioned in partnerships , 2004 .

[12]  Sveinung Skule.  Learning Conditions at Work: A Framework to Understand and Assess Informal Learning in the Workplace , 2004 .

[13]  Pierre Trudel,et al.  Role of the Coach: How Model Youth Team Sport Coaches Frame Their Roles , 2004 .

[14]  Harry H. Hiller,et al.  The Interviewee and the Research Interview: Analysing a Neglected Dimension in Research* , 2004 .

[15]  Patricia M. King,et al.  Reflective Judgment: Theory and Research on the Development of Epistemic Assumptions Through Adulthood , 2004 .

[16]  C. Pope,et al.  Passing on tacit knowledge in anaesthesia: a qualitative study , 2003, Medical education.

[17]  Robyn L. Jones,et al.  'It's All About Getting Respect': The Coaching Behaviors of an Expert English Soccer Coach , 2002 .

[18]  J. Gamble.  Modelling the Invisible: The pedagogy of craft apprenticeship , 2001 .

[19]  Marion Jones,et al.  Mentors' Perceptions of Their Roles in School-based Teacher Training in England and Germany , 2001 .

[20]  S. Merriam.  Andragogy and Self‐Directed Learning: Pillars of Adult Learning Theory , 2001 .

[21]  Robyn L. Jones,et al.  Toward an Holistic Understanding of the Coaching Process , 2000 .

[22]  M. Eraut.  Non-formal learning and tacit knowledge in professional work. , 2000, The British journal of educational psychology.

[23]  Pierre Trudel,et al.  An evaluation strategy for coach education programs. , 1999 .

[24]  L. Shulman.  Theory, Practice, and the Education of Professionals , 1998, The Elementary School Journal.

[25]  D. Reay.  ‘They Employ Cleaners to Do that’: habitus in the primary classroom , 1995 .

[26]  Eric Hoyle,et al.  Professional Knowledge and Professional Practice , 1995 .

[27]  B. Rogoff.  Observing sociocultural activity on three planes: participatory appropriation, guided participation, and apprenticeship , 1995 .

[28]  M. Rosenberg,et al.  Global self-esteem and specific self-esteem : Different concepts different outcomes , 1995 .

[29]  G. Thomas,et al.  University of Birmingham Reinventing grounded theory: some questions about theory, ground and discovery , 2011 .

[30]  Ben Stephenson,et al.  Factors that Influence the Development of English Youth Soccer Coaches , 2009 .

[31]  Kathy Charmaz.  Constructing grounded theory : a practical guide through qualitative analysis , 2006 .

[32]  R. Stake.  Qualitative Case Studies. , 2005 .

[33]  Linda L. Griffin,et al.  Introduction - The roles and process of mentoring , 2005 .

[34]  S. Hawes.  Positioning a Dialogic Reflexivity in the Practice of Feminist Supervision , 1998 .

[35]  Michael Pressley,et al.  The Knowledge Base , 1989 .

[36]  P. Coombs,et al.  Attacking Rural Poverty: How Nonformal Education Can Help , 1974 .