Formalised Mentoring In Sport

M1 compare and contrast three examples of the sports development continuum, from three different sports, identifying strengths and areas for improvement

Mentoring is about nurturing the potential of the whole person; both however are about improving performance. There is a strong argument that coaching can be undertaken by line management or an individual within the organisation who has knowledge of processes and procedures. It is however more beneficial when mentoring to engage with someone from outside the organisation however it is essential to match personalities, research interests, experience and personal style.

Merriam-Webster defines mentoring as process where a more knowledgeable individual imparts knowledge and experience to a less experienced individual (Mentoring (n.d). In Merriam-Webster). Mentoring is an effective way to assist and encourage teachers to direct their own learning so that they are able to realize their potential, enhance their skills, and become the teacher that they desire to be (Hudson 2013). There are a few differences that occur between mentoring and coaching. Firstly coaching is short-term and usually lasts for a brief period of time or for a few sessions (Stowers & Barker 2010). Mentoring is long term and can span over a longer period of time, usually for a year (Stowers & Barker 2010). Another difference that occurs when refereeing to mentoring and coaching is that coaching is driven by performance, and the purpose for this is to improve the individual’s job performance (Clutterbuck 2008). Mentoring is focused on development the reason for implementing it, is to improve the individual for the current job as well for the future (Clutterbuck 2008). This paper will examine

ABSTRACT Mentoring and coaching are all part of educational training to develop people in the professions. There are several similarities and differences in the main issues involved in mentoring and coaching. They are related to the selfdevelopment, professional growth and career development of the mentee/coachee. In establishing the approaches to be used, care must be taken to ensure that each person understands the limits or boundaries of the relationship. Indeed, it may be as important to indicate that there is a way out of the relationship as it is to encourage its development in the first place. Supervisory approaches

This portfolio is a compilation of my works while pursuing a Master's degree in Coaching and Athletic Administration. These selected works illustrate my professional development gained from this educational experience. Seeking out professional development opportunities is critical for athletic coaches and administrators because every sports program, regardless of the age or skill level, should have a qualified coach lead it. In fact, many would argue there are a moral and a legal obligation to have qualified coaches at all levels. There is a legal obligation because unqualified coaches are more likely to teach improper skills and techniques, which puts athletes at risk for injuries. Further, there is a moral obligation, as qualified coaches are more apt to understand and address the psychological and physiological developmental needs for each athlete. When a coach knows these psychological and

With the development of the more organic and less formal organisational structures the role of mentors has shifted with these changes. Unlike previously where mentors where seen as formal trainers who taught newcomers the processes and got them acquainted with the cultures and the systems within the organisation. Which required good interpersonal skills and a good knowledge of the activity or tasks the mentee would have to undertake, and be able to effectively relay or demonstrate the tasks or activities to the mentee. As opposed to more recently where a mentor would have to be more of an emotional counselor and demonstrate more skills than were traditionally required from

Coaching and mentoring are not about learning to do something the right way, but are about helping to lead an individual to find their own way of doing it practically and efficiently. Coaching and mentoring sessions are guided with theoretical models, which help focus both the coach and the coachee in attaining desired outcomes for problem situations. However, even with the aid of theoretical models not everyone can coach another person. The first and far most important attribute of a coach is the ability to build relationships with the coachee

Facilitate coaching and mentoring in health and social care or children and young people’s settings.

Watt, L. (2004). Mentoring and coaching in the workplace: an insight into two leading leadership

A coach or mentor can help to give guidance and support as challenges are faced, assisting staff in negotiating challenging situations with increased confidence.

This report will determine the value of coaching and mentoring; highlight some factors to consider when developing coaching and mentoring and show models and methods

3. Patrick duffy, hazel hartley, john bales, miguel crespo, frank dick, desiree vardhan, lutz nordmann, josé curado, . 2017. Sport coaching as a ‘profession’: challenges and future directions. [Online]. [19 February 2017]. Available from: www.coach.ca/files/Duffy_et_al_2011.docx In-text citation: (Patrick duffy, hazel hartley, john bales, miguel crespo, frank dick, desiree vardhan, lutz nordmann, josé curado, 2017)

It is vital to perceive the refinements between Points 2 and 3 above so that business standards can be seen in the setting of Point 2. The ideal opportunity for an one-size-fits-all methodology seems to have passed. In prior times, for instance, it would have been incomprehensible that a college's head football mentor was the most generously compensated state representative, surpassing considerably what is paid to the president of his college or the legislative leader of his state. Presently, in any case, that circumstance is not uncommon. USA Today has reported that the normal yearly pay for head football mentors at FBS (Football Bowl Subdivision) schools is $1.64 million.9

Mentoring employs similar methods as coaching; however a more personal relationship is formed between the mentor and mentee. A mentor, as Zey (1984) writes, is ‘a person who oversees the career and development of another person, usually a junior, through teaching, counselling, providing psychological support, protecting and at times promoting or sponsoring’.

What makes champions in sport? At the end of the day, it is the moment when one stands at the top of the podium, holding up their well-deserved medals and trophies that all elite athletes strive for. Thus, experts have studied this question extensively to see which programs, or by what means, are elite athletes developed to achieve this goal. One of the many aspects to athlete development is the controversial topic of deliberate practice versus deliberate play. Deliberate practice can be defined as “any training activity (a) undertaken with the specific purpose of increasing performance, (b) requiring cognitive and/or physical effort, and (c) relevant to promoting positive skill development” (Cote et al., 2007, p. 185) On the