Educative mentoring in sport coaching: a reciprocal learning process

A Premier League Football in the Community Program’s “New” Coaches and Support Systems: Practitioner Reflections

“…advisory systems and mentoring); and also incidental learning -which takes place as a by-product of other activities, such as social interaction and observing others, and is unintentional, yet a positive influence (Author, 2018b). Whilst the benefit of mentoring, informal learning opportunities, and work placed practice does hold true across most coaching contexts (for instance, Chapman et al, 2019;Leeder et al, 2022, Sawiuk et al, 2018, and Van Woezik, et al, 2021, in the findings outlined in this paper the processes seem to be particularly helpful and effective. Indeed, and specific to the learning context of youth/community football coaches, the results here strongly concur with those of Hertting ( 2019), who stated that flexibility and mentoring systems/informal learning were best suited to complement a framework of mandatory education.…”

“…Nevertheless, the paper does contribute to existing practice and literature pertaining to professional support and mentoring systems in coaching (Jones et al, 2009;Leeder et al, 2022)., much in part because it is applied in a professional, meaningful, real-world context, particularly in light of the positions and roles that the authors inhabit. What is perhaps of most note, is that the key implications from our reflections suggest that: first) current coach education systems are not sufficiently providing coaches with the broad skill set required to deliver in grassroots or community sports and coaches are learning more through experience than qualifications, and second) formalised support programmes can benefit new coaches through accessing mentor knowledge.…”

Do protagonismo como atletas à baixa representatividade como treinadoras: trajetória de desenvolvimento de uma treinadora brasileira expert de taekwondo

“…O mentor é uma das fontes primárias de conhecimento sobre o treinamento utilizadas por treinadores(as) iniciantes. O processo de mentoria é geralmente identificado em atletas de alto rendimento que, após o fim de sua carreira como atleta, recebem a oportunidade de iniciar a carreira no treinamento como auxiliar (Leeder et al, 2022;Perondi et al, 2022). Além de oportunidade, a mentoria auxilia treinadores(as) a adquirir conhecimento e desenvolver habilidades que podem contribuir para a melhora do processo de treinamento (Leeder et al, 2022), no qual a idealização de um programa de mentoria é considerado importante para o desenvolvimento de treinadoras (Banwell et al, 2021;Nash & Sproule, 2009) e pode ser um importante ponto a formalização este tipo de processo no contexto de formação de treinadoras no Brasil.…”