Mentoring in sports coaching: a review of the literature

Jones, Robyn L.; Harris, Richard; Miles, Andrew

doi:10.1080/17408980801976569

Cited by 104 publications

(121 citation statements)

References 48 publications

Supporting

Mentioning

118

Contrasting

Unclassified

Order By: Relevance

“…It should be noted that common understandings of terms like 'mentor' seem so far removed from their mythological origins that they are barely comparable with respect to their nature, focus and outcomes (Ehrich, Hansford, and Tennent 2004). Despite this, and the lack of conceptual clarity in modern discussions of mentoring (Jones, Harris, and Miles 2009), for the purpose of this research, the use of the term 'mentor' by the HPFCs can be taken as an indication of the elements of mutual trust and respect. Moreover, for the HPFCs, the term 'mentor' referred to a person with whom the HPFCs had developed a close professional relationship through many years of contact.…”

Section: Beyond Cops Nops and Iknsmentioning

confidence: 99%

Dynamic social networks in high performance football coaching

Occhino

Mallett

Rynne

2013

Physical Education and Sport Pedagogy

View full text Add to dashboard Cite

Background: Sports coaching is largely a social activity where engagement with athletes and support staff can enhance the experiences for all involved. This paper examines how high performance football coaches develop knowledge through their interactions with others within a social learning theory framework.Purpose: The key purpose of this study was to explore how coaches interact with others in developing their coaching knowledge within the Australian Football (soccer) context. Moreover, this project examined how to best conceptualise these interactions using social learning concepts such as communities of practice (Wenger 1998) Method: Six high performance football coaches were interviewed using a semistructured schedule. The interview data, which was transcribed verbatim, was content analysed using the procedure outlined by Côté et al. (1993).Results: From the interviews three themes emerged: influence of others on learning; learning through work and play; and elite football identity. These themes were examined under the lens of social learning theory.Conclusions: The coaches in this study reported that they considered 'coaches of influence' as their most important source of information. In particular, it was the interactions with experienced football coaches who were most valued. In these interactions ideas and views about football coaching were exchanged and are best represented as a dynamic social network.

show abstract

Section: Beyond Cops Nops and Iknsmentioning

confidence: 99%

Dynamic social networks in high performance football coaching

Occhino

Mallett

Rynne

2013

Physical Education and Sport Pedagogy

View full text Add to dashboard Cite

show abstract

“…The mentoring system has been conducted for development of human resources in the area of nursing, education, and business. In a recent study, it was suggested that the mentoring system would be successful in theˆeld of sports coaching (Jones et al, 2009). Normally, it is generally agreed that an experienced teacher would support the new teacher as the mentor.…”

Section: Discussionmentioning

confidence: 99%

Current Status of Coaching in Club Activities at Japanese Junior High Schools*

Teraoka

Matsumoto

2016

Int. J. Sport Health Sci.

View full text Add to dashboard Cite

This study aims to shed light on the status of coaching within club activities at Japanese junior high schools. To obtain relevant data, a questionnaire was administered to 202 teachers from 50 public schools in I prefecture; at the time of the survey, the teachers were coaching students in the games of soccer, basketball, table tennis, tennis, and baseball. The questionnaires wereˆlled out anonymously, and were distributed and then collected by post. The questionnaire included information on coaching methods (24 items on aˆve-point scale) based on the Teaching Games for Understanding theory. The results showed the following. (1) About 70z of the teachers did not receive special education in coaching. (2) About 10z of the teachers``did not undergo special education,''``did not have experiences of playing,'' and``had experiences of coaching for less than three years.'' (3) The teachers diŠerentiated between team sports and individual sports. (4) More than half of the teachers felt a degree of uneasiness about coaching. (5) The self-rating scores were in‰uenced more by the teachers' playing experience rather than coaching experience. (6) To improve coaching competence, teachers need to acquire such skills as fostering players' problem-solving capability by using appropriate questions to prompt students' awareness and ensuring that the aims of practice are met. Future studies should focus on identifying the most crucial aspects of coaching and on analyzing teachers' behavior in greater detail.

show abstract

“…While there is no single definition of mentoring (Cassidy, Jones, & Potrac, 2004), emphasis is often placed on the provision of guidance and support (Bloom, DurandBush, Schinke, & Salmela, 1998;Parsloe & Wray, 2000). More specifically, mentoring is often portrayed as a process of listening, questioning, and facilitating; as distinct from telling, restricting, and directing (Jones et al, 2009;Roberts, 2000). By its nature, mentoring is therefore viewed against the responsibilities, challenges, and goals of each individual coach and something that is done with rather than to mentees (Jones et al, 2009).…”

Section: Coach Mentoring: a Route For Impact?mentioning

confidence: 99%

“…To achieve our goal and stimulate interest in an understudied area (cf. Jones, Harris, & Miles, 2009), our paper is structured in four main parts. To frame our whole discussion, we firstly define the expert coach; in short, the type of coach that mentors are being tasked to develop (or develop as far as possible).…”

Section: Making Mentoring Work: the Need For Rewiring Epistemologymentioning

confidence: 99%