1. 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

2. 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

3. The Mentoring Continuum InformalFormal Ad hoc meetingFriendshipCoach/assistant Qualification Programme OHT 3

4. Mentoring Programmes – Two Models Mentoring Coaching courses Mentoring Coach behaviour Coaching courses Mentoring Coach behaviour OHT 4

5. 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

6. The Self-reflection Spiral 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

7. 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

8. 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

9. 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

10. 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

11. Structure of a Mentoring Situation Pre-session meeting Activity/meeting Post-session reflection OHT 11

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. Relationship Triangle OHT 18 Coach Programme manager Mentor