CURRENT ISSUES IN SPORT COACHING MENTORSHIP
Matthew A. Grant 1 (Chair)
Paul G. Schempp 2
Gordon Bloom 3
Koh Koon Teck 4
Bryan A. McCullick 2 (Discussant – no abstract)
1.
2.
3.
4.
Valdosta State University
The University of Georgia
McGill University
Nanyang Technological University
Sport coaching education literature consistently presents mentorship as a significant learning
experience in the professional development of sport coaches. Researchers described
mentor/protégée relationships as authentic, practical, contextualized, meaningful and highly
valued learning experiences that could not be matched by other sources such as books,
workshops or seminars (Jones, Harris, & Miles, 2009; Bloom, 2013). So significant was this
serendipitous relationship for elite coaches that they suggested incorporating mentorships within
curriculum-driven or formal educational programs (Bloom, Durand-Bush, Schinke, & Salmela,
1998; Trudel & Gilbert, 2006). In the past decade, sport education researchers and educators
have begun to pursue the incorporation of mentorships into large-scale educational programs
(Jones et al., 2009). Within this process, various questions surrounding our current
understandings of mentoring within coaching contexts have been raised and investigated. Three
of these key issues are the roles of mentors in coaching, effects of formal mentoring
implementation, and learning within informal mentorships. The purpose of this symposium is to
present current research studies and a review of literature these coach-mentoring topics in
several contexts. More specifically, Paul Schempp presents the validation of the Coaching
Mentor Role Inventory (CMRI); a quantitative instrument examining the various roles that
coaching mentors. Gordon Bloom discusses Paralympic coaches’ career paths and learning
opportunities through formal and informal mentoring. Koh Koon Teck provides an overview of the
developing and implementing a formalized mentoring program for novice coaches as well as a
description of the results. Matthew Grant reviews the current understanding of successful
informal mentorships and concludes with a discussion of practical guidelines for practitioners and
research topic for future studies. Each of these presentations within the symposium provides a
more holistic dialogue of mentoring within sport coaching education and aligns with the congress
sub-theme of professional learning and development of sports coaches.
Bloom, G. A. (2013). Mentoring for sport coaches. In P. Potrac, W. Gilbert, & J. Denison (Eds.),
The Routledge handbook of sport coaching education (pp. 476-485). New York, NY:
Routledge.
Bloom, G. A., Durand-Bush, N., Schinke, R. J. & Salmela, J. H., (1998). The importance of
mentoring in the development of coaches and athletes. The International Journal of
Sport Psychology, 29, 267-281.
Jones, R. L., Harris, R., & Miles, A. (2009). Mentoring in sports coaching: A review of the
literature. Physical Education and Sport Pedagogy, 14(3), 267-284.
Trudel P., & Gilbert, W. D. (2006). Coaching and coaching education. In D. Kirk, M. O’Sullivan,
and D. McDonald (Eds.), Handbook of physical education (pp. 515-539). London: Sage.
Matthew Grant – matgrant@valdosta.edu
295 words
THE VALIDATION AND RELIABILITY OF THE COACHING
MENTOR ROLE INSTRUMENT
Paul G. Schempp 1
Brian Berger 1
1. The University of Georgia
Scholars investigating sport coaching mentorship have recognized mentoring as a significant and
impactful relationship in the development of coaches (Jones, Harris, & Miles, 2009). Although
mentoring was identified as an important positive contributor to coaches’ knowledge,
socialization, practices and promotion within the sport, little research has been completed on the
role or impact of mentoring on the coaches—a conclusion supported by other studies (Narcotta,
Petersen, & Johnson, 2009; Pitney & Ehlers, 2004). The purpose of this study was to develop a
reliable and valid measure of mentoring for sport coaches. Ragins and McFarlin’s (1990) Mentor
Role Instrument (MRI) was adapted to make it appropriate for assessing mentoring in the
development of coaches and became the Coaching Mentor Role Instrument (CMRI). Coaches
(N=30) with at least five years of coaching experience on the high school or college level or a
combination thereof participated in the study. Data were collected in in two phases. In the first
phase, participants completed the CMRI. The second phase occurred two to four weeks
afterward and participants completed the CMRI for a second time to measure reliability and the
Scandura and Ragins Multidimensional Mentorship Measure (SRMMM) (Scandura & Ragins,
1993) to assess validity. Two-way intraclass correlation coefficient (ICC= .84) revealed a nonsignificant difference of means between test (M=128.5, SD=14.04) and retest (M=128.4
SD=19.05) of the CMRI (F1, 29 = .009; p > .05; Cohen’s D = 0.13). Convergent validity was
shown by a high, positive correlation between CMRI and SRMMM (r=.90, p < .05). The findings of
this study indicate that the CMRI can validly and reliably measure the construct of mentoring for
sport coaches.
Jones, R.L., Harris, R. & Miles, A. (2009). Mentoring in sports coaching: a review of the literature.
Physical Education and Sport Pedagogy. 14(3), 267-284.
Narcotta, E. M., Petersen, J. C., & Johnson, S. R. (2009). Mentor functions in NCAA women's
soccer coaching dyads. Team Performance Management, 15(3/4), 100-116.
Pitney, W. A., & Ehlers, G. G. (2004). A grounded theory study of the mentoring process involved
with undergraduate athletic training students. Journal of Athletic Training, 39(4), 344-351.
Ragins, B. R., & McFarlin, D. B. (1990). Perceptions of mentor roles in cross-gender mentoring
relationships. Journal of Vocational Behavior, 37, 321-339.
Scandura, T.A., & Ragins, B.R. (1993). The effects of sex and gender role orientation on
mentorship in male-dominated occupations. Journal of Vocational Behavior, 43, 251-265.
Paul Schempp – pschempp@uga.edu
270 words
THE DEVELOPEMNT OF A MENOTRING PROGRAM FOR
PARALYMPIC COACHES
Gordon A. Bloom 1
Katherine E. Fairhurst 1
1. McGill University
In 1986, the Unites States Olympic Committee created an important initiative in disabled sports:
the Committee on Sport for the Disabled (DePauw & Gavron, 2005). This committee
recommended seven key priority areas, including one on coaching athletes with a disability. They
concluded that advancing disability sport would require empirical coaching research specific to
this domain, as well as attention to the selection and training of these coaches (DePauw &
Gavron, 2005). However, little growth in this field has been achieved since thiese
recommendations. Consequently, Paralympic coaches have noted a lack of specificity in coach
education programs for disability sport resulting in decontextualized sources of information
(Cushion et al., 2003). Many coaches feel that athletes with a disability should be coached the
same as able-bodied athletes although their physical disabilities often place different demands on
their coaches (Tawse et al., 2012). Coaches of able-bodied athletes have access to a number of
resources that can enhance their career progression and acquisition of knowledge, including
mentoring – a highly effective way for coaches to acquire information (Bloom et al., 1998). As
such, the purpose of this study was to understand the career path and learning opportunities for
elite coaches working with athletes with a disability, and specifically to examine formal and
informal mentoring opportunities. Six Paralympic coaches were interviewed using a semistructured open-ended format. Results revealed a need to develop formal mentoring opportunities
for individuals intending to coach athletes with a disability. This presentation will share the
informal ways these coaches acquired knowledge and will summarize their ideas on how and why
mentoring can be incorporated into coach education programs. The results of this study expand
the learning opportunities for aspiring Paralympic coaches and can also be a useful vehicle for
the advancement of disability sport.
Bloom, G. A., Durand-Bush, N., Schinke, R.J., & Salmela, J.H. (1998). The importance of
mentoring in the development of coaches and athletes. International Journal of Sport
Psychology, 29 (3), 267-281.
Cushion, C. J., Armour, K. M., & Jones, R. L. (2003). Coach education and continuing
professional development: Experience and learning to coach. Quest, 55(3), 215-230.
DePauw, K. P., & Gavron, S. J. (2005). Disability in Sport (2nd ed.). Champaign, IL: Human
Kinetics.
Tawse, H., Bloom, G. A., Sabiston, C. M., & Reid, G. (2012). The role of coaches of wheelchair
rugby in the development of athletes with a spinal cord injury. Qualitative Research in
Sport, Exercise and Health, 4(2), 206-225.
Gordon Bloom - gordon.bloom@mcgill.ca
292 words
STRUCTURED COACH MENOTRING AS A METHOD OF
COACHING LEARNING AND DEVELOPMENT
Koon Teck, Koh 1
Gordon A. Bloom 2
Katherine E. Fairhurst 2
Dominique M. Paiement 2
Ying Hwa, Kee 1
1. Nanyang Technological University
2. McGill University
Although empirical literature on mentoring in coaching is limited, scholars from around the world
have identified many positive outcomes that resulted from it (Bertz & Purdy, 2011; Bloom et al.,
1998; Jones et al., 2009). A mentor can help a mentee improve his/her identity, competence, and
confidence, and increase his/her exposure and visibility by expanding their networks. Despite
these facts, along with the positive outcomes that have occurred from mentoring in non-sport
settings (Arye & Chay, 1994; Clutterbuck, 2004; Jones, 2012), there is a lack of empirical
evidence on the outcomes of coach mentoring programs. The purpose of the current study was to
address this gap in the literature by developing and implementing a formalized mentoring
program for novice coaches. Twelve purposefully selected mentors and 36 mentees who enrolled
in an introductory coaching education course in Singapore participated in this program. Following
completion of the program, separate focus group interviews took place with the mentees and
mentors. This presentation will provide an overview of the mentoring program as well as a
description of the results. More specifically, the results suggested the mentoring program was
effective for both the mentees and mentors. The program provided an environment that allowed
the mentees to acquire coaching methods, knowledge, and experiences. It also helped build
confident and competent novice coaches who would be able to transfer their skills to their own
coaching situations. The formalized program also enabled mentors to utilize their pedagogical
knowledge and skills, and to engage in meaningful self-reflection practices. In turn, they were
able to use the knowledge learned to guide their mentees efficiently and effectively. Engaging in
these mentoring experiences also helped improve their interpersonal and communication skills.
All participants felt other sport associations in their country should adopt this program.
Aryee, S., & Chay, Y.W. (1994). An examination of the impact of career-oriented mentoring on work
commitment attitudes and career satisfaction among professional and managerial employees.
Bristish Journal of Management, 5, 241-249.
Bertz, S. and Purdy, L. (2011). Coach education in Ireland: Observations and considerations for
high performance. Journal of Coaching Education, 4, 29-43.
Bloom, G.A., Durand-Bush, N., Schinke, R.J. and Salmela, J. H. (1998). The importance of
mentoring in the development of coaches and athletes. International Journal of Sport
Psychology, 29, 267-281.
Clutterbuck, D. (2004). Everyone needs a mentor: Fostering talent in your organization. London:
Chartered Institute of Personnel and Development.
Jones, J. (2012). An analysis of learning outcomes within formal mentoring relationships.
International Journal of Evidence Based Coaching and Mentoring, 10, 57-72.
Jones, R.L., Harris, R. & Miles, A. (2009). Mentoring in sports coaching: A review of the
literature. Physical Education and Sport Pedagogy, 14(3), 267-284.
Koh Koon Teck - koonteck.koh@nie.edu.sg
292 words
A REVIEW OF INFORMAL MENTORING WITHIN THE SPORT
COACHING CONTEXT
Matthew A. Grant 1
1. Valdosta State University
Informal mentoring relationships are considered casual associations between mentors and
protégées that has all the hallmarks of mentorship, e.g., reciprocity, mutual respect, and the goal
of developing the protégée from neophyte to colleague, and is not mediated by an outside
source, i.e., instructor, supervisor, or curriculum (Nash, 2003; Johnson, 2003). Sport coaching
education literature suggests this type of learning experience as the most authentic,
contextualized and meaningful activity for the professional growth of coaches (Jones, Armour, &
Potrac, 2003), which could not be matched by other sources such as books, workshops or
seminars (Jones, Harris, & Miles, 2009; Bloom, 2013). Further, informal mentoring continues to
be a widely followed practice by sports coaches (Cushion, 2006). Over the past decade, informal
mentoring has been criticized as providing inconsistent quality, uncritical learning, and promotion
of outdated sport culture, coaching practices and power relationships (Cushion, Armour, & Jones,
2003). Consequently, sport coaching researchers and educators began to focus on the
incorporation of this highly valued developmental tool into formal, curriculum-driven educational
programs; effectively changing the paradigm from mentor and protégée dyad to a mentor,
protégée and organization triad (Jones, et al., 2009). While researchers have focused on formal
mentorships within sport coaching education, informal mentoring continues to be an on-going
practice for many coaches entering the profession. Therefore, the purpose of this presentation is
to review sport coaching education literature on informal mentoring relationships within the
context of formal and non-formal education as well as discuss both theoretical and practical
implications for researchers and practitioners. More specifically, this presentation will review the
mechanisms, pedagogical paradigms, relationship structures, and learning outcomes of informal
mentorships and conclude with suggesting future research topics for scholars and practical
guidelines for practitioners.
Bloom, G. A. (2013). Mentoring for sport coaches. In P. Potrac, W. Gilbert, & J. Denison (Eds.),
The Routledge handbook of sport coaching education (pp. 476-485). New York, NY:
Routledge.
Cushion, C.J. (2006). Mentoring: Harnessing the power of experience. In The sports coach as
educator: Re-conceptualising sports coaching, ed. R.L. Jones. London: Routledge.
Cushion, C. J., Armour, K. M., & Jones, R. L. (2003). Coaching education and continuing
professional development: Experience learning and learning to coaches. Quest, 55, 215230.
Johnson, W. B. (2003). A framework for conceptualizing competence to mentor. Ethics and
Behavior, 13(2), 127-151.
Jones, R.L., Armour, K., & Potrac, P. (2003). Constructing expert knowledge: A case study of a
top-level professional soccer coach. Sport, Education, and Society, 8, 213-229.
Jones, R.L., Harris, R. & Miles, A. (2009). Mentoring in sports coaching: a review of the literature.
Physical Education and Sport Pedagogy. 14(3), 267-284.
Nash, C. (2003). Development of a mentoring program within coaching practices. Journal of
Hospitality, Leisure, Sport and Tourism Education, 2(2), 39-47. DOI:10.3794/johlste.22.37
Matthew Grant – matgrant@valdosta.edu
284 words