ABSTRACT

A growing body of research has investigated the virtues and complexities of mentoring in sports coaching. Yet, a paucity of research exists to consider ‘how’ both mentors and mentees come to understand their respective role(s). Attempting to redress this gap in research, the aim of this project was to examine the developmental experiences of mentors (and mentees) while participating in a mentoring programme within a University undergraduate sport coaching module. In doing so, this study specifically attended to the critical experiences of mentors and mentees in order to determine how, over the course of the module, mentors and mentees were able to operationalise their role within the coaching context. Data were collected through a series of focus group interviews with 10 mentors and 12 mentees, which were repeated over multiple time-points throughout the mentoring programme. The data were subject to a reflexive thematic analysis to yield three interrelated themes; initiating meaningful mentoring; the relationality of mentoring; and finally, putting ‘mentoring’ to work. The findings demonstrated the ability (and inability) of learners to develop the reflexive awareness required to negotiate and align their identities within the pedagogical context under study. Drawing upon the explanatory work of Goffman and Crossley, the study contributes to the deconstruction of mentoring practice more specifically, and the wider understanding of complexity of socialisation in coaching and education more generally.

摘要

越来越多的研究调查了体育教练指导的优点和复杂性。然而，很少有研究来考虑导师和被指导者“如何”理解他们各自的角色。为了弥补研究中的这一差距，该项目的目的是检查导师（和被指导者）在参与大学本科体育教练模块中的指导计划时的发展经验。为此，本研究特别关注了导师和学员的重要经历，以确定在模块的过程中，导师和学员如何能够在教练环境中发挥他们的作用。通过对 10 名导师和 12 名学员的一系列焦点小组访谈收集数据，在整个指导计划的多个时间点上重复。对数据进行反思性主题分析，得出三个相互关联的主题；发起有意义的指导；指导的相关性；最后，让“指导”发挥作用。研究结果表明，学习者有能力（和无能力）发展在所研究的教学环境中协商和调整他们的身份所需的反思意识。借鉴 Goffman 和 Crossley 的解释性工作，该研究有助于更具体地解构辅导实践，以及更广泛地理解辅导和教育中社会化的复杂性。发起有意义的指导；指导的相关性；最后，让“指导”发挥作用。研究结果表明，学习者有能力（和无能力）发展在所研究的教学环境中协商和调整他们的身份所需的反思意识。借鉴 Goffman 和 Crossley 的解释性工作，该研究有助于更具体地解构辅导实践，以及更广泛地理解辅导和教育中社会化的复杂性。发起有意义的指导；指导的相关性；最后，让“指导”发挥作用。研究结果表明，学习者有能力（和无能力）发展在所研究的教学环境中协商和调整他们的身份所需的反思意识。借鉴 Goffman 和 Crossley 的解释性工作，该研究有助于更具体地解构辅导实践，以及更广泛地理解辅导和教育中社会化的复杂性。