The general objective of the current study was to explore the experiences of elite level athletes who reported being peer mentored by other athletes during their sporting careers. The primary purpose was to identify the mentoring functions provided by athlete mentors, while the secondary purpose was to examine the outcomes related to peer mentored athletes’ (i.e., protégés) mentoring experiences. Individual interviews were conducted with 14 elite peer mentored athletes, and the data were analyzed using a hierarchical content analysis. The results indicated that athlete mentors provided a variety of specific functions that facilitated protégés’ progression through sport and development from a personal standpoint. The findings also showed that protégés benefitted in terms of enhanced performance and confidence, and also demonstrated a willingness to provide mentorship to their peers. In sum, the results of the current study may be used to enhance the effectiveness of peer mentoring relationships between athletes.
Matt D. Hoffmann, Todd M. Loughead and Gordon A. Bloom
Matt D. Hoffmann, Ashley M. Duguay, Michelle D. Guerrero, Todd M. Loughead and Krista J. Munroe-Chandler
The sport literature yields little information concerning the available methods or processes coaches can use to obtain feedback about their coaching. This is unfortunate given that evaluative feedback about one’s coaching performance is useful in terms of providing direction for professional coach development (Mallett & Côté, 2006). As a follow-up to O’Boyle (2014), the purpose of this Best Practices paper is to offer a sample protocol for employing a 360-degree feedback system for coaches working in high performance settings. We draw on a review of the coach evaluation and 360-degree feedback literature, along with insights shared from Canadian intercollegiate head coaches to highlight some of the potential benefits and challenges of implementing a 360-degree feedback system in sport. We then suggest ‘best practices’ for effectively integrating this appraisal system and provide an example coach report to illustrate how feedback would be provided to a coach following a 360-degree feedback protocol. It is our hope that this sample protocol paper will encourage coaches, athletic directors, and other sport administrators to integrate comprehensive coach feedback practices in their sporting programs.