, & Latimer-Cheung, 2015 ). Peer athlete mentoring is defined as follows: A dynamic process in which a more experienced and knowledgeable athlete (i.e., mentor) serves as a trusted role model to another athlete (i.e., protégé), assists him/her in their pursuit of goal achievement and advancement in sport
Search Results
Page:12
Mentoring Identity and the Motivation to Mentor: A Case Study of an Exemplary Peer Athlete Mentor
Matt Hoffmann, Todd Loughead, and Jeffrey Caron
Examining the Experiences of Peer Mentored Athletes Competing in Elite Sport
Matt D. Hoffmann, Todd M. Loughead, and Gordon A. Bloom
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.
Constellation Mentoring for University Soccer Players: A Case Study
Brennan Petersen, Cole E. Giffin, Thierry R.F. Middleton, and Yufeng Li
and relieve stress. Group meetings provided an outlet for athletes—mentors and protégés—to discuss issues they were struggling with and receive advice, gather information, or simply talk about in a safe environment. Though protégés did draw on their mentors outside of group meetings, they indicated a
Sport Management Faculty Members’ Mentorship of Student-Athletes
Stacy M. Warner, Sarah Stokowski, Alison Fridley, and Kibaek Kim
-athletes have a special interest in sport, the selection seems plausible” (p. 916). Because of the increase of student-athletes in sport management courses and the key role sport management educators have, it is important to better understand the sport management faculty and student-athlete mentoring dynamic
An Examination of Hazing in Canadian Intercollegiate Sports
Jay Johnson, Michelle D. Guerrero, Margery Holman, Jessica W. Chin, and Mary Anne Signer-Kroeker
comparison of well-peer mentored and non-peer mentored athletes’ perceptions of satisfaction . Journal of Sports Sciences, 34 , 450 – 458 . doi:10.1080/02640414.2015.1057517 10.1080/02640414.2015.1057517 Hoffmann , M.D. , & Loughead , T.M. ( 2016b ). Investigating athlete mentoring functions and
An Online Intervention to Support Student-Athlete Mental Health: Implementation, Evaluation, and Critical Reflection
Ben Laslett and Mark Uphill
provided to student-athletes was undertaken, including student-athletes and other relevant stakeholders (e.g., trainee sport psychologist not involved in the study, athlete mentor, and director of consultancy service). Individuals were invited to take part in a series of conversations, and a focus group to
What Is a Parasport Coach’s Role During Athlete Classification? Exploring How Parasport Coaches Learn About Classification and Their Role Within This Process
Isabelle Birchall, Janet A. Lawson, Toni L. Williams, and Amy E. Latimer-Cheung
through a coach’s experience as an athlete, mentoring, and practical coaching experience. Similarly, unmediated learning is described as that which is independent of an instructor and where the learner takes the initiative and responsibility for what to learn ( Wherthner & Trudel, 2006 ). Within this
Keeping Girls in Sport: A Two-Part Evaluation of an E-Learning Program for Coaches and Activity Leaders
Sara W. Szabo, Emily C. Owen, Michael D. Kennedy, and Camilla J. Knight
who opted to skip this question did not possess any of the abovementioned education or simply did not wish to disclose such information. Respondents had experience in a variety of supporting roles in sport, including coach, athlete, mentor, administrator, parent, volunteer, teacher, and other (i
Embedded, Embodied, Enculturated, and Enabling Processes: The Identification and Evaluation of Sporting Talent by Ice Hockey Coaches in Norwegian Youth National Teams
Stian Røsten, Stig Arve Sæther, Nils Petter Aspvik, and Christian Thue Bjørndal
.g., Roberts et al., 2020 ; Wiseman et al., 2014 ). Coaches are key stakeholders in talent identification processes because they act as gatekeepers, distributors of resources, and as athlete mentors ( Skrubbeltrang et al., 2021 ). Focusing on how coaches identify and evaluate athlete talent is therefore an
Lift Me Up: Fostering Belonging Beyond the Classroom
Akilah R. Carter-Francique
; Carter-Francique, Dortch, & Carter-Phiri, 2017 ). The culturally relevant cocurricular leadership program was rooted in Black Feminist Thought which was conceptualized from a research study seeking to identify Black female athletes mentoring experiences, needs, and challenges ( Carter & Hart, 2010 ). The
Page:12
