Search Results

You are looking at 1 - 10 of 262 items for :

  • "mentorship" x
  • Refine by Access: All Content x
Clear All
Restricted access

Stacy M. Warner, Sarah Stokowski, Alison Fridley, and Kibaek Kim

. Specifically, exploring sport management faculty mentorship of student-athletes can increase our knowledge of how student-athlete academic success can be promoted across campuses. Student-Athlete Academic Experience Because of their dual role as both a student and athlete, student-athletes have time demands

Restricted access

Moe Machida-Kosuga

business settings ( Mumford et al., 2007 ), and past studies suggest that possessing these skills reflects one’s development as a leader (e.g.,  DeRue & Wellman, 2009 ; Machida-Kosuga et al., 2017 ). Quality of Mentorship and Coaches’ Leadership Skills Development Leadership scholars (e.g.,  Day, 2001

Restricted access

Jenessa Banwell, Gretchen Kerr, and Ashley Stirling

of progress for women in coaching has occurred in a context that often includes the use of mentorship. Mentorship has numerous cited benefits for both mentees and mentors. Documented career benefits of mentorship for mentees include stronger perceptions of job preparedness, increases in job

Restricted access

Sara Kramers, Corliss Bean, Caroline Hummell, Veronica Allan, Andrea Johnson, and Jennifer Turnnidge

careers may be beneficial for helping to stay in coaching ( Wasend & LaVoi, 2019 ). Banwell et al. ( 2021 ) have called for more explorations of how women can access credible mentors in sport to advance our understanding of how to use mentorship to create and, more importantly, maintain opportunities for

Restricted access

Alixandra N. Krahn

; Kidd, 2013 ; Roberston, 2017 ) and programing (e.g., the Coaching Association of Canada’s University Female Coach Mentorship Program and Female Coach Mentorship Program) aimed at addressing the dearth of women in high levels of sport coaching have placed considerable emphasis on the need for formal

Restricted access

Matt Hoffmann, Todd Loughead, and Jeffrey Caron

-athlete sample looked to the same person for peer mentorship, we deemed this individual to be “exemplary” in his mentor role and that gaining insight into his experiences would greatly enhance our understanding of peer mentoring in sport. Furthermore, examining the peer mentor’s experience in a mentorship role

Restricted access

Stephanie M. Mazerolle, Thomas G. Bowman, and Jessica L. Barrett

Clinical education provides the backbone for the socialization process for athletic trainers. It is the chance for students to engage in the role, within a real-time learning environment that allows for not only the adoption of knowledge, skills, and critical decision making, but also the profession’s foundational behaviors of professional practice. Recent criticisms of the current education model, in which the degree is conferred, center on the lack of critical thinking and confidence in clinical practice for newly-credentialed athletic trainers, as many suggest there is concern for the abilities of students to transition to practice smoothly. We offer three areas of focus for clinical education experiences for students (autonomy, mentorship, and feedback), believing this could support the development of independent thinking and confidence in skills. Our discussions are focused on the evidence available, as well as personal experiences as educators and program administrators.

Restricted access

Danielle C. DeLisio, E. Earlynn Lauer, Terilyn C. Shigeno, Leslee A. Fisher, and Rebecca A. Zakrajsek

dilemmas can be extremely difficult because decisions must be made in real time, often under considerable stress ( Soltes, 2017 ). Thus, the purpose of this paper was to provide an account of sexual harassment and the mentorship process that ensued between a neophyte graduate student and her mentors. To do

Restricted access

Andy Gillham, Michael Doscher, Jim Krumpos, Michelle Martin Diltz, Nate Moe, Shepard Allen, and Reese Bridgeman

of a community of practice (CoP). It is noteworthy that there are examples of mentorship and CoP within both sport coaches ( Garner & Hill, 2017 ; McQuade, Davis, & Nash, 2015 ) and strength and conditioning coaches ( Gillham, Doscher, Schofield, Dalrymple, & Bird, 2015 ; Murray, Zakrajsek

Restricted access

Lindsey E. Eberman, Leamor Kahanov, Moti Kahanov, and Adam Yoder

Edited by Mary Barnum