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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

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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

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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

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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

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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.

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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

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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

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

Edited by Mary Barnum

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Geoffrey D. Broadhead

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Melissa N. Chester and Michael Mondello

The purpose of this study was to ascertain what role mentoring played in female sport management faculty’s decision to pursue doctoral degrees and to investigate and identify factors related to successful transition through the doctoral program. A qualitative, descriptive-interpretive approach utilizing a cross case analysis of current female faculty in sport management was used to discover participants’ subjective views regarding a specific experience or experiences in an effort to provide unique, relevant data (Anda, 2001). This methodology allowed for a greater understanding of the participants and their experiences. Semistructured interviews were conducted with eight participants dichotomized by race: four White and four Black Assistant Professors teaching in undergraduate and graduate programs at various types of Carnegie classified institutions. Collectively, seven major themes and four major personality traits and characteristics developed from verbatim transcriptions of the interviews. The seven themes included athletic involvement, career in athletics, career aspirations, pedagogy decision, influence of mentor, mentor roles, and context of mentoring. The four personality traits and characteristics related to success were athletic involvement/career in athletics, single with no dependents, competitive/confident, and vigilance/determination.