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
Jenessa Banwell, Gretchen Kerr and Ashley Stirling
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
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
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.
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
Lindsey E. Eberman, Leamor Kahanov, Moti Kahanov and Adam Yoder
Edited by Mary Barnum
Geoffrey D. Broadhead
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.
Matea Wasend and Nicole M. LaVoi
A plethora of research on barriers facing women in the coaching profession exists, but less attention has been devoted to female student-athletes’ transition into coaching. Some research suggests that female athletes who are coached by women are more likely to become coaches. In the present study, existing research is extended by examining the relationship between collegiate female basketball players’ post-playing career behavior and the gender of their collegiate head coach. Two research questions are addressed: (1) Are female collegiate Division-I basketball players who are coached by female head coaches more likely to enter the coaching profession than athletes who are coached by men? And; (2) If female basketball players do enter coaching, are those who were coached by women more likely to persist in coaching? Collegiate head coach gender did not emerge as a significant predictor of athletes’ likelihood to enter coaching, but logistic regression indicated that athletes who did enter coaching were 4.1-times more likely to stay in coaching if they had a female head coach. This study extends the scarce and outdated body of research on the potential salience of same-sex coaching role models for female athletes and provides baseline data on collegiate athletes’ entry rate into coaching, lending support to advocacy aimed at reversing the current stagnation of women in the sport coaching profession.
Amy Baker, Mary A. Hums, Yoseph Mamo and Damon P.S. Andrew
literature through the development of a conceptual framework that describes mentorship between senior faculty mentors and junior faculty protégés. More importantly, we explored and evaluated the factors affecting mentoring relationship effectiveness, trust, and job satisfaction. In this study, first, we