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
Sandor Dorgo, George A. King and Gregory D. Brickey
To investigate the effectiveness of a peer-mentored exercise program, this study compared the program perception, retention and participation rates, and physical improvements of older adults trained by peer mentors (PMs) with those of a group trained by student mentors (SMs).
After a 30-week peer-mentor preparation, 60 older adults (M ± SD age: 68.7 ± 6.1 yr) were recruited and randomly assigned to either the PM or the SM group. Both groups completed an identical 14-week fitness program. Pre- and posttraining assessments of fitness were completed, and the efficacy of the PMs and SMs was surveyed.
High retention was observed in both groups, but the SM group had higher participation. Both groups improved their fitness significantly, with no significant posttest differences between the groups in most fitness measures or in program perception rates.
Findings suggest effectiveness of the peer-mentor model in an older adult exercise program.
Duane Knudson, Ting Liu, Dan Schmidt and Heather Van Mullem
implemented at public teaching, comprehensive, and research-intensive colleges/universities. Investing in peer mentoring programs, particularly for new tenure-track faculty, will help departments build stronger academic programs; support of student learning; and faculty success in retention, tenure, and
Matt Hoffmann, Todd Loughead and Jeffrey Caron
, 1998 ; Koh, Bloom, Fairhurst, Paiement, & Kee, 2014 ; Sawiuk, Taylor, & Groom, 2017 ). However, emerging research points to the importance of peer-to-peer mentoring between athletes (e.g., Cope, Eys, Beauchamp, Schinke, & Bosselut, 2011 ; Hoffmann & Loughead, 2016a , 2016b ; Perrier, Smith
Paige M. Watkins, Elissa Burton and Anne-Marie Hill
), 496 – 501 . doi:10.1093/gerona/glv111 10.1093/gerona/glv111 Stevens , Z. , Barlow , C. , & Iliffe , S. ( 2015 ). Promoting physical activity among older people in primary care using peer mentors . Primary Health Care Research & Development, 16 ( 2 ), 201 – 206 . PubMed ID: 24451938 doi:10
Frank B. Butts
Martens, O’Connor, & Beck (2006) reported problematic drinking on college campuses to be a considerable concern and that athletes have more binge drinking episodes and alcohol-related problems than non-athlete students. Wechsler, Davenport, Dowdall, Grossman, & Zanakos (1997) reported that athletes in NCAA Division I have the most alcohol related issues as evidenced by 29% of male and 24% of female athletes reported binge drinking three or more times in a two week period. To address this concern, this study incorporated a 12-month, NCAA (2008) Choices alcohol responsibility program at a NCAA II university which involved peer mentoring, education, and alcohol-free activities. The results indicated a significant decline in binge drinking and associated problems among athletes after treatment.
Sheri J. Brock, Jared A. Russell, Brenna Cosgrove and Jessica Richards
student. Additionally, we incorporate informal peer mentoring to assist GTAs in the development of pedagogical skills relevant to the courses they are teaching. Specifically, we connect GTAs teaching a particular course for the first time with others who have previously taught the course and encourage
Jay Johnson, Michelle D. Guerrero, Margery Holman, Jessica W. Chin and Mary Anne Signer-Kroeker
intercollegiate athletes have never been peer-mentored by another athlete ( Hoffmann & Loughead, 2016b ). The benefits of being peer-mentored by another athlete include increased satisfaction with teammates ( Hoffmann & Loughead, 2016a ), as well as enhanced confidence and performance and a willingness to mentor
Corliss Bean, Tineke Dineen and Mary Jung
: appraisal support through tangible peer support (walking groups, peer mentoring, monthly meetings), informational support through creating resources to provide additional prediabetes and health-related information (newsletter, meetings), and emotional support in creating initiatives that bring together
Amy Baker, Mary A. Hums, Yoseph Mamo and Damon P.S. Andrew
information, advice, and empathy ( Ransdell, Nguyen, Hums, Clark, & Williams, 2018 ). In addition, Eby ( 1997 ) suggested that peer mentoring can facilitate knowledge transfer and creation from an experienced worker and less-experienced worker. Because the mentoring process involves developing, maintaining