SP 30924 Making Mentors

MAKING MENTORS

— A GUIDE TO ESTABLISHING A SUCCESSFUL MENTORING PROGRAM FOR COACHES AND OFFICIALS AND COACHES FOR PROGRAM MENTORING SUCCESSFUL A ESTABLISHING TO GUIDE A MAKINGMENTORS

A GUIDE TO ESTABLISHING A SUCCESSFUL MENTORING PROGRAM FOR COACHES AND OFFICIALS Making Mentors

A GUIDE TO ESTABLISHING A SUCCESSFUL MENTORING PROGRAM FOR COACHES AND OFFICIALS

Rebecca Layton Acknowledgments

The Australian Sports Commission wishes to thank the following people and organisations for their contributions to this resource:

Gillian Canapini — Equestrian Federation of Australia, Phil Ayres — Professional Golfers’ Association, Matt Connell — Gymnastics Australia, Wendy Piltz — Women’s Lacrosse Australia, Chris Burton — Netball Australia, Chet Gray — Softball Australia, Chris Nunn, Jodie Worrall, Darryl Durham, Melissa Steele, Noel Nicholas, David Curran, Carlye Bowden, Jeff Cheales, Rohan Kennedy, Nicole den Duyn, Sean Scott, Antonia Harmer and Belinda White.

The Australian Sports Commission is the Australian Government body responsible for the delivery of funding and development of Australian sport through the implementation of the Government’s sport policy, Building Australian Communities through Sport. It was established by, and operates under, the Australian Sports Commission Act 1989. Its national leadership role is achieved through three operational areas: Australian Institute of Sport, Sport Performance and Development, and Business Operations. The Australian Sports Commission forms part of the Communications, Information Technology and the Arts portfolio.

For general enquiries: Tel: (02) 6214 1111 Fax: (02) 6251 2680 Email: [email protected] Web site: www.ausport.gov.au

For a complete listing of Australian Sports Commission publications, visit www.ausport.gov.au/publications/ catalogue/index.asp.

This work is copyright. Apart from any fair dealing for the purpose of private study, research, criticism or review as permitted under the Copyright Act 1968 and subsequent amendments, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior written permission from the Australian Sports Commission. Requests and enquiries concerning reproduction should be addressed to [email protected].

ISBN 1 74013 080 4

Unless otherwise specified, all images are the property of the Australian Sports Commission Produced by Australian Sports Commission Publishing staff Printed by Union Offset Printers CONTENTS

Introduction 1

Section 1: About mentoring 3

Section 2: Building a mentoring program 19

Case studies Case study 1: Equestrian Federation of Australia — Coaching 43 Case study 2: Gymnastics Australia — Coaching 45 Case study 3: Lacrosse — Coaching 71 Case study 4: Professional Golfers’ Association — Coaching 81 Case study 5: Gymnastics Australia — Officiating 87 Case study 6: Netball Australia — Officiating 97 Case study 7: National Coaching Scholarship Program — Coaching 99 Case study 8: Softball Australia — Coaching 109

Section 3: Mentor training programs 119

References 145

PowerPoint slides 147

INTRODUCTION

Mentoring in the National Coaching Accreditation Scheme and National Officiating Accreditation Scheme

The National Coaching Accreditation Scheme (NCAS) and the National Officiating Accreditation Scheme (NOAS) have been established to provide quality training for sports coaches and officials. Coaches and officials undertaking NCAS or NOAS qualifications participate in a variety of learning experiences. Traditionally many of these experiences have been classroom-based, however the philosophy of both these schemes has always been to develop practical coaches and officials who are capable of coaching or officiating in the real world of sport.

Practical experience is therefore critically important for coaches and officials undergoing NCAS or NOAS accreditation. Linking a quality mentoring system to the accreditation process will not only improve the learning experience for the coach or official, but it will also help to motivate them and allow more experienced coaches or officials to share their knowledge and practical wisdom with others in the sport.

The Australian Sports Commission recommends that all sports consider establishing a mentoring process as part of their NCAS or NOAS qualifications. The form that this mentoring process takes will vary, not only from sport to sport, but also perhaps from state to state, coach to coach or official to official. This does not really matter, as long as any national guidelines or policies established by your sport are followed and both the coach or official and the mentor benefit and learn from the process.

The skills required to be a successful mentor are likely to be found in most good coach or official educators. Your sport may already have established training programs for course presenters and/or assessors, and a training program for mentors will complement these programs. Indeed, many of the skills you would like to develop in your mentors should also be developed in presenters and assessors, for example, questioning and listening skills, providing effective feedback and communications skills.

The figure below depicts the overlap between the roles of a mentor, assessor and course presenter. Depending on how your sport has chosen to structure their coach or official education scheme and the resources you have available, one person may take on all of these roles, or perhaps just one or two of them. Once again, the actual structure in your sport is not important. What is important is that people undertaking these roles in your sport are appropriately trained to do so.

Assessor Presenter training training

Figure 1: The relationship between assessor, Mentor presenter and mentor training programs training (shaded areas indicate skills that are common to assessors, presenters and mentors)

1 MAKING MENTORS What this resource is about

This resource has been written to help sports to develop mentoring programs for the initial and ongoing education and training of sports coaches and officials. A number of sporting organisations have identified that they need some help to develop quality mentoring programs. This resource showcases some practical examples of existing mentoring programs. It also helps organisations to develop their own programs that will suit their own unique needs.

Section 3 of the resource also includes information that will help you to conduct training programs for mentors. Not all mentoring systems will require such training, however the quality of the mentoring program may be significantly enhanced if mentors have a clear understanding of their roles and have developed some of the fundamental mentoring skills.

How to use this resource

This resource can be used in a number of ways.

◗ Stand alone Sporting organisations, clubs and individuals who want to establish a mentoring program for coaches or officials can work through the resource to design a mentoring program. Section 1 provides background information on the benefits of, and possibilities for, mentoring. Section 2 uses a range of case studies to provide you with examples of already established mentoring programs and guides you through a design process to help you build your own mentoring program. This section is written in a workbook style that allows you to answer the questions and gradually design a mentoring program to meet the needs of your sport.

◗ Use in a workshop This resource can also be used to help a club or sporting organisation to conduct mentor training activities. Section 3 provides some sample programs for mentor training workshops and outlines activities that can be used to develop fundamental mentoring skills.

2 MAKING MENTORS SECTION 1: ABOUT MENTORING

Section overview

In this section we will cover:

◗ What is mentoring? ◗ Purposes of a mentoring program ◗ Why establish a mentoring program? ◗ What does a mentor do? ◗ Qualities of a good mentor ◗ Selecting and training mentors ◗ Matching mentors and coaches or officials ◗ Qualities of a good coach or official being mentored ◗ The mentoring process ◗ When can mentoring occur? ◗ Vehicles for mentoring ◗ Some tips for mentoring at a distance ◗ A range of mentoring methods ◗ Key elements of an effective mentoring program

What is mentoring?

Mentoring is nothing new — particularly in sport. We have The Oxford Dictionary defines a all turned to an experienced friend or colleague for advice, mentor as an ‘experienced and especially when we are learning something new or are trusted advisor’. facing a new challenge.

Most sportspeople and many coaches and officials would freely admit that they have sought the advice of an experienced player, coach or official at some point in their career.

What is new, however, is the concept of using a mentor in a more structured way to help guide you through a challenging learning process.

Mentoring is a highly effective way for new coaches and officials to learn the ‘art’ of their role, and apply theory ‘Behind every successful person that they may have learnt in a classroom or through there is one elementary truth: somewhere, somehow, someone independent study. Mentors can bring life to a theoretical cared about their growth and concept, demonstrate practical coaching and officiating development. This person was skills, be a sounding board for problems, help you to their mentor' (Kaye 1997). identify some weaknesses or just be a source of motivation and a reminder that you are doing a great job! Mentoring relationships can be formally structured, with mentors assigned to coaches or officials, or they can grow out of a chance encounter with a like-minded coach or official and remain very informal. They can be equally useful for a new coach or official just starting out in their sport, as for an elite coach or official with many years of experience. It does not matter what form a mentoring

3 MAKING MENTORS SECTION 1 relationship takes, as long as both the coach or official and ‘Mentoring is a process rather the mentor see value in the relationship and it helps them than an event; mentors must see to develop and become better at their job. themselves as managers of a Many sporting organisations are now beginning to realise process, rather than passing on knowledge’ (Galvin 1998). the value of mentoring in the development of coaches and officials, and have implemented a formal process for coaches or officials to work with a mentor. Some sports even demand that a coach or official spend some structured time with a mentor, as part of the process of becoming qualified. Even in such cases though, you will never find two mentoring relationships the same. They all take on a life of their own and develop to suit the needs and strengths of the individuals involved.

Mentoring should be about helping another person, regardless of their stage of development, to change their coaching or officiating practice for the better. The way in which this occurs may be different from sport to sport and person to person.

Purposes of a mentoring program

Mentoring for coaches’ or officials’ development can serve a variety of purposes. It can be used:

◗ as a key learning experience for coaches or officials to gain their accreditation (either in conjunction with courses or instead of them) (see Case study 1 below) ◗ as a means of supervising coaching or officiating practice associated with accreditation (see Case study 2 on page 7) ◗ as a means of professional development for coaches at any level of accreditation (for example, an updating activity) (see Case study 3 on page 10) ◗ as a means to ‘fast track’ coaches or officials with potential through their accreditation (see Case study 4 on page 14).

Marie has a son who has recently started playing lacrosse (a sport which Marie knows very little about). She has been asked to coach one of the teams in the club and has decided to do a Level 1 coaching course to learn more about coaching lacrosse. Marie attends a two-day course and is assigned a mentor (Patrick) from a club nearby, to work with over the coming months. Marie is provided with a workbook that she and her mentor will use to guide their discussions and her learning. A number of other Level 1 candidates have also been assigned to Patrick who is a more experienced Level 1 coach. Patrick arranges to meet with

CASE STUDY 1 STUDY CASE the coaches he is mentoring once a week for the next two months. At their first get together they discuss the workbook and how they plan to work through it as a group. They also talk about what they hope to learn from one another and what they believe their strengths and weaknesses are. Over the next few months Marie and the rest of the group meet regularly to observe, analyse and discuss Patrick’s coaching. They also spend a lot of time with Patrick discussing game play, tactics and team building. Marie and her colleagues learn to analyse their own coaching and use their workbooks to help them reflect on their own coaching performance and how they can improve it. The group go out for dinner at the end of the two-month period to celebrate everyone’s achievements. At the dinner Patrick comments on how useful he found the mentoring process and how it also made him reflect on his own coaching and improve it. Marie has continued to stay in contact with the group and once every season they still get together (over some wine and cheese) to discuss a topical coaching issue.

4 MAKING MENTORS SECTION 1 Remember that Section 2 of this resource will help you to design a mentoring system to meet your needs. It also includes more detailed case studies from a range of sports that have designed mentoring systems for the above purposes.

Why establish a mentoring program?

There are many benefits to establishing a mentoring program for coaches and officials.

Benefits to the organisation

◗ Can ease the difficulty and costs involved in conducting ‘As a mentor coach you must lengthy residential training courses share your philosophy and extend ◗ Taps into the expertise of experienced coaches in your successful ideas.’ your sport Mal Fitzgerald, former Head Rugby ◗ Re-energises experienced coaches or officials who League Coach, Western Region take on mentoring roles Academy of Sport ◗ Coaches or officials who have been mentored often become mentors and better people managers ◗ Encourages coaches to progress to the next level of accreditation through the motivation and assistance they receive from a mentor ◗ Mentoring has been recognised as a particularly useful tool to recruit, educate and retain female coaches (Lough 2001)

Benefits to the mentor

◗ Renewed enthusiasm and commitment to their own work ◗ Opportunities to share their knowledge and skills ◗ Recognition of personal expertise ◗ New learning for themselves ◗ Promotes lifelong learning through relationships

Benefits to the coach or official

◗ Increased confidence and motivation ◗ Constructive feedback on performance ◗ Helps translate theory into practice ◗ Opportunities to ‘network’ and enhance career prospects ◗ Promotes lifelong learning through relationships ◗ Can minimise the difficulties of attending training courses

What does a mentor do?

Mentors can play a wide variety of roles. Some of these include:

◗ developing a coach’s or official’s knowledge and skills ◗ being a role model ◗ building the confidence of the coach or official they are working with

5 MAKING MENTORS SECTION 1 ◗ being a resource — either sharing their own knowledge or directing coaches or officials to other sources of information ◗ challenging and questioning the coach’s or official’s current practice ◗ assessing the coach or official for a qualification ◗ providing introductions to other people who can help ◗ developing self-awareness in coach or official (empowerment).

Qualities of a good mentor

Mentors come in all shapes and sizes, but to be effective they need to have appropriate knowledge, skills and attitudes. Knowledge may include their understanding of technical coaching or officiating matters, understanding people and what makes them tick, understanding the coaching process, and their political awareness. Skills might include honesty; empathy; planning; goal setting; time, people and process management; and the ability to communicate one to one. Attitudes might relate to the process of mentoring, their philosophy towards coaching or officiating, their attitudes about the club or association they work in, as well as their general outlook on life.

Some of the key qualities you might look for in potential mentors include:

◗ an ability to focus on the coaching or officiating process, rather than the athlete’s performance. ◗ a willingness to assist in another person’s growth and development, and to create a positive environment for learning ◗ good communication and feedback skills ◗ current technical coaching or officiating skills and experience ◗ trustworthiness and ablility to maintain confidences ◗ flexibility and openness to new ideas ◗ having a strong network of contacts ◗ having sufficient time to commit to the relationship and being easily accessible ◗ ability to handle conflict.

Selecting and training mentors

Depending on how your mentoring program is structured, you may have some flexibility to select your mentors. Some sports put in place strict criteria for mentors, while others provide greater flexibility. Some factors that should be considered when selecting mentors include:

◗ their experience and technical expertise in the sport ◗ their understanding of coaching or officiating pedagogy (that is, how to teach people to coach or officiate) ◗ their ability to communicate with people one to one ◗ their willingness to be involved as a mentor — they must be motivated to help another person to improve ◗ their ability to commit sufficient time to the relationship — to develop an effective ongoing mentoring relationship, mentors need to set aside some dedicated time to observe and communicate with the coach or official they are mentoring

6 MAKING MENTORS SECTION 1 ◗ their location/distance from the trainee — many location issues can be overcome with the help of technology (for example, video, email), however in the ideal situation, a mentor would be able to observe and meet with the coach or official they are mentoring on a regular basis ◗ their own personal conduct and their adherence to, and promotion of, a code of ethics and ethical behaviour.

Stephen is a new gymnastics coach who has recently completed a Level 1 course with his local gymnastics club. In order to complete his Level 1 accreditation he is required to undertake 15 hours of coaching practice under the supervision of a mentor coach. He has asked Patti, a Level 2 coach from his club, to be his mentor. Patti comes along to Stephen’s training sessions once a fortnight for a number of months to supervise ten hours of the required 40 hours of coaching practice. At these sessions, Patti looks at Stephen’s lesson plans with him prior to the session so she is clear on his objectives and plans. She then

CASE STUDY 2 STUDY CASE observes Stephen coaching and spends 5–10 minutes after the session talking with Stephen about how he thought the session went and what he might improve on. They also talk about how he might plan his next session. After three months, Patti provides a written evaluation of Stephen’s lesson plans and coaching on a checklist provided by Gymnastics Australia. She talks with Stephen about her evaluation before he sends it off (with his assignments and lesson plans) to his course coordinator. On receipt of the evaluation form and other materials, the course coordinator checks that Stephen has met all the requirements for Level 1 and finalises his accreditation. Over the ensuing months, Patti and Stephen continue to discuss coaching issues on occasions and Stephen invites Patti to help him choreograph some of his athletes’ floor routines.

Some dos and do nots for mentors

◗ Allow the coach or official to take responsibility for ‘driving’ the relationship ◗ Have reasonable expectations of the person you are mentoring — remember they are still learning! ◗ Confidentiality is essential — respect the privacy of your discussions ◗ Respect other people’s views of the world and work with them ◗ Look for the best in others and offer encouragement ◗ Do not be afraid to take risks and do things differently ◗ Do not expect to be able to solve all the problems of the coach or official you are mentoring — be prepared to refer them to someone else with appropriate expertise ◗ Acknowledge the achievements of the coach or official your are mentoring ◗ Avoid the coach or official becoming dependent on you — do not ‘mother’ them! ◗ Have lots of enthusiasm Adapted from Mentor as Anything! Facilitator’s Manual (Australian Sports Commission, 1999)

7 MAKING MENTORS SECTION 1 Some methods for selecting mentors could include: ◗ an open invitation to coaches or officials in your sport. This would normally require applicants to complete a questionnaire outlining their skills and expertise and their aims in becoming a mentor. See page 9 for an example questionnaire. Once you have screened these applicants, it is then possible to establish a skills database to help you to match the skills of mentors with the goals of the coach or official ◗ recommendations from key people in your sport based on the skills of the potential mentor ◗ approaching people with successful mentoring experience ◗ approaching people with previous coach or official education training and experience (that is, trained presenters and assessors).

There may be people who are keen to be involved as mentors, but they lack the necessary personal qualities. It is better to take the hard decision early on and not include them in your mentoring program, rather than have to deal with problem mentoring relationships later on. A mismatch between personalities can cause many problems and this is an important area to consider when matching mentors and coaches or officials.

Many of the skills required for good mentoring can be taught. A sample training program for mentors is contained in Section 3 of this resource, but a workshop is not the only way that you can provide training. You may be able to provide potential mentors with sufficient information on their role, the expectations you have for them and some basic guidelines for the mentoring relationship in a letter or a brief manual/guide.

Matching mentors and coaches or officials

When matching mentors with coaches or officials, you should try to consider the following: ‘Matching mentors to mentees is not an exact science.’ ◗ the goals and expectations of the mentor and the Mentor As Anything! coach or official Facilitator’s Manual (Australian Sports Commission 1999) ◗ personalities and value matches (or clashes) ◗ relevance of the mentor’s experience and knowledge to the needs of the coach or official ◗ location of the mentor and the coach or official ◗ appropriateness of the mentor as a role model ◗ personal comfort zones regarding gender, age and cultural issues — it may not be effective to match a young female from a cultural background where women do not commonly hold positions of influence with a dominating male mentor.

It may be useful to gather information relevant to the mentoring relationship from prospective mentors and coaches or officials prior to the matching process. This can be achieved through a questionnaire (see page 9 for an example), which will allow you to create better matches and give relationships a better chance of success.

8 MAKING MENTORS SECTION 1 Mentoring skills questionnaire

Name Address Tel. (h) Tel. (w) Mobile Email Preferred means of ■ Home telephone ■ Work telephone

contact (please ■ Mobile ■ Email tick one) Your qualifications

Your experience in this and other sports (playing, coaching, officiating, administration)

Your aims/ambitions for your coaching or officiating SAMPLE

What skills do you believe you can offer a coach or official being mentored?

Why do you want to be a mentor?

Signed: Date:

Note: This information will be kept confidential and will only be used for the purposes of screening and matching mentors and coaches or officials in the Federation’s mentoring program.

Please return your completed questionnaire to your state coaching or officiating director.

9 MAKING MENTORS SECTION 1 Ron is a basketball referee with his local association. He refs in the local under-18 women’s competition. He has been refereeing for six years, and is a qualified referee after doing a course five years ago. He attends briefing sessions run by the association a couple of times a season, where the chief referee discusses rule changes and interpretations, and all of the association’s referees can ask questions and discuss issues. Ron always tries to speak with the coaches after his games to get some feedback on his refereeing, but he often gets conflicting feedback from the coaches. He is starting to become frustrated and decides to ask

CASE STUDY 3 STUDY CASE Chris (another referee from his zone) to come and watch some of the games he refs and give him some feedback. Chris suggests that they have a chat before he watches a game so she can be clear on what Ron is hoping to achieve. Ron decides that he wants Chris to focus her observations and feedback on how he interacts with the coaches and players as they often argue with him after he has made a controversial decision. Ron feels he gets flustered in these situations and it then affects how he refs the rest of the game. Chris watches half a dozen of Ron’s games and together they discuss some strategies that Ron can use ‘in the heat of the moment’ to better handle his interactions with coaches and players. Ron is happy with the improvements he has made and does not ask Chris to watch any more games. Through the mentoring process, Chris has recognised that Ron is a very good technical referee with excellent knowledge of the rules. A few months later Chris asks Ron to come and watch her ref a senior men’s game to give her some feedback on her interpretation of the offensive foul rules.

Qualities of a good coach or official being mentored

Some coaches or officials will be better suited to the mentoring process than others. Some qualities that lend ‘My mentor provided me with feedback about various aspects themselves to a more effective mentoring relationship include: of my coaching. He also took ◗ a desire to be mentored some video footage and ◗ a willingness to drive the relationship and take encouraged me to do a self- responsibility for their own growth and development assessment. As a result, my coaching style has changed — ◗ trustworthiness and an ability to maintain confidences I believe for the better.’ ◗ a willingness to be challenged Melissa Steele, ◗ flexibility and openess to new ideas Mentored coach ACT Under-14 ◗ an ability to listen and accept guidance and feedback boys basketball team ◗ an ability to self-analyse and self-reflect ◗ an ability to provide feedback to their mentor ◗ goal-setting skills ◗ enthusiasm ◗ appreciation for efforts of their mentor.

Some dos and do nots for coaches or officials being mentored

◗ Be clear about your goals and desires, and be able to express your needs and accept responsibility for your decisions and choices. ◗ Take responsibility for ‘driving’ the relationship — do not wait for your mentor to initiate action. ◗ Have reasonable expectations of your mentor — respect your mentor’s time and needs. ◗ Look for a mentor with similar values and the skills that you wish to gain. ◗ Acknowledge your mentor’s role in your achievements. Adapted from Mentor as Anything! Facilitator’s Manual (Australian Sports Commission 1999)

10 MAKING MENTORS SECTION 1 The mentoring process

Whatever the purpose of your mentoring relationship, you will find that effective relationships involve the following processes:

1 Identifying needs — by identifying the needs of the coach or official and the mentor at the beginning of the relationship, you will be clear on what you both hope to get from it and can better tailor the experience to meet both your needs.

2 Goal setting — after you have identified your needs you should be able to set some specific goals for the relationship, for both the coach or official and the mentor. An example of a goal for a coach being mentored might be ‘to improve the quality of feedback provided to individual athletes at training’. Whereas a mentor might have a goal ‘to spend ten minutes reflecting on my own coaching after each training session, so that I am better able to explain the rationale for my actions to the coach I am mentoring’.

3 Establishing an agreement — the agreement does not need to be a formal written one (although this might be appropriate), but you should at least discuss and agree on some ground rules for your relationship. For example, how often you will meet and where, whether it is okay to phone one another at home, what time period you want the relationship to run for and when you want to review the relationship.

4 Observation — observation of the coach or official in action should focus on the needs and goals that they have already identified. You might find it helpful to develop a simple observation checklist with your mentor to ensure that they focus their attention on your areas of need.

5 Analysis and feedback — this should be a shared process, with the coach or official being given the opportunity to analyse their own performance, as well as the mentor providing their analysis. This will encourage the development of reflective coaches or officials, who have the ability to analyse their own performance and improvements. Questioning can be an extremely valuable tool for mentors at this stage. By asking supportive, but challenging, questions of the coach or official, you will empower them to make their own analyses and improvements to their performance.

6 Action planning — once you have observed and analysed the performance of the coach or official, together you can explore ways of improving their performance. Ideally you should write down the strategies to be used for improvement and re-visit them after further practice to ensure that the strategies have been effective.

7 Review — the mentoring relationship is likely to change and grow as you progress. Many relationships are not always smooth sailing, however, and you should plan to review the effectiveness of the relationship at regular intervals. If the relationship is no longer meeting the needs of the coach or official or the mentor, then it may be time to end the relationship or find a new mentor.

11 MAKING MENTORS SECTION 1 When can mentoring occur?

Mentoring can occur at any stage of the learning and accreditation processes. It can become the key learning vehicle for coaches or officials undertaking accreditation, it can be a component of the coaching or officiating practice requirement, or it can be an informal relationship that is independent of the accreditation process.

Some other opportunities for mentoring include:

◗ at training. A mentor can be invited to observe some of the coach’s or official’s sessions, or they may even take a part of a session to give the coach or official an opportunity to see them in action. ◗ at competitions, however you need to consider the effect that any mentoring will have on the performance of the athletes. Perhaps scheduling some time with a mentor after competition to review the coach’s or official’s performance is the best compromise. ◗ video analysis. It may be difficult to have a mentor attend a practice session or competition, particularly for coaches in rural areas. A good alternative is to video tape the coach or official in action and send the tape to the mentor for comment. It is also important to provide the mentor with some background and the goals and plan for the session, as they will not be aware of the context in which the video is taken. The video process should ideally be a catalyst for discussion of the coach’s or official’s performance, not become the focus of the exercise in itself. ◗ analysis of video of an athlete performing. This can be a good way to obtain some mentoring on the technical aspects of your sport, but it can also be an opportunity to discuss communication skills. Mentors can encourage coaches or officials to role-play how they might talk to the athlete about their performance or change their technique. ◗ planning of sessions/seasons. Having a mentor comment on plans can help to identify any shortcomings and enable coaches to build better plans for the future. ◗ interacting with sports scientists and support staff. Developing coaches often have little opportunity to work with sports scientists. Learning from a mentor how to best use these personnel can be a valuable experience.

Vehicles for mentoring

Coaches or officials and their mentors will need to decide on how to best communicate during their relationship. Unfortunately not all will have the ability to meet in person on a regular basis. The choice of medium for communication will depend on each individual’s personal preferences, as well as the availability of access to technology and costs. Some options include:

◗ in person ◗ audio cassette ◗ telephone ◗ letter ◗ video ◗ email

Some tips for mentoring at a distance

While the principles of good communication still apply when mentoring at a distance, there are some unique issues that need to be considered when mentoring a coach or official who you cannot meet face to face.

◗ You may have little knowledge of the coach or official and their strengths and weaknesses — take some time early in the relationship to get to know them a bit better and ask them to tell you their strengths and what they would like to improve on.

12 MAKING MENTORS SECTION 1 Characteristics of successful mentoring relationships

◗ Good rapport between the mentor and the coach or official ◗ Trust and confidentiality ◗ Demonstrated interest and enthusiasm ◗ Clear objectives and goals ◗ Mutual respect ◗ Clear communication and feedback — mentor as a critical friend ◗ Comfortable physical environment for meetings ◗ A shared experience ◗ Fun and enjoyment ◗ Acknowledgment and celebration of achievements ◗ Others are aware and supportive of the mentoring relationship

◗ Make sure you tell them a bit about yourself as well. ‘As we only meet three times You might even like to send them a video of yourself per year it is important to have coaching or officiating, so that they can observe your a means of communication that own approach and style in action. You never know, suits us both. We find email to you might even get some unsolicited constructive be the most efficient and cost feedback on your own performance! effective, as we are able to send ◗ Remember that you (and the coach or official) will and receive information at our leisure. Through this we are able have no body language to help you to understand the to prepare briefings, comment meaning of the messages. We rely quite heavily on on issues and generally update body language to help us decipher the meaning of without any inconvenient travelling, conversations. When mentoring at a distance you lack phone calls and time away from these extra cues to help you in your dialogue. You other responsibilities.’ therefore need to be conservative (at least initially Rohan Kennedy, Mentored Judge, until you get to know the coach or official better) in Men’s Gymnastic Judge your style of communication. Do not be the first to Mentoring Program use humour, as it is very culturally specific and may cause confusion or offence. Instead you can reflect the style of any humour that the coach or official uses.

It is also important that you check that you have understood their message prior to providing advice or direction. An excellent way to do this is to re-cap or paraphrase your understanding of their message prior to giving your personal perspective or input. For example, in a letter, phone conversation or email to a coach you could say:

‘You seem to be unsure whether the athletes are understanding your instructions as they are not doing what you asked (re-cap or paraphrase). It is possible that they have in fact understood, but the task you have set them is just too challenging for their stage of development (a possible interpretation of the situation). What are some ways that you could check that the athletes have in fact understood the activity (a question to get the coach to reflect and learn)?’

Note the use of the question at the end to elicit reflection and learning from the coach, rather than the mentor just solving the problem for them.

13 MAKING MENTORS SECTION 1 A more detailed example of an interaction via correspondence between a coach and their mentor can be found on pages 136–138 in Section 3.

◗ Remember also that the coach or official you are mentoring may not have much support around them, particularly if they are from a regional area. Make sure that you provide them with plenty of support and encouragement and help them to source the information and expertise that they need. It can also be helpful to set some ground rules at the beginning of the relationship about how and when you will communicate. ◗ Do not forget that learning is a social activity. There is no harm in having some fun along the way by injecting appropriate personal experiences and humour into your conversations (where appropriate). ◗ A picture tells a thousand words. Never underestimate the value of using video when mentoring at a distance. Coaching and officiating are very practical activities and as a mentor you will be far more effective if you can actually see (on video) the coach or official in action. Be sure, though, that the coach or official tries to capture appropriate images and sound (you may need to give them some feedback on their filming techniques to start with), and always ensure that you keep their tapes confidential and return them with your comments. ◗ Email is a means of communication that tends to be quite informal. Write your emails as though your were speaking directly to the coach or official and do not worry too much about spelling and grammar. When communicating by email, you should try to acknowledge receipt of emails within 24 hours of receiving them. Even if you just let the sender know that you have received their message and will send a considered response in a few days. It can also be helpful to send the coach or official a quick email to let them know if you are going to be out of contact for a period of time. Never give or accept abuse in emails. ◗ Mentoring at a distance can be very challenging and time consuming (it is much faster to say your feedback than type it) but it can also have great impact and provide long-lasting effects. Coaches or officials tend to give more consideration to their coaching or officiating when they have to write about it, and you will certainly be more deliberative in your responses. They will also have a permanent record of your feedback and can refer back to it in the future.

Klaus is an elite dressage rider who has competed internationally for Australia. He is often asked for coaching advice by other riders and decides that he should undertake his Level 1 accreditation. He approaches his state equestrian federation to get some recognition of his experience, so he does not have to complete parts of the course in which he feels he is already competent. The state federation assigns him to work with Simone, an experienced Level 3 coach and a coach educator. Klaus and Simone meet once a week for six months to work through the Level 1 curriculum and identify which parts of the curriculum Klaus is already

CASE STUDY 4 STUDY CASE competent in and they continue to work on the other parts where Klaus does not yet have enough experience. Sometimes when they meet they do a theory session together, where they discuss coaching principles and riding theory, other times Klaus might observe Simone coaching or Simone might observe Klaus coaching. Simone occasionally assists Klaus in a lesson where he needs help, or where a rider is having difficulty achieving the task that Klaus has set for them. After these practical sessions they always have a ‘debrief’ for 15 minutes to discuss what Klaus has learnt and how it relates to the curriculum. Once a month they spend 30 minutes or so checking Klaus’s progress towards his Level 1 qualification, and plan what they will focus on in the next few weeks. At the end of the six months, Simone and Klaus believe that he is ready to be assessed and after completing his theoretical and practical assessment tasks he achieves his Level 1 accreditation. Klaus now helps Simone to run coaching clinics throughout the region and often coaches clients at her riding school.

14 MAKING MENTORS SECTION 1 A range of mentoring methods

The methods used to provide a mentoring experience in sport are many and varied. Some of the more common ones used include:

◗ apprenticeship — this type of mentoring program is common in equestrian sports. A coaching candidate works with one or a variety of mentors as they train for an NCAS qualification. The mentor plays the role of an educator as few, if any, formal courses are offered. The mentor provides a variety of learning experiences (both theoretical and practical) to ensure the coach gains the necessary competence for their qualification. It is therefore important that the mentor is very familiar with the competencies required for accreditation and that they provide learning experiences that will develop these competencies in the coaches they are mentoring. The mentor may, or may not, be involved in the formal assessment of the coach. Where the mentor does not provide assessment, an independent assessor is used. Where they do assess it is important that they have the appropriate training and skills to undertake fair and valid assessments. For more information on the dual roles of mentoring and assessing please refer to pages 23–24. Apprenticeship relationships can also be excellent development opportunities for assistant coaching positions. A developing coach may be appointed as an assistant to a more experienced coach. This allows the developing coach to work regularly with a mentor and experience the full spectrum of coaching skills. This can be done independently of any formal accreditation process. It is a very useful method for developing coaches to gain valuable competition experience without being subject to unnecessary pressure. ◗ buddy — this is a more informal approach to mentoring. A mentor is either chosen by, or assigned to, the coach or official. The buddy then acts as a mentor — observing the coach or official in practice, acting as a sounding board, challenging their current practice and helping them to find solutions to their problems. Buddies tend to meet in a more ad hoc way, with very little recording or reporting of their discussions. ◗ video buddies — this approach encourages coaches or officials to self-reflect by watching a video of themselves coaching. They then discuss their performance with a buddy, who may even live in another town. By sending their video, along with some notes on their own reflections on their performance, video buddies can enter a valuable discussion with their mentor (even if it is by mail or email) on their coaching methods. More detail on this approach can be found in ‘Video Self Analysis: A Lens on Coaching’ (Australian Coaching Council, Canberra, 1996). ◗ supervision of coaching or officiating practice — this is perhaps the most common form of mentoring. A mentor is assigned to a coach or official undertaking the practical coaching or officiating requirement for accreditation. The mentor observes the coach or official in action and verifies that they have met the requirements of the coaching or officiating practicum. In some cases, mentors are required to complete a feedback or assessment checklist on the coach’s or official’s performance. ◗ observation of experienced coaches or officials — this is, once again, a less-structured approach to mentoring, but nonetheless can be a very powerful one. Coaches or officials attend a practice session or competition to observe another coach or official in action. There can be varying levels of interaction between the mentor and the

15 MAKING MENTORS SECTION 1 coach or official, ranging from free discussion during the session to limited questions after the session. Needless to say, the more interaction there is, the better the learning experience will be for the coach or official.

These are not the only methods available, and a mentoring program may use a combination of these methods. Mentoring programs should be designed to meet the needs of your sport and your coaches or officials.

Section 2 of this resource contains a range of case studies from a variety of sports that demonstrate some of the above methods in action. It also contains a series of questions in a workbook style to help you reflect on the needs of your sport and help you build a quality mentoring system.

Key elements of an effective mentoring program

It is difficult to identify what specifically makes an effective coach or official mentoring program. Some factors that you should consider when designing a mentoring program include:

◗ focusing on the needs of the coach or official being mentored. This should involve them setting goals for the mentoring experience and checking that these goals are being met. ◗ providing a challenge for the mentor and the coach or official. The mentoring relationship should be ‘Mentoring is an essential part structured to allow development of both the mentor of training a coach to reach their and the coach or official. It should be a learning full potential’ experience, not just a process of ‘signing off’ for Mark Windsor, practical experience. Cycling Coach, Western ◗ the degree of formality involved in the mentoring Region Academy of Sport. program. Depending on the purpose of your program, the mentoring process may be either informal or formal. A ‘buddy’ approach to mentoring tends to be informal, but can still be very effective. This type of mentoring lends itself to experienced coaches or officials who are looking for a colleague to ‘bounce’ ideas off. A more formal mentoring program might assign mentors to candidates in a coaching or officiating course and require them to monitor and even assess candidates for a formal qualification. ◗ the training provided for mentors. Mentoring can be a challenging activity, and the better prepared your mentors are, the better mentoring they will provide to their coaches or officials. This training can occur in a variety of ways — perhaps an information sheet for new mentors, or a workshop that could even lead to a mentoring qualification. A sample program and suggestions for a mentor training workshop are contained in Section 3 of this resource. ◗ the recognition and rewards provided for mentors. Coaching and officiating can be a thankless task at times. Mentors also need to be recognised for the contributions they make to developing coaches or officials. You can recognise their efforts in a wide variety of ways. Mentors may receive payment for the time spent mentoring, or if this is not possible, recognise their efforts in other ways (for example, publishing mentors’ names in newsletters). Many sports now provide updating points for coaches or officials who take on the role of mentoring. ◗ assignment or self-selection of mentors. Sports vary in the way that they pair up mentors and their coaches or officials. Some allocate a mentor to the coach or official. Others allow the coach or official to choose their own mentor — sometimes even from another sport. There are benefits in both methods. By allocating mentors, you can better monitor the quality of mentoring; but by allowing self-selection, coaches or officials are more likely to have a mentor with whom they can communicate effectively and that they respect.

16 MAKING MENTORS SECTION 1 ◗ multiple mentors. It is possible for coaches or officials to use multiple mentors — either from within or outside their sport. Coaches or officials may require specialist expertise (for example, a mentor with showjumping or dressage expertise), or they may choose to use a number of mentors to help them to develop various aspects of their coaching or officiating (for example, technical or tactical skills, physical preparation, communication skills). ◗ ongoing support for the mentoring program. Establishing a mentoring program can be a drain on your organisation’s resources. Costs involved in developing any support materials (for example, a log book for coaches or officials) or conducting mentor training need to be considered. Mentoring programs should be designed so that they are sustainable at both the organisational and individual level. There is no point in requiring 40 hours contact with a mentor if coaches or officials and mentors will not be able to allocate this amount of time to the relationship. It is important that coaches or officials and their mentor spend some time at the beginning of the relationship to define how the relationship will work. Things to consider include: – the objective of the relationship for both the mentor and the coach or official – the frequency of interaction – methods for interacting – timing of interaction (for example, is it okay to make contact at home?) – when the relationship will finish.

◗ nurturing versus cloning coaches or officials. There is a danger in a mentoring program of mentors dominating the relationship to the point that the coach or official they are mentoring becomes a mere clone of the mentor. It is important that coaches or officials are encouraged by mentors to develop and maintain their own personal approach and style. Mentoring should be about supporting a coach or official in their own development, not expecting them to coach or officiate as you do yourself.

A checklist of mentoring pitfalls

◗ Selecting the wrong people to be mentors in the first place. ◗ Not having goals and an agreement of how the relationship will work. ◗ Not listening to each other. ◗ Not allowing enough time to meet (and being impatient when you do). ◗ Mentor ‘telling’ the coach or official what they should do. ◗ Destructively criticising. ◗ Not giving the coach or official the space and confidence to try things. ◗ Being too quick to give advice about ‘how it is done’. ◗ Being too protective and too willing to ‘rescue’. Adapted from ‘Mentoring in the Workplace’ (Tovey 1999).

17 MAKING MENTORS SECTION 1 18 MAKING MENTORS SECTION 1 SECTION 2: BUILDING A MENTORING PROGRAM

Section overview In this section we will use a combination of questions and case studies to help you to build your own mentoring program.

Building a mentoring program

Most successful mentoring programs have evolved through experience. Initially, many have little structure and even less documentation and reporting. Some, however, grow to become a national program, coordinated by a central contact person, with training programs and learning materials for mentors and the coaches or officials they mentor.

Mentoring programs then, can range from informal to formal, depending on the needs of your sport and the resources that you have at your disposal. If you choose to link coach or official assessment for qualifications to your mentoring program, then you will find that your mentoring program tends to become more structured and formal. This will help to ensure that mentors provide quality mentoring that leads to fair, valid and reliable assessment.

This section of this resource has been designed to help you build your own mentoring program. It will take you through a series of questions and guide you to case studies to help you design a program that is unique to your needs. It does not matter whether you are building a program for your local club or for a national sporting organisation. The questions are designed to suit all levels of sport and will help you to identify the purpose and structure of your own mentoring program.

The more thought that you put into the design of your mentoring program, the more likely it is to be a success. When answering the questions, try to be as detailed and realistic as you can. Overestimating the resources you have available for your mentoring program will only lead to disaster once you try to implement it. Do not forget to consult with other key people in your organisation as you design your program. They will be able to offer a critical opinion and may think of factors that you did not consider. You may want to come back and reconsider your responses to some of the questions once you have gathered more information, or discussed some options with others.

A ‘Guide to the case studies’ follows each question. The case studies have been collected from national and state sporting organisations that have already developed mentoring programs. Looking at these case studies should help you to realise the range of possibilities available as you build your own program. The case studies also describe some pitfalls of the programs and some possible ways of solving these problems. Some of them also include excellent examples of support materials, such as:

◗ promotional materials for the mentoring program ◗ policies and procedures for the mentoring program ◗ information for mentors ◗ information for coaches or officials being mentored ◗ skill questionnaires ◗ mentoring agreements ◗ observation checklists for mentors ◗ workbooks for coaches or officials and mentors to guide the relationship.

19 MAKING MENTORS SECTION 2 Why are you considering introducing a mentoring program? Who will you target as mentors and coaches or officials in your mentoring program?

1 You might like to refer to page 4 in Section 1 to consider some of the purposes of a mentoring program.

______

What specifically do you hope to achieve by introducing a 2 mentoring program? It may be helpful to consider this from the perspective of the sport, the mentors and the coaches or officials involved. Try to be as specific as possible, as your responses will help to form the basis of your evaluation process for your mentoring program.

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20 MAKING MENTORS SECTION 2 Guide to case studies

Mentoring programs may be developed for a wide range of reasons. The following table outlines the purposes behind some of the case studies. You might like to look at a selection of the case studies at this point to get a better understanding of what mentoring programs can achieve and why other sports have established them.

Purpose of mentoring program Case studies

To gain a qualification 1 — Equestrian coaching (page 43) 2 — Gymnastic coaching (page 45) 3 — Lacrosse coaching (page 71) 4 — Professional golf coaching (page 81) 7 — National Coaching Scholarship Program (page 99) 8 — Softball coaching (page 109)

To assess candidates or monitor 1 — Equestrian coaching (page 43) the quality of training (in these 2 — Gymnastic coaching (page 45) case studies the mentors work 4 — Professional golf coaching (page 81) closely with coaches in a practical setting and therefore their knowledge of the coaches’ performance can form a part of the assessment process)

Professional development 2 — Gymnastic coaching (page 45) (for example, to expose developing 4 — Professional golf coaching (page 81) coaches or officials to international 7 — National Coaching Scholarship Program (page 99) competition in a ‘safe’ way, to expose developing coaches to working with sports scientists)

Structured/supervised 1 — Equestrian coaching (page 43) practical experience 2 — Gymnastic coaching (page 45) 3 — Lacrosse coaching (page 71) 4 — Professional golf coaching (page 81) 5 — Gymnastic officiating (page 87) 6 — Netball officiating (page 97) 7 — National Coaching Scholarship Program (page 99) 8 — Softball coaching (page 109)

21 MAKING MENTORS SECTION 2 What financial and human resources do you have available for your mentoring program? What current systems/structures do you have in place that you 3 could build on? This will determine elements such as whether you can pay mentors, have a national and/or local coordinator(s) of the program or whether these roles will have to be fulfilled voluntarily.

______

22 MAKING MENTORS SECTION 2 What roles will you expect your mentors to play? 4 Read the following information and then write your response on page 25.

Linking mentoring to assessment

Linking mentoring to assessment is often a critical decision in the design of a mentoring system. Sports vary greatly in their approach to assessment, and whether they link it to mentoring or not. You need to consider carefully the effect on the mentoring relationship if you choose to have your mentors assess the coaches or officials that they mentor. There are advantages and disadvantages to this situation and you will need to make a decision as to what will best suit your sport and what you are able to practically implement.

Before you consider linking assessment to your mentoring program, you need to stop and reflect on your approach to assessment. Assessment in a competency-based training program is best carried out ‘on-the-job’ (that is, in the real environment in which coaches or officials work — not in a classroom). Ideally, assessors will also have undergone some training and have recognised assessment and technical skills. As some of these assessment skills are related to mentoring skills, it may be appropriate for your mentors to also act as assessors. This would certainly reduce the number of people out in the field that you would need to train for the roles of assessment and mentoring. However, candidates may feel that they are not able to relax, take risks or make mistakes in front of a mentor who will also be assessing them. As mentors, we should be establishing an open, empowering and comfortable learning environment for the coaches or officials we are mentoring. Taking on the dual role of assessment may be in conflict with this and may limit the real learning that can occur in a mentoring relationship.

The following table outlines some of the advantages and disadvantages of mentors also assessing the coaches or officials that they work with.

Advantages Disadvantages

A mentor is more familiar with the coach’s or Coaches or officials may feel threatened official’s real capabilities as they have seen and not perform well in the them in action over a period of time. mentoring environment as they are scared of being assessed and failing.

The coach or official may feel more relaxed The mentor may not be sufficiently being assessed by their mentor (with whom independent to make a fair and they already have a relationship) than by an valid assessment. assessor who they may never have met before.

Mentors are able to tailor learning It can be very difficult for mentors to experiences to suit the individual strengths break the bad news to coaches or and weaknesses of the coach or official and officials that they have deemed ‘not yet help them to prepare better for assessment. competent’ in their assessment.

Mentors are able to spend more time assessing coaches or officials and can do it in an ongoing manner over a longer period.

Less people are needed out in the field to fulfil the roles of mentor and assessor.

23 MAKING MENTORS SECTION 2 Where you do require mentors to also take on an assessment role, it is important that mentors use some strategies to ensure that coaches or officials are able to feel relaxed and confident in the learning and assessment environment. Some useful strategies include: ◗ being candid about your dual roles of mentor and assessor ◗ discussing the possible conflict in roles with the coach or official at the beginning of your relationship and reviewing your progress periodically ◗ being clear about which role you are playing at any given time to ensure that the candidate knows when they are being assessed and when you are merely providing constructive feedback ◗ being clear and open about your assessent criteria and methods ◗ seeking regular feedback from the coach or official on your performance in the roles of mentor and assessor ◗ seeking an independent assessment by another assessor if you do not feel that you are able to be sufficiently independent or if playing the dual roles is causing insurmountable difficulties ◗ keeping thorough documentation on your assessment activities and interactions to ensure that any appeals can be dealt with appropriately.

Guide to case studies

The following table shows the roles that mentors are expected to play in each of the case studies. You might like to look at the case studies for the roles you might identify for your mentors. It might also be helpful to look at some of the other case studies, so you are aware of the other possible roles for mentors.

Roles for mentors Case studies

General mentoring 3 — Lacrosse coaching (page 71) 7 — National Coaching Scholarship Program (page 99) 8 — Softball coaching (page 109)

Sport-specific technical advice 1 — Equestrian coaching (page 43) 2 — Gymnastic coaching (page 45) 3 — Lacrosse coaching (page 71) 4 — Professional golf coaching (page 81) 5 — Gymnastic officiating (page 45) 6 — Netball officiating (page 97) 7 — National Coaching Scholarship Program (page 99) 8 — Softball coaching (page 109)

Assessment 1 — Equestrian coaching (page 43) 2 — Gymnastic coaching (page 45) 4 — Professional golf coaching (page 81)

Professional/personal 4 — Professional golf coaching (page 81) development and referrals 5 — Gymnastic officiating (page 87)

7 — National Coaching Scholarship Program (page 99)

24 MAKING MENTORS SECTION 2 ______

______

25 MAKING MENTORS SECTION 2 What skills/knowledge will mentors need to be effective and how will you 5 select your mentors? Identifying the skills and knowledge required by mentors will help determine who is best suited to act as a mentor in your program, and what training they may require. Remember, there is a sample mentoring skills questionnaire on page 9 of Section 1. There is space to write your answer on page 27.

Guide to case studies

Look at some of the case studies that are most closely related to the roles that you have identified for your mentors.

Roles for mentors Case studies

Coaching or officiating — general 1 — Equestrian coaching (page 43) 2 — Gymnastic coaching (page 45) 3 — Lacrosse coaching (page 71) 4 — Professional golf coaching (page 81) 5 — Gymnastic officiating (page 87) 6 — Netball officiating (page 97) 7 — National Coaching Scholarship Program (page 99) 8 — Softball coaching (page 109)

Coaching or officiating — 1 — Equestrian coaching (page 43) sports specific 2 — Gymnastic coaching (page 45) 4 — Professional golf coaching (page 81) 5 — Gymnastic officiating (page 87) 6 — Netball officiating (page 97) 7 — National Coaching Scholarship Program (page 99) 8 — Softball coaching (page 109)

General mentoring 1 — Equestrian coaching (page 43) (for example, observation, 2 — Gymnastic coaching (page 45) feedback, communication) 3 — Lacrosse coaching (page 71) 4 — Professional golf coaching (page 81) 5 — Gymnastic officiating (page 87) 6 — Netball officiating (page 97) 7 — National Coaching Scholarship Program (page 99) 8 — Softball coaching (page 109)

Knowledge of your sport’s 1 — Equestrian coaching (page 43) accreditation system and the 2 — Gymnastic coaching (page 45) competencies required 4 — Professional golf coaching (page 81) for accreditation

26 MAKING MENTORS SECTION 2 Roles for mentors Case studies

Experience and contacts within 4 — Professional golf coaching (page 81) the sport’s system 5 — Gymnastic officiating (page 87) 7 — National Coaching Scholarship Program (page 99)

General assessing skills 1 — Equestrian coaching (page 43) 2 — Gymnastic coaching (page 43) 4 — Professional golf coaching (page 81)

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27 MAKING MENTORS SECTION 2 How will you provide recognition/rewards for mentors? 6 The mentors in your mentoring program are likely to contribute significant amounts of time and expertise to help develop other coaches or officials. You need to consider how you will recognise and/or reward their efforts. This may be achieved at an organisational level (for example, free attandance at a training course, acknowledgment in a national/state magazine, or allocation of updating points) or at an individual level (a letter of thanks from the coach or official being mentored or ‘shouting’ their mentor a beer or coffee to say thanks). What are some ways that your mentoring program could acknowledge the efforts of the mentors?

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28 MAKING MENTORS SECTION 2 7 How will mentor training occur? There is space to write your answer on page 30.

Guide to case studies

The sports highlighted in the case studies use one (or more) of three methods to train/brief their mentors. You should not feel restricted to these three methods. There may be other ways to train mentors in your sport.

Format for mentor training Case studies

Letter 3 — Lacrosse coaching (page 71) 5 — Gymnastics officiating (page 87)

Manual/notes 4 — Professional golf coaching (page 81) 8 — Softball coaching (page 109)

Workshops 1 — Equestrian coaching (page 43) 2 — Gymnastic coaching (page 45) 7 — National Coaching Scholarship Program (page 99) 8 — Softball coaching (page 109)

Training for mentors

You will have noticed from the case studies that there is a variety of ways that you can provide training for mentors, ranging from sending them a letter outlining their role in the mentoring programs, to conducting comprehensive workshops and providing certification for mentors. The following table outlines the advantages and disadvantages of conducting mentor training workshops.

Advantages Disadvantages

Provides comprehensive training to prepare Can be costly to run residential mentors for the challenges they will face. courses.

Improves the quality of mentoring provided Can be difficult to find a time and to coaches or officials and helps to standardise place to conduct the workshop that the mentoring process. suits all potential attendees.

Allows mentors to interact with and learn from Can be difficult to motivate potential other mentors. mentors to attend another training workshop.

Provides an opportunity for the sport to broaden its collective understanding of mentoring and perhaps to refine its mentoring system.

Section 3 of this resource outlines some sample programs and activities that can be used in mentor training workshops. You will be able to tailor these to the needs of your sport.

29 MAKING MENTORS SECTION 2 ______

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30 MAKING MENTORS SECTION 2 8 Will mentors be assessed and certified as mentors? There is space to write your answer on page 32.

Guide to case studies

Mentors may attend a generic mentor training workshop conducted by the Australian Sports Commission Coaching and Officiating unit or a state Coaching and Officiating centre. Another alternative is for sports to undertake their own assessment of mentors who attend sport-specific mentoring workshops. Mentors could then be awarded sport-specific mentoring certification (for example, a gymnastic mentoring certificate) that would only be recognised within their sport. Sports may choose whether such certification is necessary to act as a mentor in their mentoring program.

Accreditation for mentors

Your sport may not currently be in a position to assess and certify your mentors, but you may want to build this into the system at a later stage. Either way, you should consider the advantages and disadvantages of assessing and accrediting mentors carefully at this stage, before you make your decision. The following table outlines the advantages and disadvantages of assessing and accrediting mentors.

Advantages Disadvantages

Ensures that your mentors actually have the Costs may be prohibitive. skills required to do their job well.

Improves the quality control of your Mentors may be reluctant to go mentoring (and whole training) system. through another assessment process.

Provides a transferable qualification for May require you to keep an additional your mentors (if they undertake a generic database of qualified mentors course and assessment). (though this could be linked to your coach, official or assessor databases).

31 MAKING MENTORS SECTION 2 ______

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32 MAKING MENTORS SECTION 2 Piecing together the puzzle — how will you structure your 9 mentoring program?

Some issues to consider here include: ◗ where will the program be implemented? ◗ who will be involved? ◗ who will coordinate the program? ◗ what, in broad terms, are the roles of the various players (for example, program coordinator, state personnel, mentors, coaches and officials)? ◗ when will each element of the program take place? ◗ how are the mentor and the coach or official expected to interact? ◗ what paperwork will need to be completed and how will this flow between people involved in the program? There is space to write your answer on page 34.

Guide to case studies

There are many ways that you can structure a mentoring program. You will need to decide what will work best for your sport, given its structure and resources. The following case studies show just a handful of options available to you. Feel free to mould your own system by picking bits and pieces from a variety of the case studies and adapting to suit your sport’s needs.

Structure Case studies

Small handful of national mentors 4 — Professional golf coaching (page 81) who are trained to mentor and 5 — Gymnastic officiating (page 87) possibly assess. Mentors may be 7 — National Coaching Scholarship Program (page 99) from inside or outside the sport.

Mentors are assigned locally 2 — Gymnastic coaching (page 45) during the coaches’ or officials’ 3 — Lacrosse coaching (page 71) training. They may be from inside 6 — Netball officiating (page 97) or outside the sport. 8 — Softball coaching (page 109)

Any coach or official with a higher 1 — Equestrian coaching (page 43) level of accreditation can mentor. Mentors may also be required to undergo some mentor training.

Coaches or officials choose their 3 — Lacrosse coaching (page 71) own mentor from inside or outside the sport.

33 MAKING MENTORS SECTION 2 Using mentors from outside your sport

Sports sometimes make a conscious decision to use mentors from outside their sport. There are advantages and disadvantages in doing this. Some of these include:

Advantages Disadvantages

External mentor can bring a fresh and External mentors may not be as new approach to your sport. committed to the mentoring process.

Tapping into expertise that is not available External mentors may require some locally in your sport (for example, in a regional training in their role and what is area you may not have another coach from expected of them. your area that is an expert in offensive play. You may be able to use another coach from another sport who is an expert in this area and can work with your coaches to improve their offensive coaching).

Broadens the pool of possible mentors External mentors will not be aware of available to your coaches or officials. the nuances of your sport.

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34 MAKING MENTORS SECTION 2 You have now given a fair amount of thought to the design of your mentoring program. It might be useful to summarise your thoughts so far. Use the 10 space below and over the page to draw or explain the key elements of your mentoring program.

As your mentoring program is closely interrelated to your coach’s or official’s education process and your presenter and assessor training processes, ensure that you include the links to these aspects of your sport education system in your description/drawing.

35 MAKING MENTORS SECTION 2 36 MAKING MENTORS SECTION 2 11 What resources need to be developed to support your mentoring system? Many sports have already started developing resources to support your mentoring system. Make sure you find out what has already been developed so that you can seek permission to use or modify it, rather than wasting your resources developing material that already exists. Use the table on pages 38–39 to complete your answer.

Guide to case studies

The sports highlighted in the case studies have developed a wide range of resources to support their mentoring programs. These resources (where they have been provided) follow on from the overview of the sports mentoring system in the case studies section that follows. Some resources are quite comprehensive and have been well funded, while others have been developed in-house on a low budget. You might like to take a quick look at all of these and then focus your attention on those that might guide you in developing the resources you need to support your mentoring system. Should you want further information on the sport’s resources or permission to adapt or reproduce them, you must contact the sport directly.

Type of resource Case studies

Promotional material 2 — Gymnastic coaching (page 45)

Mentor training course/manual 2 — Gymnastic coaching (page 45)

Policy procedures for mentoring 1 — Equestrian coaching (page 43) system 5 — Gymnastic officiating (page 87) 8 — Softball coaching (page 109)

Feedback and/or assessment 2 — Gymnastic coaching (page 45) sheets for mentors 4 — Professional golf coaching (page 81) 5 — Gymnastic officiating (page 87) 8 — Softball coaching (page 109)

Workbooks to guide mentoring 3 — Lacrosse coaching (page 71) 8 — Softball coaching (page 109)

Letter to mentor outlining program 3 — Lacrosse coaching (page 71) and their role in it 5 — Gymnastic officiating (page 87)

37 MAKING MENTORS SECTION 2

responsible

Broad content of Broad content the resource Person Time frame Budget

Purpose Purpose of the resource

to Resource be developed

38 MAKING MENTORS SECTION 2

responsible

Broad content of Broad content the resource Person Time frame Budget

Purpose Purpose of the resource

to Resource be developed

39 MAKING MENTORS SECTION 2 How will you implement your mentoring program? 12 What specific steps are necessary to get it up and running?

You have now designed your mentoring program, but you need to ensure that it gets off the drawing board. Use the table below to help you plan out the steps to see it through to implementation.

Task Who will do it? Cost Time frame

Note: Remember to include consultation steps and any board approvals that are necessary.

40 MAKING MENTORS SECTION 2 13 How will you evaluate the effectiveness of your mentoring program? You may find it helpful to return to the specific objectives for the program that you developed at question 2. Do not forget to include your time frame for evaluation — that is, when and with what frequency will you evaluate the various elements of the program? Who will be responsible for ensuring that this evaluation happens?

Some indicators for evaluation

The following criteria might be useful measures for you to monitor the effectiveness of your mentoring program.

◗ Recruitment/interest — number of participants, number of mentoring relationships established ◗ Turnover/retention rate — number of participants completing their mentoring relationship, number of drop outs ◗ Value of training provided ◗ Goal achievement — whether the program and individual goals are met ◗ Feedback from participants ◗ Comments on unexpected outcomes of involvement in the program ◗ Feedback on individual contributions and the effectiveness of mentors ◗ Monitoring the ongoing progress of coaches or officials who have been mentored ◗ Participant satisfaction with the program and their mentor

You will need to consider how best to gather this information. You may need to use a combination of fact-finding, including statistics, questionnaires and evaluation forms.

What will be How will it be When will it be Who will be evaluated? evaluated? evaluated? responsible?

41 MAKING MENTORS SECTION 2 Congratulations!

You have now designed a mentoring program that is appropriate to the needs of your sport.

Good luck with its implementation Case study Coaching1 Equestrian Federation of Australia

Purpose of mentoring program

◗ To consolidate and apply learning at current level of accreditation ◗ To help coaches to prepare to upgrade to next level ◗ To increase coaches’ professionalism

Key features of the program

◗ Equestrian coaches tend to work independently and in isolation. There is a culture of not sharing knowledge with other coaches. ◗ Four mentoring programs in place are: 1 Overseas coaches wanting entry to NCAS — assigned a mentor to show them how the Australian system works. Mentors assess them and make a recommendation as to whether they should be accredited. 2 Elite riders wanting to fast track into NCAS — similar to previous point, but there is often still quite a bit of training to be done before the rider is ready for accreditation. Difficult for this not to become a ‘rubber stamping’ of an elite rider’s accreditation. 3 Updating — coaches can work with a more senior coach to gain updating points. 4 Video mentoring — for coaches in isolated areas who do not have access and exposure to other coaches and a range of coaching methods. ◗ Mentors generally charge their normal coaching fees (approximately $40 an hour). A few work for no charge. ◗ Mentors can earn updating points for their mentoring role.

How did you design your mentoring program?

◗ Programs have grown out of a need to solve problems with the Equestrian Federation of Australia’s NCAS scheme and the culture of the sport, rather than being purposefully designed. Plans to actively recruit and train mentors are in place.

How successful would you say your mentoring program is? (1 = not very and 5 = very)

◗ In terms of real coach development (rather than the coach’s personal riding development) — 1.

43 MAKING MENTORS SECTION 2 CASE STUDY 1 What problems have you encountered and how have you solved them?

Problem Solution

◗ Lack of well-publicised mentor ◗ Set up and publicise new program programs in the sport ◗ Identification of mentoring skills needed ◗ Reliance on successful ◗ Introduction of some short courses and a competitors as mentors rather user-friendly booklet for mentors than committed and ◗ Open mentor program to all coaches skilled mentors (not just Levels 2 and 3) ◗ Lack of training programs ◗ Mentoring to be overseen by national coaching for mentors manager with cooperation at state and local level ◗ Control of mentoring for elite riders and overseas coaches done by state committees

How many coaches and mentors are involved in the program?

◗ In the formal programs there are probably 20 coaches involved, but there are probably ten times that many involved in informal mentoring relationships. There are about 20 mentors involved in the formal programs.

What training do mentors undergo?

◗ There is currently no training. Some mentors liaise with the National Coaching Manager to discuss the programs and processes involved. Where this occurs the mentoring relationships seem to work. Mentors and coaches need regular reference to the Equestrian Federation of Australia manuals (which outline the standards for accreditation).

Other comments on the mentoring program

◗ The program needs a lot more work. ◗ It is critical to identify mentors who will be committed to assisting others to improve.

For further information on this case study

Equestrian Federation of Australia Tel: (02) 8762 7777 Email: [email protected]

44 MAKING MENTORS SECTION 2 CASE STUDY 1 Case study Coaching2 Gymnastics Australia

Purpose of mentoring program

◗ To provide course candidates with experience in the gym, improve the effectiveness of courses and the completion of post-course assessment requirements.

Key features of the program

At Level 1, mentors: ◗ supervise ten hours of the candidate’s 40 hours of post-course coaching ◗ provide a written evaluation of the ten hours of supervised coaching ◗ view three of the candidate’s lesson plans and evaluate these lessons ◗ ensure that all post-course requirements have been met.

At Level 2, mentors: ◗ supervise 18 hours of practical coaching in the candidate coach’s gym ◗ evaluate three lesson plans ◗ evaluate the 18 hours of practical coaching as a whole ◗ evaluate the coach in an external environment (two hours).

◗ All Level 2 candidates must also complete a module called ‘The supervisory role of the Level 2 coach’, to prepare them for the mentoring role they will play for other Level 1 candidates.

How did you design your mentoring program?

◗ The program has developed out of a need to improve the accreditation process, rather than out of a conscious decision to introduce mentoring. It is based on a philosophy that coaches will learn best in their own work environment (that is, their gym). ◗ Also wanted to ensure that gym clubs and their personnel were contributing to the development of the sport by assisting other coaches. ◗ Initiated the program with an open letter to all accredited coaches explaining the importance of assisting trainee coaches. This was followed up by making a mentoring unit a compulsory component of Level 2. ◗ Plan to introduce an Apprentice Coach Program (to mentor coaches before and after they attend courses). This will be based on best-practice examples gathered from gym clubs throughout the country.

How successful would you say your mentoring program is? (1 = not very and 5 = very)

3 Mentoring is now embedded in the NCAS, but it is not assisting in the retention rate of new coaches.

45 MAKING MENTORS SECTION 2 CASE STUDY 2 What problems have you encountered and how have you solved them?

Problem Solution

◗ Lack of Level 1 or higher ◗ Utilising Level 1 or higher coaches from like sports accredited coaches in regional ◗ Holding ‘supervision days’ where regional areas to act as mentors coaches come to the city and work with a mentor or city coaches go to the regional areas ◗ Use of video to supervise and provide feedback to trainees

◗ Mentors simply signing off ◗ Monitoring of mentors and public recognition of forms and paperwork to get mentors (in bulletins, etc.) whose trainees have coaches through the process successfully passed all requirements ◗ Establishing a database of creditable mentors who can be approached to take on trainees having trouble with their mentor or having difficulty finding a mentor

◗ General apathy among some ◗ No real solution found other than to encourage coaches unwilling to support these coaches to invest in the development the system of others

How many coaches and mentors are involved in the program?

◗ Difficult to answer. 1,500 coaches attend courses each year, and each of these needs a mentor.

What training do mentors undergo?

◗ The only training is the module in the Level 2 course. The Apprentice Coach Program will probably introduce more formal training.

For further information on this case study:

Gymnastics Australia Tel: (03) 9830 4588 Email: [email protected]

46 MAKING MENTORS SECTION 2 CASE STUDY 2 Gymnastics Australia Guides to gymnastics mentoring resource materials

Page Resource

1 48–51 Victorian Gymnastics Association promotional brochure for mentoring program

2 52–55 Gymnastics Australia ‘Unit 9 — The Supervisory Role of the Level 2 Coach’, from Level 2 Coaching Course Presenter’s Kit. Includes unit overview and presenters notes used to train Level 2 coaches in supervisory (mentoring) skills

3 56–60 Gymnastics Australia Level 1 Assessment Tasks, Notes to Supervising Coaches, Feedback Checklists and Verification of Coaching Practice from Level 1 Women’s Artistic Gymnastics Course

4 61–68 Apprentice Coach Program information

5 69 Apprentice Coach Program — Overview of the mentor induction workshop

47 MAKING MENTORS SECTION 2 CASE STUDY 2 Victorian Gymnastic Association Mentoring brochure

‘Behind every successful person, there is one elementary truth: somewhere, somehow, someone cared about their growth and development. This person was their mentor.’ (Dr Beverly Kaye, Up Is Not the Only Way, 1997)

As a supervisor of developing coaches, the Victorian Gymnastic Association hopes you take on an all-encompassing role. The responsibility of assessment or critical analysis is just part of your role as a supervisor. Another vital role is mentoring.

Mentoring means different things to different people. The classic Greek story of ‘mentor’ dates back to 1200BC. Telemachus was cared for by Mentor while his father, Odysseus, King of Ithaca, fought in the Trojan War. Mentor acted as guardian, teacher, advisor and role model to Telemachus so that he would attain the qualities and attributes essential for succeeding his father as king. As a mentor, you too can help produce great leaders.

Mentoring does not just benefit individual trainee coaches. Deliberate mentoring will help a club to develop a culture that values and uses the contributions of people with wide-ranging experience. The acknowledgment of people’s different backgrounds, experiences and perspectives will lead to a more productive, enjoyable and equitable industry for everyone.

Good mentoring involves developing an effective relationship between two people in which there is mutual trust and respect, recognition of one another’s skills or potential, clear expectations and a willingness to learn and share.

What is in it for you, the mentor?

◗ Revitalised enthusiasm and commitment to your own work ◗ Chances to review your knowledge of industry developments ◗ Satisfaction in helping others aim for excellence ◗ Enhanced networks ◗ Challenges to your own perspective

48 MAKING MENTORS SECTION 2 CASE STUDY What is in it for the trainee?

◗ Opportunities to learn new skills and acquire knowledge ◗ Constructive feedback ◗ Opportunities to network and become known ◗ Career enhancement ◗ Support and reinforcement for their aspirations ◗ Someone with whom to discuss ideas and difficulties ◗ Reduced feelings of professional isolation ◗ Insight into the culture of the organisation and the sport and recreation industry ◗ Confidence

What is in it for Gymnastics?

◗ Improved communication ◗ Support networks for members ◗ Effective delivery of services through more skilled personnel

What makes a good mentor?

◗ Approachable ◗ Trustworthy ◗ Good communication skills ◗ Good listening skills ◗ Understands the culture of the gymnastics club ◗ Experience and knowledge ◗ Shares information and experience openly ◗ Demonstrates flexible and progressive management skills ◗ Motivates and encourages ◗ Challenges and analyses ◗ Is realistic and discrete ◗ Identifies opportunities ◗ Shares networks ◗ Empowers and instils confidence

What challenges successful mentoring?

◗ Inability of the trainee to clearly articulate needs and expectations ◗ The amount of time and effort involved ◗ Smothering individuality if mentor’s ideas are different to those of the trainee ◗ Inability of either party to accept change

49 MAKING MENTORS SECTION 2 CASE STUDY 2 Qualities of a good mentor

◗ Approachable ◗ Trustworthy ◗ Excellent communicator ◗ Skilful listener ◗ Understands the culture of the gymnastics club ◗ Significant experience and knowledge ◗ Shares information and experience openly ◗ Demonstrates flexible and progressive management skills ◗ Motivates and encourages ◗ Challenges and analyses ◗ Is realistic and discrete ◗ Identifies opportunities ◗ Shares networks ◗ Empowers and instils confidence

Think of a coach, teacher or other person from whom you learnt a great deal

◗ Describe that person

......

◗ List their qualities

......

◗ Do you remember their teaching methods/style?

......

50 MAKING MENTORS SECTION 2 CASE STUDY 2 The role of a Level 1 supervisor

As a supervisor of a Level 1 coaching course candidate, what tasks will you have to undertake?

......

What challenges may you encounter?

......

Evaluating a Level 1 candidate

◗ Understand content requirements of ten-week unit plan and three lesson plans. ◗ Read plans to ensure coach has demonstrated their competencies, that is, is enough detail outlined? Provide feedback. (Make suggestions if vital information has been omitted.) ◗ Team-teach or supervise ten hours of practical coaching. ◗ Verify additional 30 hours of practical coaching experience. ◗ Ensure coach has recorded, on VHS video tape, one lesson (kindergym, general gym and sport aerobics only). ◗ Ensure coach has completed course workbooks. ◗ Note, candidates have three months in which to complete all course requirements. Coaches in regional Victoria have six months. Candidates can apply in writing for an extension of time.

As a mentor, what challenges may you encounter?

◗ Being able to give enough time and energy. ◗ Having a trainee comfortable and skilled enough to clearly articulate needs and expectations. ◗ Being able to accept new ideas and approaches to coaching. ◗ Accepting your role as an expert and important role model. ◗ Geographical separation from trainee. ◗ Convincing a coach to change methods of teaching or attitude. ◗ Telling a coach that they are not yet competent. ◗ Appreciating cultural or age differences.

51 MAKING MENTORS SECTION 2 CASE STUDY 2 Gymnastics Australia Unit 9 — The supervisor role of the Level 2 coach

UNIT SUMMARY

Unit title: The supervisory role of the Level 2 coach Total duration: One hour Unit overview:

Duration Content Presentation Equipment/ format resources recommended required

10 minutes ◗ Introduction Brainstorm ◗ Whiteboard or ◗ What is a mentor? Presentation blackboard ◗ Benefits of mentoring Group discussion ◗ Pens or chalk ◗ Overhead projector and screen ◗ PowerPoint slides 59–60

10 minutes ◗ Level 1 post-course Presentation ◗ PowerPoint slide 61 requirements ◗ Toolkit 9:1PG

30 minutes ◗ Evaluating a Level 1 Presentation ◗ Copies of the candidate Group discussion feedback checklist ◗ Filling in the forms Practical workshop for trainee coaches ◗ Communicating with the candidate

10 minutes ◗ Challenges to Presentation ◗ PowerPoint slide 62 successful mentoring Group discussion

52 MAKING MENTORS SECTION 2 CASE STUDY 2 Purpose

This unit will provide the coach with the skills and knowledge required to supervise and facilitate the development of a Level 1 coaching course candidate.

Introduction

The presenter should begin the unit by asking coaches to recall a person or coach from whom they learnt a great deal. The presenter asks coaches to list the qualities of this person.

The presenter lists these qualities on the board.

The presenter now explains that as Level 2 coaches, it will be imperative that coaches spend some time assisting others in developing their coaching competencies. The sport would not grow or prosper if coaches did not share their knowledge or experience.

PowerPoint slide 59

What is a mentor? ‘Behind every successful person, there is one elementary truth; somewhere, somehow, someone cared about their growth and development; this person was their mentor’ (Kaye 1997).

PowerPoint slide 60

Benefits of mentoring

◗ Skill development ◗ Career development ◗ Leadership development ◗ Networking ◗ Building self-confidence ◗ Improved communication ◗ Improved productivity

The presenter concludes this section of the unit by explaining that regardless of the structure or formality of the relationship, good mentoring involves developing an effective relationship between two people in which there is mutual trust and respect.

Level 1 post-course requirements

The presenter explains that many coaches will undertake the role of mentor for a Level 1 coaching course candidate. This will usually involve the coach supervising the Level 1 candidate’s post-course requirements.

In an effort to help coaches understand the Level 1 post-course requirements, the presenter explains the following. The presenter should ask coaches to locate examples of the following requirements in Section 3 of their folder.

PowerPoint slide 61

53 MAKING MENTORS SECTION 2 CASE STUDY 2 ◗ Complete a ten-week unit plan ◗ Complete three lesson plans ◗ Complete ten hours of supervised coaching ◗ Complete 30 hours of practical coaching ◗ Complete a video (in some disciplines only)

The presenter should ensure that coaches are familiar with the various requirements and understand the relevance of the requirements.

Evaluating a Level 1 candidate

The presenter should now draw the coaches’ attention to the sheet titled ‘Feedback checklist for trainee coaches’. The presenter explains that this sheet is used by the supervising coach to make an evaluation of the Level 1 coaches’ lesson plan.

The presenter should spend time moving through the checklist and ensuring that coaches understand how to complete the form.

The presenter then asks coaches to find themselves a partner. One person is to play the role of trainee coach and the other is to play the role of mentor/supervising coach.

The two people now undertake a role-play activity using the feedback checklist for trainee coaches. The presenter should allow five minutes for the activity to be completed.

Following the role-play activity, the presenter draws coaches back into one group and asks for feedback from both the ‘trainee’ and the ‘mentor’.

The presenter may choose to use the following questions to help illustrate the experiences of both the mentor and trainee coach:

◗ Describe how you felt as the trainee. ◗ Did you feel comfortable getting feedback? ◗ Did the mentor make you feel easy/uneasy? ◗ Did the mentor give you the opportunity to talk? ◗ Did you feel you had the support of the mentor? ◗ Describe how you felt as the mentor. ◗ Did you feel confident in providing feedback? ◗ Did you feel easy/uneasy about the situation? ◗ What would you do differently next time?

Filling in the forms

The presenter should now highlight all paperwork that needs to be completed by the mentor when supervising a Level 1 coaching course candidate.

The presenter should highlight the following: ◗ Lesson plan x 3 (needs to be signed) ◗ Feedback checklist x 3 (needs to be completed) ◗ Verification of coaching practice (needs to be signed)

54 MAKING MENTORS SECTION 2 CASE STUDY 2 While these are the only requirements that need to be signed or completed, the mentor should view the coach’s workbooks prior to them being submitted, to ensure that they are completed correctly.

Challenges to successful mentoring

The presenter should now explain that mentoring relationships are generally enjoyable and rewarding for both parties. Sometimes, however, situations may arise that may cause difficulties or problems in establishing and maintaining an effective mentoring relationship.

PowerPoint slide 62

◗ Inability of the mentee to clearly articulate their needs and expectations ◗ The amount of time and effort involved ◗ Access difficulties if the mentor and mentee are geographically separated ◗ Seeing only the mentor’s point of view ◗ Hindering individuality if mentors dominate the behaviour of mentees ◗ Inability by either the mentee or the mentor to change or accept change

The presenter should take each of the above issues and question coaches as to how they might overcome the issue, in order to reach a positive outcome.

Additional resources

Mentoring for Professional Development: Barton Cunningham Up is Not the Only Way: Dr Beverly Kaye (Davies-Black Publishing, Palo Alto, California, 1997) Beyond the Myths and Magic of Mentoring: Margo Murray and Marna A Owen (Jossey-Bass, 2001) Need a Mentor. Don’t I: Marian Tye (Business and Professional Women Australia, 1997)

55 MAKING MENTORS SECTION 2 CASE STUDY 2 Gymnastics Australia Women’s artistic gymnastic coaching course assessment

NOTES TO ALL SUPERVISING COACHES

On behalf of the candidate, the course provider and Gymnastics Australia, thank you for taking the time and interest to help supervise a trainee Level 1 coach. Your acceptance of this supervising role is crucial to the overall development and continuing education of the trainee coach.

To qualify as a supervisor you must be a Level 2 accredited gymnastic coach. If you are not a Level 2 coach, it will be necessary for you to gain approval, from your state course provider prior to supervising the trainee coach.

In an effort to assist the trainee coach to understand the importance of planning and be provided with some feedback on their preparation and conduct of gymnastic lessons, you are asked to view three of their lesson plans and evaluate their coaching performance in each lesson, as well as evaluating ten hours of coaching practice.

Fulfilling the role of a supervisor is not just a matter of signing forms. It is expected that you will lead by example and take time to discuss and assist the trainee coach. Your ability to be understanding, communicable and motivating will play a vital role in shaping the trainee coach’s attitude and coaching ability.

A checklist has been prepared to assist you in evaluating your trainee coach’s lesson plans. Please use this list and the evaluation forms included, to ensure that all necessary components of the lesson plans have been completed.

Has the trainee?

■ Included key coaching points throughout the lesson plan ■ Used diagrams and illustrations to explain games and circuit activities ■ Ensured that the warm-up and conclusion activities are appropriate ■ Produced legible, sequential and well-planned lesson plans ■ Shown a range of class organisation methods ■ Planned activities that are suitable to the age and ability of the class Time taken immediately following a lesson, to provide the trainee with feedback, is one of the most productive means of improving a trainee’s coaching ability.

Remember that it is always easier to find mistakes and make criticisms of another’s efforts, than it is to find the positives. Please ensure that you provide positive, constructive feedback to the trainee coach — they are very impressionable people and with a little time and support they will develop to be future coaches of our gymnasts. Invest in our future today — support trainee coaches!

56 MAKING MENTORS SECTION 2 CASE STUDY 2 FEEDBACK CHECKLIST FOR TRAINEE COACHES

This form has been designed to be filled out by the supervising coach to assist trainee coaches.

A General details

Trainee’s name: ......

Discipline accreditation sought: ......

Date of evaluation: ...... Trainee’s role: ......

Type of lesson viewed: ......

Lesson preparation

Warm-up: Did the trainee coach: YES NO

◗ Plan a balanced warm-up? ■ ■ ◗ Include a mix of fun and fast-moving games and low-impact movements? ■ ■ ◗ Utilise appropriate stretching activities? ■ ■ ◗ Catch the participants’ attention quickly? ■ ■ ◗ Involve all participants? ■ ■ ◗ Increase participants’ body temperature/heart rate appropriately? ■ ■ ◗ Maintain good class control? ■ ■

Body of lesson: Did the trainee coach ◗ Incorporate physical preparation activities into the lesson? ■ ■ ◗ Break skill learning into sequential steps? ■ ■ ◗ Ensure appropriate drills/progressions were being completed/provided? ■ ■ ◗ Stress key coaching points and safety? ■ ■ ◗ Provide clear instructions? ■ ■ ◗ Have everyone involved through continuous activity? ■ ■ ◗ Supervise all participants at all times? ■ ■ ◗ Use equipment effectively? ■ ■ ◗ Communicate positively with participants? ■ ■ ◗ Recognise an individual’s needs? ■ ■ ◗ Maintain class control? ■ ■

Additional comments:

......

57 MAKING MENTORS SECTION 2 CASE STUDY 2 Communication: Did the trainee coach YES NO ◗ Provide clear and succinct feedback and instructions? ■ ■ ◗ Handle disciplinary situations appropriately? ■ ■ ◗ Maintain good, clear voice control? ■ ■ ◗ Get along with participants through displaying good humour? ■ ■ ◗ Use other non-verbal communication with participants? ■ ■

General points — Personal: Did the trainee coach ◗ Have everything ready and arranged for the lesson? ■ ■ ◗ Dress appropriately for the lesson? ■ ■ ◗ Act in a professional manner? ■ ■ ◗ Show enthusiasm? ■ ■ ◗ Display a positive attitude towards their coaching? ■ ■ ◗ Address participants appropriately? ■ ■

General points — Presentation: Did the trainee coach ◗ Ensure that the lesson flowed? ■ ■ ◗ Present the right amount of material? ■ ■ ◗ Present material in a logical format? ■ ■ ◗ Present the material at the right level for the participants? ■ ■ ◗ Demonstrate a sound knowledge of material being presented? ◗ Cover all key points/information, relevant to the desired learning experience? ■ ■ ◗ Check understanding of participants with regard to safety concerns? ■ ■ ◗ Ensure all participants could clearly see? ■ ■ ◗ Involve all participants? ■ ■ ◗ Correct errors as they occurred by constructive feedback? ■ ■

General points — Use of teaching aids: Did the trainee coach ◗ Have equipment set up and ready for use? ■ ■ ◗ Use supplementary equipment to assist with teaching of skills? ■ ■ ◗ Have sufficient variety of teaching aids? ■ ■

Additional comments: (that is, strengths/areas requiring more work)

......

I have read the above feedback and discussed it with my supervising coach.

...... Signature of trainee coach Signature of supervising coach

Date ......

58 MAKING MENTORS SECTION 2 CASE STUDY 2 VERIFICATION OF COACHING PRACTICE FOR TRAINEE COACHES

This form has been designed to be filled out by the supervising coach to verify the ten hours of post-course coaching practice and also verify the completion of 30 hours coaching practice.

A General details

Trainee’s name: ......

Discipline accreditation sought: ......

Date of coaching practice: Start: ...... Finish: ......

B Verification of 30 hours coaching practice

Club Number of hours Witness

I ...... verify that ...... (Name of supervising coach) (Name of trainee coach)

has completed 30 hours of practical coaching...... (Signature of supervising coach and level of accreditation)

59 MAKING MENTORS SECTION 2 CASE STUDY 2 C Verification of ten hours coaching practice under the supervision of an accredited coach

I ...... verify that ...... (Name of supervising coach) (Name of trainee coach) has completed ten hours of practical coaching under my direct supervision. I believe the trainee coach named above has completed all the necessary requirements to be assessed for Level 1 Men’s Artistic Gymnastic Coaching Accreditation.

...... (Signature of supervising coach and level of accreditation) (Date)

D Additional comments: (that is, strengths/areas requiring more work)

......

I have read the above feedback and discussed it with my supervising coach.

...... Signature of trainee coach Signature of supervising coach

Date ......

60 MAKING MENTORS SECTION 2 CASE STUDY 2 Gymnastics Australia Apprentice Coach Program club guidelines

What is the Apprentice Coach Program?

The Apprentice Coach Program is designed to assist clubs in the training and education of their own coaches. As the name suggests, the program involves an apprenticeship-style learning environment being established within a club to educate and train coaches of all ages.

The four key players in the program are the:

◗ coordinator ◗ head coach/assessor (may also be a mentor) ◗ mentor ◗ apprentice.

What are the objectives of the Apprentice Coach Program?

◗ To provide the club with an effective program for the in-house development of coaches. ◗ To develop coaches that meet and extend beyond National Coaching Accreditation Scheme (NCAS) requirements.

What goals are central to the program?

◗ To identify persons within the club environment to undertake the role of an apprentice. ◗ To identify coaches within the club environment to undertake the role of a mentor and head coach/assessor. ◗ To establish an effective training and learning environment for both the apprentice and mentor. ◗ To provide appropriate tools to resource the program, including separate tools for the club, the apprentice, the mentor and the head coach/assessor. ◗ To allow apprentices undertaking the program to relate their education and training to the NCAS. ◗ To reward and accredit mentors for their contribution to the program.

What’s involved in the Apprentice Coach Program?

In summary, the Apprentice Coach Program involves an apprentice (person identified within the club who can train as a coach) working alongside mentors (coach identified within your club who can nurture and develop the apprentice) over a 20-week period.

The program is managed and overseen by a club coordinator.

The head coach/assessor (ideally someone who is not already a mentor), takes on the role of marking the apprentice workbook. However, it is understood that in some clubs this will not be possible due to the small number of accredited coaches in the club.

The apprentice completes defined tasks with the aid of workbooks that have been aligned to the content of the NCAS Level 1 coaching course.

61 MAKING MENTORS SECTION 2 CASE STUDY 2 It is anticipated that the apprentice works alongside a mentor responsible for leading recreational or general gymnastic-type programs within the club.

The program has been designed to complement Australian school term dates, with apprentices completing two workbooks over a 20-week period (that is, one workbook every ten weeks).

The mentor and head coach/assessor will be encouraged to attend an updating workshop (conducted by the Club 10 project officer) to act as professional development and assist with the monitoring of the program.

The planning process

There are three specific phases to the program, involving the following timelines:

1 Planning phase (October–December 2000) ◗ key players identified and welcomed to join the program, administration and management of the program finalised

2 Induction and training (late January/early February 2001) ◗ induction workshop held at the club, key players introduced, timelines for the program explained, roles and responsibilities explained, program commences

3 Recognition and evaluation (June–July 2001) ◗ program finishes ◗ awards presented in a recognition event held at the ◗ evaluation completed

What resources do I need to take part in the program?

All resources that are required to successfully deliver the program are supplied by Gymnastics Australia. These include: ◗ guidelines to undertake the program ◗ sample letters of invitation for apprentices, mentors and head coaches/assessors to be part of the program ◗ sample induction workshop agenda ◗ access to, and the support of, the Club 10 project officers to conduct the induction workshop ◗ all presentation materials and notes required to conduct the induction workshop ◗ sample ideas to assist with the recognition and rewarding of all key players involved in the program apprentice workbooks (on disk) ◗ the support of the Club 10 project officers to conduct the mentors updating workshop (mid-program) ◗ sample recognition day/evening agenda

Gymnastics Australia is also willing to assist with the administration expenses incurred by the club as a result of participating in the program. To this end, an upper limit of $150 per club will be made available to clubs, upon completion of the program.

62 MAKING MENTORS SECTION 2 CASE STUDY 2 Clubs will be required to submit a summary of their expenses incurred as a result of administering and managing the program and this will be reimbursed to clubs at the completion of the program.

Do the key players in the program have to be paid?

◗ The Apprentice Coach Program is, in the first two stages of the program, based on the voluntary contributions of time and service by each member of the program (that is, the apprentice, the mentor, the head coach/assessor and the coordinator). ◗ During the third and fourth phases of the program (not involved in the Club 10 pilot project), it is envisaged that the apprentice undertakes a discipline-specific coaching course of their choice, with the club having the ability to pay for the cost of the apprentice attending the course. In this way the club is rewarding the apprentice for showing a commitment to the program as well as a commitment to the club. ◗ It is assumed that mentors (who should already be accredited coaches in the club) would either be currently paid a fee for service or contracted to the club via a volunteer agreement/arrangement. ◗ The Apprentice Coach Program does not seek to change any existing arrangements that your club has with regard to the payment of coaches/trainees, therefore if the club is keen to provide payment or benefits to the key players of the Apprentice Coach Program, then this is the prerogative of the club. ◗ It is envisaged that all key players in the Apprentice Coach Program will be rewarded and provided with accolades throughout their involvement in the program, with particular attention being provided as part of the recognition day/evening that will be held at the completion of the program. ◗ Throughout the conduct of the program, the Club 10 project officers will provide clubs with a range of ideas to assist them in recognising and rewarding all key players involved in the program.

What is involved in the induction workshop?

◗ The induction workshop is designed to provide all key players involved in the program with an opportunity to clarify their roles and responsibilities. ◗ Time spent at the induction workshop can be counted as updating points and will be a professional development opportunity for all involved. ◗ The induction workshop will be coordinated by the club coordinator and presented by the Club 10 project officer. ◗ The workshop will be conducted over one day and will involve opportunities for both the apprentice and their mentor to formally meet (if they have not done so already). ◗ The workshop program, while flexible enough to be tailored to clubs’ needs, will see joint sessions presented for both the apprentice and the mentor as well as separate sessions pertaining to the roles and responsibilities of each program member.

What is involved in the recognition event?

◗ The recognition event is designed to provide recognition and to reward all key players involved in the program. ◗ The induction workshop will be coordinated by the club coordinator and assisted by the Club 10 project officer.

63 MAKING MENTORS SECTION 2 CASE STUDY 2 ◗ The event, while left entirely to the club to select an appropriate date, time and format, may be conducted over a breakfast, lunch or dinner and should involve all members of the program. ◗ Gymnastics Australia will provide a series of recognition benefits (designed for all key players) to the coordinator of the program, for distribution as part of the event. ◗ The main objective of the recognition event is to provide appropriate closure to the first two stages of the program and allow the club to publicly thank all those who have contributed to its success.

What are the apprentice workbooks?

◗ The workbooks provide the apprentice with a training program that has been based on the NCAS Level 1 coaching course. ◗ The workbooks have been designed to be completed at the apprentice’s own pace. However, it is anticipated that each workbook will take approximately ten weeks to complete by an apprentice who works at least one hour per week. ◗ The workbooks have been designed in a computer file format that allows clubs to make modifications to the books, to ensure that their own particular club scenarios can be incorporated. ◗ Pages requiring club input will be clearly marked. ◗ Clubs will be provided with a CD-ROM that includes a template of both workbooks, that can then be modified and printed at the club. Clubs will also receive one sample copy of each workbook. ◗ Once the workbooks have been completed, the coordinator passes the workbook onto the head coach/assessor who has been assigned the task of marking the workbooks.

What are the roles and responsibilities of each key player?

While the following list of roles and responsibilities are not finite, they will provide an understanding of the major roles of each key player.

The Club 10 project officer The project officer is responsible for providing overall guidance and assistance to the club in setting up the program. This would include:

◗ assistance with inviting appropriate personnel to join the program ◗ assistance with the presentation of both the induction workshop and recognition event ◗ assistance with the internal workshops to be conducted as part of the program for the apprentice, mentor and head coach/assessor.

The coordinator The coordinator, as the name suggests, is responsible for the day-to-day administration and management of the program in the club. This will include:

◗ liaising with the Club 10 project officer on all aspects of the program’s operations ◗ ensuring that the program is running according to designated schedules and that all events associated with the program are conducted according to plan

64 MAKING MENTORS SECTION 2 CASE STUDY 2 ◗ tailoring the workbooks to the club and having these printed, produced and distributed to the apprentice ◗ scoping and inviting club personnel to join the program ◗ completing an evaluation post-program, to ensure that all feedback from the program can be collated on a national level for the head coach/assessor.

The head coach/assessor The head coach/assessor is responsible for completing the assessment of the apprentice’s workbook. This will include: ◗ viewing the workbook once it has been completed and providing comments on the workbook ◗ once the workbook has been given back to the apprentice, organising a time to meet with both the apprentice and mentor (if a different person) to provide feedback on the workbook and comments made.

The mentor The mentor is responsible for the overall guidance, education and training of the apprentice. This will include:

◗ attending the induction workshop and gaining an appreciation of their roles and responsibilities ◗ being the personal contact for the apprentice on a day-to-day basis ◗ being open, willing to share and supportive of the apprentice they have been assigned ◗ being enthusiastic about their coaching and imparting this enthusiasm to the apprentice ◗ providing a supportive environment in which the apprentice can learn and extend their coaching competencies.

The apprentice The apprentice is responsible for working closely with their designated mentor to gain as much education and training as possible while involved in the program. This will include:

◗ attending the induction workshop and gaining an appreciation of their roles and responsibilities working with their designated mentor on a day-to-day basis ◗ being open, receptive and willing to learn from both the mentor and other persons involved in running the club ◗ assisting the mentor in the day-to-day running of their classes and applying their knowledge to the teaching of gymnastics.

What is the purpose of the updating workshops?

It is deemed important for all key players taking part in the program to be provided with professional development opportunities.

For the apprentice this will include:

◗ taking part in one internal updating workshop that is conducted by the club, for the specific purpose of coach education

65 MAKING MENTORS SECTION 2 CASE STUDY 2 ◗ taking part in one external updating workshop that is conducted in another club, or by an external organisation (that is, a state association, state coaching centre, etc.)

The main aim is to provide the apprentice with an opportunity to gain knowledge and experience from a variety of sources both within, and external to, the club.

For the mentor/head coach or assessor, this means taking part in one internal updating workshop that will be coordinated by the Club 10 project officer, for the specific purpose of mentor/ assessment education.

The main aim is to provide mentors and assessors with an opportunity to be educated about the rigours of the mentor/assessor role and assist in the smooth operation of the program.

It is hoped that this particular workshop will also be more of an information-sharing workshop where experiences and thoughts can be exchanged.

Establishing the Apprentice Coach Program in your club

The following steps are intended as a guide only, to establishing the Apprentice Coach Program in your club.

Step 1: Appointing a coordinator ◗ Look for a well-organised person, who is familiar with the operations of the club. ◗ This person does not necessarily have to be an accredited coach in your club, but may be an existing administrator or volunteer. ◗ This person needs to be approachable and willing to drive the program in your club and deal with the Club 10 project officer on a regular basis. ◗ Provide all potential coordinators with an understanding about what the program hopes to achieve and the roles and responsibilities of the coordinator.

Step 2: Idenfifying potential apprentices ◗ Begin by looking inside your club. Look for current gymnasts who show a flair for helping or assisting others or show a strong interest in being involved in the club. ◗ Remember that the best gymnasts do not necessarily make the best coaches. Do not stereotype people; go for numbers initially as there may be a drop-out rate among apprentices involved in the program. ◗ While there is no minimum or maximum age to be involved in the program, it is envisaged that apprentices would be at least 12 years of age. ◗ Look to parents of gymnasts who show a keen interest in the club. Perhaps they are teachers or involved in other sports outside of the club. ◗ Look to brothers and sisters of current members, who are in high school or university and looking to establish themselves as teachers or are generally interested in sport. ◗ Talk to potential apprentices and give them an understanding of what is involved in the program. ◗ Provide all potential apprentices with an invitation to be part of the program.

66 MAKING MENTORS SECTION 2 CASE STUDY 2 Step 3: Identifying potential mentors ◗ Look to the current accredited coaches in your club. ◗ Look to coaches who are currently involved in recreational or general gymnastic programs who coach gymnasts involved in low-skill level programs. ◗ Look to coaches from within your local sporting community who coach young children in a variety of sports. ◗ Talk to potential mentors and give them an understanding of what is involved in the program. ◗ Provide all potential mentors with an invitation to be part of the program.

Step 4: Identifying potential head coaches/assessors ◗ Look to the current senior coaches in your club. ◗ Look to coaches who have a good understanding of the skills and competencies required to become a good coach and that are generally interested in the education of others. ◗ Try human movement students or physical education teachers involved in local schools. ◗ Look to coaches who have previously supervised Level 1 or Level 2 coaching course candidates and assisted them with the completion of their post-course requirements. ◗ Look to senior or respected coaches from within your local sporting community who would make themselves available to be involved in the program. ◗ Talk to potential head coaches/assessors and give them an understanding of what is involved in the program. ◗ Provide all potential head coaches/assessors with an invitation to be part of the program.

Step 5: Conducting an induction workshop ◗ In conjunction with the Club 10 project officer, plan an induction workshop. ◗ Utilise prepared resources to conduct the workshop, with the assistance of the Club 10 project officer. ◗ The entire workshop should take approximately one day to complete, however key players would be expected to attend for no more than a maximum of four hours. ◗ Organise a suitable venue with room for all personnel to meet and discuss. ◗ Invite all key players and ensure that the date and time of the induction workshop is planned well in advance.

Step 6: Running the program ◗ Ensure that all key players are aware of their roles in the program, start dates, etc. ◗ Set dates for the staging of internal workshops (with assistance from the Club 10 project officer) and prepare for apprentices to attend external workshops. ◗ Modify and adapt the apprentice workbooks for the club and have these printed and bound, ready for distribution to the apprentice. ◗ Report to the Club 10 project officer and liaise with them to ensure that the program is running smoothly.

67 MAKING MENTORS SECTION 2 CASE STUDY 2 Step 7: Conducting a recognition day/evening ◗ In conjunction with the Club 10 project officer, plan a recognition day/evening. ◗ Utilise prepared resources to conduct the event, with the assistance of the Club 10 project officer. ◗ Organise a suitable venue. ◗ Invite all key players and ensure that the date and time of the event is planned well in advance.

Step 8: Evaluating the program ◗ At the completion of the program, the Club 10 project officer will provide the club with a program evaluation that will need to be completed. ◗ The evaluation will assist Gymnastics Australia in finetuning and developing the program.

68 MAKING MENTORS SECTION 2 CASE STUDY 2 Gymnastics Australia Apprentice Coach Program: mentor induction workshop

Unit overview

Content Presentation format Equipment/resources recommended required

Welcome Welcome address Laptop, projector ◗ Introduction and screen ◗ Outline ◗ PowerPoint slides 1– 3 ◗ Ice-breaker activity Copies of workbooks

Purpose, objectives and philosophy PowerPoint slide ◗ PowerPoint slides of the Apprentice Coach Program presentation 4–10 ◗ Objectives ◗ Apprentice Coach Program purpose ◗ Program goals ◗ Group activity

Roles and responsibilities PowerPoint slide ◗ PowerPoint slides ◗ Roles and responsibilities presentation 11–15 ◗ Communication ◗ Group activity

Process of mentoring — skills PowerPoint slide ◗ PowerPoint slides ◗ Goal setting presentation 16–22 ◗ Empowerment ◗ Observation ◗ Feedback ◗ Review ◗ Group activity

Coaching effectiveness, workbooks PowerPoint slide ◗ PowerPoint slides and updating workshops presentation 23–28 ◗ Coaching effectiveness ◗ Workbooks ◗ Updating workshops

Summary Course evaluation ◗ Thank you sheets

Notes: ◗ Ensure you know where food is available and venue facilities are (that is, location of toilets, drinks) ◗ Have a workbook handy to show participants where evaluation form is ◗ Have all materials required for ice-breaker ready

69 MAKING MENTORS SECTION 2 CASE STUDY 2

Case study Coaching3 Lacrosse

Purpose of the apprenticeship scheme and mentoring program ◗ To facilitate the development of ‘reflective coaches’ by working alongside and interacting with mentor coaches

Key features of the program ◗ Based on a belief that coaches learn best by observing other coaches in action ◗ Mentors are to provide a supportive, non-threatening learning environment for novice coaches. Therefore the mentor is not an assessor ◗ Provides an opportunity to use directed observation and questioning in a variety of aspects of the craft of coaching, some of which are covered in-course and others emerging during the mentoring process ◗ Focuses on two-way development. In a small sport the building of relationships in coaching is important — the program fosters positive interaction and support

At Level 1: ◗ Coaches undertake a ten-hour apprenticeship with a mentor chosen from within the sport. Ideally it is a Level 1 or Level 2 coach who has been through the program themselves. ◗ A booklet is provided to help focus the coaches’ observations of the mentor coach and to guide questioning. The booklet contains – Focus questions — Information about all aspects of the coaching craft (for example, team building, conditioning). The questions/comments assist the novice to develop the relationship with the mentor by providing talking points and purpose to their discussions. – Game observation and analysis — Observation of a game that the mentor is coaching. Following the game, the novice compares what they saw with the coach’s perception and asks questions about the game. – Practice observation and analysis — Novice attends practice and monitors the mentor’s use of time and then discusses the practice session with the mentor. – Personal reflection and self-analysis — Following a practice session run by the novice, they answer a series of questions that focus the novice’s reflection and directs future improvements.

At Level 2: ◗ The coach chooses one mentor from within the sport and one from a similar sport (for example, basketball, soccer, football). ◗ The external mentor receives a letter regarding the program and their role in it. ◗ Mentors provide advice and guidance to assist the coach to complete their ‘project work’. ◗ The focus of the Level 2 course is on game analysis and bench coaching. The external mentor provides a different perspective on these issues.

How did you design your mentoring program? ◗ It emerged from the philosophy behind the revised courses.

71 MAKING MENTORS SECTION 2 CASE STUDY 3 How successful would you say your mentoring program is? (1 = not very and 5 = very)

Comments from coaches indicate that they find the program successful. It has also created positive links between coaches within the sport.

What problems have you encountered and how have you solved them?

Problem Solution

◗ Training the initial mentors ◗ Conduct a mentors meeting and in-service them who were unfamiliar with the on the program and their role in it program as they had not been through it themselves

◗ Identifying mentors in ◗ Have candidates work together and self-monitor developing areas where there where possible may not currently be ◗ Use one key mentor and have all new novices appropriate mentors work with them ◗ Allow flexibility to address sections of the apprenticeship in different ways

How many coaches and mentors are involved in the program? ◗ All lacrosse coaches undergoing Level 1 and Level 2 are mentored. ◗ The number of mentors varies because of the nature and small size of the sport. In a course with 15 coaches, three to five mentors may be used. A one-to-one ratio has also been used successfully.

What training do mentors undergo? ◗ Initially an in-service was run for mentors to introduce them to the booklet and the program. In the longer term all mentors will have been through the program themselves. ◗ Those that have not been through it themselves can use the booklet to see the tasks required of the coaches. ◗ The program is set up so that little training of mentors is required.

Other comments on the mentoring program ◗ The Lacrosse experience has been very positive. The program helps to develop ‘reflective’ coaches who understand their craft. It also builds supportive relationships between coaches. ◗ It is time consuming to organise and requires work from all parties, but educationally it is an extremely valuable component of the NCAS.

For further information on this case study Womens Lacrosse Australia Ph: (03) 9395 3486 Web site: www.lacrosse.com.au

72 MAKING MENTORS SECTION 2 CASE STUDY 3 Lacrosse Mentoring program — guidelines for Level 1 apprentice coaches

Mentors

You are required to establish two mentor coaches to assist you with your professional development. One mentor will come from within Lacrosse and the other can come from any other sport.

These mentor coaches are significant for you in terms of your development. They provide you with a sounding board to test out your thoughts and ideas, and they can help you to review your methods, policies, procedures and philosophy. Their experience and actions become a resource and support for your learning during your Level 2 program and beyond.

It is to be emphasised that the mentor–candidate relationship is a two-way process, with both parties benefiting. The interaction can lead to lifelong friendships, networking and a commitment to the betterment of the game in its broadest sense.

Procedure for selection of mentors

In consultation with the program coordinators, determine possible candidates within and outside the sport.

Contact the mentors and seek their acceptance to undertake this role. A letter is enclosed for you to photocopy and send to the mentor with information about their role.

Once your mentors have been established you will need to:

◗ inform the national coaching director of names and contacts ◗ establish your own system of communication and regular interaction with them.

At the completion of your program a letter of recognition and thanks will be posted to the mentor coaches.

Mentor — information and review

You are required to write a page of information relating to your mentor and what you hope to achieve from the relationship. You will need to indicate:

◗ why you chose the mentor ◗ what you hope to achieve from the relationship. It may be worthwhile sending the information about your goals to your mentor coach or discussing the goals with them.

73 MAKING MENTORS SECTION 2 CASE STUDY 3 Lacrosse Level 2 — establishing a mentor

Dear ______

______is currently undertaking a Level 2 coaching course for Lacrosse and one significant section of the program involves establishing a working relationship with a mentor coach.

The purpose of this mentor scheme is to provide the candidate with a positive role model who can share their knowledge and experience and make a contribution to the candidate’s personal and professional development.

The relationship is viewed as a two-way process in which both mentor and candidate benefit from the networking, sharing of ideas and engaged discussion on issues and problems associated with coaching.

The candidate has a series of self-directed learning packages which have to be completed during the year. They are encouraged to seek resources to provide them with background knowledge and ideas on the problems. The mentor’s role would include contribution to discussion on some of these topics.

It is important that the candidate can work alongside the mentor and feel comfortable to ask questions about coaching in general or specifically about their coaching practices. The mentor is able to determine the amount of time they are able to apply to this role.

Candidates are required to establish a mentor in their sport and one from a different sport in order to gain a broader perspective and learning about the coaching role.

I hope that you can assist in this mentor coach role. If you are able to help, please let your candidate know and organise your system of operating.

Thank you for assisting

74 MAKING MENTORS SECTION 2 CASE STUDY 3 Lacrosse Level 1 apprenticeship scheme

Introduction

Coaching is a complex craft involving a series of processes that operate in an ever-changing setting.

In order to assist the novice coach begin to understand elements of the craft, they will undertake an apprenticeship with a mentor coach. The apprenticeship involves a minimum of ten hours of observation and interaction with an experienced coach who actively demonstrates their knowledge of coaching. This experience will enable the novice coach to actually see their mentor coach at work, to observe, note and query their actions in a cooperative relationship.

The apprenticeship therefore will give novice coaches the opportunity to ‘model the mentor’ as well as query them and therefore consolidate their understanding of the fundamental processes of their craft.

The apprenticeship scheme has four components:

◗ focus sheet questions ◗ game observation and analysis ◗ practice observation and analysis ◗ personal reflection and self-analysis.

Focus sheets

A series of questions relating to the various processes of coaching are outlined in a series of focus sheets. These questions will help direct apprentice and mentor discussions on specific aspects of the role of the lacrosse coach and will provide for informal discussion which should be ongoing throughout the apprenticeship period. The answers should be recorded, in as much detail as the candidate feels necessary, in the apprenticeship booklet.

The focus sheets topics include: ◗ General background information ◗ Conditioning ◗ Administration ◗ Motivation ◗ Game analysis ◗ Game tactics ◗ Recruiting ◗ Team building ◗ Personal interaction

75 MAKING MENTORS SECTION 2 CASE STUDY 3 Game observation and analysis

In addition to the discussion questions, the novice coach will be expected to observe and analyse a game that the mentor coaches. Observations will again be directed by specific questions that relate to aspects of game play which can then be analysed and discussed with the mentor following the completion of the game.

Practice observation and analysis

The novice coach will attend some practice sessions that the mentor organises in order to observe and monitor aspects of coaching. Observations will be directed towards the instructional process. The candidates will be required to observe and monitor elements of the practice session such as time use, provision of feedback and positioning during the practice sessions.

Personal reflection and self-analysis

The novice coach will begin the process of self-appraisal of their own coaching performance. This will be assisted by a series of evaluation questions which will be completed following their coaching sessions. If the novice coach is not currently coaching, then the evaluation questions can be completed following observation of the mentor’s practice sessions.

Focus sheets

General background information

Detail the playing and coaching experience of the mentor coach. To what extent does the mentor believe high-level playing experience is necessary to become an effective coach?

Establish the amount of time, both directly and indirectly, the mentor spends each week on the coaching role.

76 MAKING MENTORS SECTION 2 CASE STUDY 3 What are the most immediate and pressing problems of the coach?

What does the coach see as the major problems that lacrosse faces at the present time?

What does the coach enjoy most about coaching?

Does the coach and/or club have any long-term goals? Are all members of the club aware of these goals? How are these goals conveyed to club members?

What special provisions, if any, does the coach make for coaching goalies?

77 MAKING MENTORS SECTION 2 CASE STUDY 3 Practice observation and analysis

The following questions are designed to focus the candidate’s observation of major elements of the instructional process as they observe several training sessions. It will be necessary to use a watch to help the time analysis component.

1 Using a watch, analyse one training session to determine the proportion of time the coach devotes to: Time

Presenting the practice task

Management of the group

Actual practice time

Other activities

2 Using a pencil and paper keep a record of the times (use a tick) in one session the coach provides players with: a) simple reinforcement — praise to individuals or to the group b) specific feedback to individuals or to the group with regard to technique, tactics, etc.

To individuals Total To group Total

Praise

Specific feedback

3 Establish if the coach uses a general pattern for their training session (that is, warm-up, technical development, drills, small-sided conditioned games, full-game scrimmage, etc.).

4 Carefully observe the coach’s movement and positioning during a training session. Do they carefully position themselves for demonstrations? Do they continually move through or around the practice area to observe, give feedback or simply to interact with players?

78 MAKING MENTORS SECTION 2 CASE STUDY 3 5 Discuss with the coach their general philosophy on instruction. Do they believe in emphasising the skills/techniques of the game? Do they like game-related practices or drills etc.? Have their ideas changed recently on these aspects of coaching?

79 MAKING MENTORS SECTION 2 CASE STUDY 3

Case study Coaching4 Professional Golfers’ Association

Purpose of mentoring program ◗ The Professional Golfers’ Association’s NCAS courses have traditionally used mentors to provide on-the-job training to trainee coaches. Mentors were also the trainees’ employers.

Key features of the program ◗ There have been problems in the program, due to power issues involved in the mentoring relationship (with the employer as the mentor). Trainees now nominate someone other than their employer to act as mentor. Mentors do not have to be a Professional Golfers’ Association member, but they must be acceptable to the Professional Golfers’ Association and the employer. ◗ Mentor acts in a supportive nature to the trainee and can help work through workplace issues. The aim is to broaden the team of people working with the trainee. ◗ This structure means that there are a large number of mentors (up to 300) to be trained and they are spread across the country. To date, mentors have only received written material on the requirements and responsibilities in the program. ◗ These informal relationships can also lead to problems of accountability for the trainees and may be threatening to the employer when workplace issues become sensitive. ◗ As the Professional Golfers’ Association is now a registered training organisation and can confer vocational qualifications, there is also a need for trainees to be assessed by trained assessors. One option is to appoint selected (and trained) Professional Golfers’ Association members as mentors and assessors for a group of trainees — possibly a ratio of one mentor to ten trainees. The benefits would include: – The mentor would be placed with the trainees for the duration of the relationship. – There would be trainees in the group from each of the three years of training, allowing a good mixture of experience in the mentoring network. – The group could network, in addition to one-on-one consultations with the mentor (that is, the trainees would meet and act as informal mentors for one another within the program). – Mentors would be involved in the workplace assessment. While this may seem to conflict with their independent role, it would act to allow a more consistent level of feedback and coaching in areas that needed development and improvement by the trainee. – A smaller number of mentors would help to ensure consistency of approach. – Professional Golfers’ Association members would be in a better position to liaise with employers on sensitive issues, due to the perception of their credentials in the industry. ◗ Currently mentors are not paid, but in the future they may be paid a fee that would also cover assessment of trainees.

How did you design your mentoring program? ◗ The original arrangement of employers acting as mentors was based on a traditional master/apprentice model. ◗ Further developments were discussed through a task force of selected Professional Golfers’ Association members and other key stakeholders. ◗ The task force presented the current model to the National Education Committee, which approved the model and the need for a more formal mentoring process. ◗ The program is still being refined.

81 MAKING MENTORS SECTION 2 CASE STUDY 4 How successful would you say your mentoring program is? (1 = not very and 5 = very) Changes have been implemented, as the original mentoring program was not meeting the objectives. However, the consistency of training and approach by the mentors is still not adequate. The proposed changes (of a smaller number of nationally trained and appointed Professional Golfers’ Association members as mentors), should ensure the trainee is better trained, supported and assessed.

What problems have you encountered and how have you solved them?

Problem Solution

◗ Mentors nominated by coach — ◗ Appoint mentors and appoint hard to ensure quality control trainees to mentors

◗ Mentors are volunteers — hard ◗ Appoint mentors and pay them for the to ensure they attend training task — ensures obligation to maintain and maintain standards of operation standards of operation and attend training

◗ If the mentor is the employer — ◗ Institute another level of mentors who problems with workplace issues getting are removed from the workplace in the way of mentoring process

◗ Requirement of registered training ◗ Utilise same persons as the mentor and organisation to workplace assess — the assessor (if this becomes a problem, costs and manpower concerns mentors swap groups for assessment purposes)

◗ One mentor–one trainee — limits ◗ Have a group of trainees attached to one networking opportunities mentor — also creates some ownership for trainees of group by mentor and may assist in encouraging best practice in mentoring

How many coaches and mentors are involved in the program? ◗ 300 coaches and, currently, 220 mentors. With the proposed changes, mentors would be reduced to 30.

What training do mentors undergo? ◗ Traditionally all employers receive an employer’s manual that outlines all the requirements of the trainee and the program. It is written in a format that reflects the employer/employee relationship and the legal obligations of each. ◗ Trainees also receive a manual, which mirrors the employer’s manual. It outlines the trainee’s responsibilities to the employer and to the training program. ◗ Under the new approach, mentors have so far only received notification that they have been nominated as mentors, and given an outline of what the trainee is undertaking, their responsibilities and obligations to both the Professional Golfers’ Association/program and the employer.

For further information on this case study Professional Golfers’ Association Tel: (02) 9439 8111 Email: [email protected]

82 MAKING MENTORS SECTION 2 CASE STUDY 4 Employer RATING ______Signed: Signed: TRAINEE TRAINEE Loyalty appearance Physical Attitude and Ethical moral conduct Creativity/ingenuity Initiative Perseverance Adaptability applicable) (where Teaching Starting Rules of golf shop services Professional Golf club fitting Golf club repair selection of merchandise Understanding of golf Promotion of facility Promotion — Golf play at home name: Employer Trainee Trainee Date of appraisal: RATING RATING ______TRAITS TRAITS Organisation/planning ability ability Organisation/planning of Quality work of Quantity work Punctuality ability Leadership/supervision to detail Attention Orderliness/cleanliness Cooperation Attendance Job knowledge Decisiveness Communication to work Willingness Reliability Motivation/growth Stability Judgment to direction Adherence Trainee’s comments: Trainee’s comments: Employer’s Signed: Professional Golfers’ Association — Trainee professional performance review performance professional — Trainee Golfers’ Association Professional on office divisional Association Golfers’ Professional to the to be sent Copy mastersheet. review performance professional trainee the using be completed To 15. December 30 and June name: Trainee Club:

83 MAKING MENTORS SECTION 2 CASE STUDY 4

supervision replacement; accepts overtime accepts replacement; adequate training when training adequate work; accurate Extremely about helping fellow employees fellow helping about needed requires absolute minimum absolute requires thoroughly plan most activities most plan thoroughly decisions and take action take and decisions 4 — OUTSTANDING — 4 as related to other employees other to related as work; accurate Very

because of lack of order order of lack of because needed anything a replacement replacement a offer some help help some offer does more work than expected expected than work more does period work per output delay without decide and quick choices make problems, of their due dates due their to appropriate individuals and and individuals appropriate to provide to and others to tasks others others

notifies superior; often finds finds often superior; notifies a finds usually superior; notifies very few errors errors few very 3 — EXCEPTIONAL EXCEPTIONAL — 3 assigned recording duties duties recording assigned automatically and expertly

job basic Understanding all with familiar Completely function job understands Clearly

to perform required tasks tasks required perform to performance poor for instances to access immediate has basic tasks tasks basic

some mistakes mistakes some procedure to complete a task; task; a complete to procedure finish to start

2 — SATISFACTORY SATISFACTORY — 2

needs some guidance some needs required

Occasionally exhibits ability to to ability exhibits Occasionally for others supervise to Able tasks delegate selectively Can delegate selectively to Able

keep work area tidy tidy area work keep complete an assigned task task assigned an complete employee fellow a helping employees or lateness to work work to lateness or

decision given many choices choices many given decision adequately just enough to ‘get by’ by’ ‘get to enough just acceptable is

supervise others others supervise Work is fraught with errors errors with fraught is Work errors recurrent makes Careless; accurate; Usually

0 — UNSATISFACTORY UNSATISFACTORY — 0 WORK NEEDS — 1

or lateness to work work to lateness or

Amount of ‘output’ per per ‘output’ of Amount necessary than less Usually does worker; slow a Generally completed work of Amount often worker; fast a Generally maximum producer; Superior Overall application of acquired acquired of application Overall specific in lacking Severely generally Knowledge Absence of errors: errors: of Absence Clearly defining and assigning assigning and defining Clearly follower a Clearly Maintenance of essential, essential, of Maintenance recording daily completes Never to reminders needs Usually okay done job the Gets perform to effort Conscientious tasks recording Performs job function areas; general areas; function job subordinates and seeing that that seeing and subordinates needed to accomplish a goal: goal: a accomplish to needed task a complete to activities day work completing deadlines; Meeting time on task a completes Never to prodding needs Usually time on finishes Generally before tasks completes Often deadline a misses Rarely Willingness to be a team team a be to Willingness employees other fellow to helpful Rarely work for availability Regular absences unexcused Frequent, before prodding absences requires Often unexcused Occasional time on and present Normally other to helpful Generally always absent; or late Rarely absent; or late help to never willing Almost polite, Always courteous/conscientious Very others may follow them them follow may others Decision making; making making making; Decision decisions make to Unable a make to able Sometimes decisions make to Able possible different formulate Can roots the identify clearly to Able condition of the employee’s employee’s the of condition assignments on schedule schedule on assignments to related records day-to-day work messy usually tasks; tasks recording daily finish performed performed assigned tasks are carried out out carried are tasks assigned with work to able player; employees correctness/accuracy of work work of correctness/accuracy designated period of time per per time of period designated decisions timely DEFINITIONS DEFINITIONS putting them in order so so order in them putting area work main education skills, job-related knowledge job-related tasks assigned for inadequate knowledge more function; job of phases and work experience experience work and work responsibilities to to responsibilities work record keeping ability ability keeping record Quantity of work work of Quantity Job knowledge knowledge Job Quality of work work of Quality Leadership/ Leadership/ Attention to detail detail to Attention

Punctuality Organisation/planning ability ability Organisation/planning activities the Understanding required determine to Unable activities simple plan Can basic explain and conceive Can task a plan can help little With and independently Can Cooperation Cooperation Attendance

Decisiveness Decisiveness

TRAITS TRAITS

supervisory ability ability supervisory Orderliness/cleanliness and organisation General messy usually is area Work to reminders constant Needs neat sufficiently is area Work few area; work organised Very organised; extremely Fastidious; Trainee professional performance review — mastersheet review performance professional Trainee

84 MAKING MENTORS SECTION 2 CASE STUDY 4

all expectations all overtime work overtime decision in almost all cases all almost in decision written form written dressed 4 — OUTSTANDING — 4 in all endeavours all in groomed; always properly always groomed; achievement attainable achievement situation and make the proper the make and situation

a steady pace steady a overtime work work overtime

voluntarily; generally accepts accepts generally voluntarily; relishes late; stays and fairly and honestly and fairly appraised on work progress progress work on appraised in often informed, others keeps morale employee improve to enthusiasm employee

3 — EXCEPTIONAL EXCEPTIONAL — 3

manner manner completes assignments assignments completes supervision little others in a civil manner manner civil a in others comfortable others make everyone to friendly

everyone fairly fairly everyone

2 — SATISFACTORY SATISFACTORY — 2 proficient in job duties duties job in proficient dressed; acceptable grooming grooming acceptable dressed; manner proper a but more skill needed needed skill more Frequently moody; sometimes sometimes moody; Frequently treats attitude; Acceptable to effort notable shows Often extremely cheerful; Usually has a keen interest interest keen a has discourteous discourteous a ‘9 to 5’ worker worker 5’ to ‘9 a

designated work period; strictly strictly period; work designated reservations with

to get needed information information needed get to expectations expectations occasionally performs beyond beyond performs occasionally more becoming learning; more do to expectations expectations 0 — UNSATISFACTORY UNSATISFACTORY — 0 WORK NEEDS — 1

often falls short of performance performance of short falls often individual the which in activities areas; most in responsible requires operation; of areas all to consistently performs way; Inconsistent; cannot be trusted; trusted; be cannot Inconsistent; simple with entrusted be Can and trustworthy Generally in responsible Conscientiously every in dependable Completely often irrational irrational often judgment in attire for job job for attire in judgment attired improperly or

Willingness to accept new new accept to Willingness ‘going of sign any shows Never achiever; low a Generally in interest overall Shows trying by self tests Consistently highest the to self Pushes and regulations and the support to Ability only; self for out Looks faithfulness displays working in pride Occasionally displays Often suggestions offers Frequently internal promotes Voluntarily accomplish a task a accomplish and Trustworthiness cannot that situations stressful organisation’s programs and and programs organisation’s loyalty organisation apparent no organisation and job to organisation the for General disposition during during disposition General usually surly; Usually

Keeping supervisors and fellow fellow and supervisors Keeping on others updates Never ask to has normally Supervisor informed others keeps people Generally appropriate keeps Always constantly and Conscientiously Ability to carry out duties duties carry out to Ability changing with cope to Unable stressful handle to Attempts difficult manages Normally punches’; the with ‘roll to Able with situations difficult Handles be avoided avoided be logical, make to Ability or valid at arrive Cannot chooses frequently but Tries adequate displays Normally decisions right the makes a of Usually sides all weigh to Able manner, social hours, working discourteous ‘extra effort’ is needed to to needed is effort’ ‘extra available information information available way and to put forth whatever whatever forth put to and way else abnormal under successfully problems and situations improving; is situations, competent a in situations keeps and composure maintains control and ease tact, their and clothing, manner, forthright honest scruples few workers informed on work work on informed workers progress progress work position job for appropriateness DEFINITIONS DEFINITIONS organisation’s specific operating operating specific organisation’s procedures and regulations rules, frequently too policies guidelines operating follows regulations and rules heed regulation established an decisions of superiors of decisions employees fellow and customers favouritism without and courtesy and friendliness to to friendliness and courtesy procedures; follows rules rules follows procedures; acceptable conclusions from from conclusions acceptable conclusions; acceptable conclusion wrong the sensibility the as well as activities, dependability dependability challenges and responsibilities responsibilities and challenges mile’ extra the treating others fairly, consistently, consistently, fairly, others treating Motivation/growth Motivation/growth Adherence to direction direction to Adherence the within work to Ability established for disregard General organisation’s the Breaches and understands Generally to effort conscientious Makes breaks or bends never or Rarely Loyalty Willingness to work work to Willingness responsible a in work to Desire somewhere be Reliability rather Would minimum for only job the On work overtime some Accepts late leaves or early arrives Often early work at arrives Usually

Attitude Attitude

Communication Communication Stability Stability Judgment

TRAITS TRAITS

appearance Physical and habits grooming Personal poor unkempt, Usually appearance untidy conduct moral and Occasionally Ethical properly and clean Generally an in job a perform to Ability anything in self presents Rarely favouritism; well and neat displays Extremely Normally frequently too rules the Bends treats honestly; job Performs others treat to effort extra Makes rule’ ‘golden the uses Always

85 MAKING MENTORS SECTION 2 CASE STUDY 4

4 — OUTSTANDING — 4 and actively officiates events frequently levels; maximum use of maximum times levels; all skill regularlylevels; and interest in golf quick to action to quick complete understanding complete 4 — OUTSTANDING — 4 only when there is no choice no is there when only raise stature in the community with other facility events time slots frequently and enthusiastically with members/customers of

scheduling lessons 3 — EXCEPTIONAL EXCEPTIONAL — 3 visible large barriers barriers large and situations situations and 3 — EXCEPTIONAL EXCEPTIONAL — 3

storage storage area; few complaints manner; complaints are rare efficient and courteous 2 — SATISFACTORY SATISFACTORY — 2 effective effective efforts on behalf of spin off other facility activity, successful in blending golf outside consultation rules clinics the facility for improving operations operations improving for improvements and changes operations improve to relatively quickly quickly relatively 2 — SATISFACTORY SATISFACTORY — 2 problems problems

usage of available time usage of slots available times additional effort is made willing to give lessons lessons; accommodating when promotes a lesson program required to get by complex situations problems; little help in more or secures through answers situations; sometimes offers problems; conducts clinics initiates games or with plays is play acceptable

players of varying players skill levels perform tasks; little foresight foresight little tasks; perform happen they as problems frequently

moderate difficulties difficulties moderate 0 — UNSATISFACTORY UNSATISFACTORY — 0 WORK NEEDS — 1 starting time slots

0 — UNSATISFACTORY UNSATISFACTORY — 0 WORK NEEDS — 1 what is required required is what Scheduling, Scheduling, making games for Rarely or assists never in Sometimes offers help in Is helpful in forming games; Actively makes games for Enthusiastically forms games Kindling interest in the game little Displays or no interest of Level energy is generally Generally consistent and Conscientiously tries to imaginative, Very creative, single golfers; usage of making games; poor usage of making games; inefficient few complaints about starting golf car loading/unloading; good control of starting players; golf club servicevalet of varying with players skill generally disorganised storage service but needs improvement generally well-organised area and staff an efficient and courteous extremely visiting golfers, DEFINITIONS DEFINITIONS time slots and Knowledge application of Unable to common answer Can solve common rules Solves most situations alone Very proficient with rules An expert in solving rules and/or existing golfers for lessons at the facility through the non-existent rules of golf at the facility rules situations customers frequently at home customers promotion of the facility’s

of golf, either of in golf, the community in the game which provides at large or at the facility proper livelihood the employee’s low but occasionally takes an continuing interest in interest the in game advancing furthering golf golf program with Plays members/ the game; advance is very or in pro-ams and effective in generating with plays members/ Never only Plays on demand; rarely Amount of member/customer with Plays members/customers Goes out of the to way play Ability to overcome unexpected unexpected overcome to Ability ‘quitter’ a easily; up Gives or small to succumbs Often through works Generally to moderate overcomes Usually quits determined; Extremely and tasks voluntarily voluntarily tasks and on the job to increase efficiency efficiency increase to job the on ideas job-related new idea new or and/or lower costs lower and/or projects non-routine Starting only does volunteers; Never to told be to has Usually job-related unusual solve to Tries volunteers self-starter; A person, charge’ ‘take real A and new job situations quickly quickly situations job new and DEFINITIONS DEFINITIONS obstacles in the pursuit of of pursuit the in obstacles job objectives job information assimilate to Ability on catch to slow Usually assistance personal needs Often situations grasps Usually concepts understands Quickly and recognition Immediate Starting Promotion of golf Teaching (where applicable) Teaching Golf instruction for new Rarely or is never available Offers lessons but little and Is generally available Encourages golfers to take Actively and enthusiastically Professional shop services Care and storage of golf clubs; club Poor care services; Normally adequate club care Adequate club care services; Quality club care delivered in Provides extra effort to

FUNCTION FUNCTION Rules of golf

Golf play Promotion of facility Creating interest and/or traffic Promotion is either rare or Does only the bare minimum Generally adequate and Makes a concerted effort to Creatively and effectively Perseverance Perseverance

Creativity/ingenuity Creativity/ingenuity methods imaginative Applying helpful offer to effort no Makes suggestion a gives Occasionally ideas new of amount Average helpful suggests Frequently tries continually creative; Very Initiative

TRAITS TRAITS

Adaptability

Function

86 MAKING MENTORS SECTION 2 CASE STUDY 4 Case studyOfficiating 5 Gymnastics Australia

Purpose of mentoring program ◗ To increase the sharing of experience and knowledge from elite judges to developing judges. ◗ To increase the possibility of developing judges progressing on to an international judging licence and be able to judge at the Olympic Games.

Key features of the program ◗ The Men’s Artistic Gymnastic Sports Management Committee requests state associations to nominate judges suitable for the program. Judges and mentors are then allocated to apparatus ‘teams’ to work together at competitions and then continue their learning afterwards in an informal fashion. ◗ Judges and mentors receive letters nominating them and asking them to participate based on certain conditions. ◗ The program runs for one year. ◗ Mentors receive no specific rewards, just the prestige of involvement and the experience they gain from the relationship. ◗ The degree of communication is dependent on the mentor and the judge. There are no rules. There is often a great deal of communication (often by email) involving clarification of judging rules, role negotiation, judges briefing presentation formats, etc.

How did you design your mentoring program? Many benefits were identified before developing the system. They were as follows: ◗ It was a good means of guaranteeing at least three judges attended the three levels of national championships for each apparatus. ◗ The judges are encouraged to take on the roles of presenting the apparatus-specific briefing prior to each competition. ◗ The judges are encouraged to take on the role of head judge for sections of the competition with the mentor in the background offering assistance. ◗ The judges are forwarded copies of the head judge role specification beforehand so that they can study it and apply the requirements during the competition.

How successful would you say your mentoring program is? (1 = not very and 5 = very) 4 — at present. The success is based on the following observations: ◗ The mentors feel that they can offer assistance to the judges in a structured manner. ◗ The judges feel that they have a personal contact for clarification of rules, general discussion and personal development. This develops their confidence and gives a feeling of belonging. ◗ There is a commitment from the judges to attend the three levels of championships, guaranteeing numbers of judges at each.

87 MAKING MENTORS SECTION 2 CASE STUDY 5 ◗ There is a structured means of developing the people skills of the judges, for example, conflict handling, communication skills, personal presentation.

Disadvantages ◗ Selection of the appropriate mentor is crucial. ◗ The judges are allocated to one apparatus (there are six in total) for the three championships, generating some degree of boredom. The one apparatus allocation means that they will require six years to be mentored through all of the apparatus involved in the sport. ◗ Not all judges can participate. This can lead to jealousy. We encourage states to adopt a similar system for the balance of the judges, with mixed success to date.

What problems have you encountered and how have you solved them?

Problem Solution

◗ There is a state inequity in the ◗ At present there is no solution. Those participation, that is, most judges involved states have not developed enough judges come from Queensland, New South Wales at this level as yet. Looking to develop and Victoria. There are none from South incentive schemes to develop judges Australia or Western Australia in those states

◗ There is no training process for ◗ There are loose requirements listed for the mentors the mentor role in the letter forwarded to them notifying them of their participation. A code of practice would be a good start, with follow-up workshops and job-specification development

◗ There is a degree of boredom with the ◗ Judges involved over a number of years participation with only one apparatus should be exposed to a number of for the year mentors on a number of apparatus to ensure overall development

◗ Only 18 judges can be involved ◗ States should be encouraged to develop a similar program at state level

How many officials and mentors are involved in the program? At present there are 18 judges involved (three each for the six apparatus) as follows: ◗ six mentors who are all elite judges ◗ six national elite judges who have the potential to become elite judges ◗ six Level 3 judges (next level down).

What training do mentors undergo? ◗ There is no training for mentors. ◗ They receive information on their expected duties. ◗ There is no job specification, code of practice, performance measures, etc.

88 MAKING MENTORS SECTION 2 CASE STUDY 5 ◗ Not all of the mentors originally selected were appropriate for the scheme. They had good technical capabilities, but poor communication skills. One of the teams proved to be a failure as a result. ◗ Mentors are now selected more carefully and not just on their technical expertise.

Other comments on the mentoring program ◗ The program will help to determine which developing judges have both the technical skills and the people skills to progress to international judge status.

For further information on this case study Gymnastics Australia Tel: (03) 9830 4588 Email: [email protected]

89 MAKING MENTORS SECTION 2 CASE STUDY 5 Gymnastics Australia Men’s Artistic Gymnastics sports management committee judge mentor system

1 Introduction

The aim of the judge mentor system is to encourage, monitor and assist junior or less experienced judges. This will assist them to proceed along the career path and develop into more experienced and efficient judges. This system can be applied to all levels of judging. However, the system described in this manual relates to national elite and Level 3A judges. It is part of a national development program.

Through the use of the system, the enthusiasm, knowledge and quality that are present among our junior and less-experienced judges will be maintained and developed further. In this way, the quality of judges at all levels for both competition and training situations will improve. This will be beneficial to both gymnasts and coaches in Australia.

2 Benefits

The following are the benefits of the system:

◗ encourages the less-experienced judges to participate in higher-level judging processes ◗ provides a feeling that they are part of the national plan and considered important ◗ creates learning opportunities ◗ creates a formal process for the development of less-experienced judges ◗ creates an opportunity for the national judging coordinator to review performance.

3 The mentor system process

The following is the procedure for the mentor system: ◗ One national elite and one Level 3A judge will be assigned to a team with a Federation of lnternational Gymnastics judge. ◗ The role of the Federation of lnternational Gymnastics judge is to assist the two judges in the team, through nurturing, with the application of technical and administration procedures. ◗ The role of the national elite and Level 3A judges is to enter into the spirit of the system and draw on the knowledge and experience of the Federation of lnternational Gymnastics judge. ◗ The judges will be required to serve on a nominated apparatus for a competition season including the national elite, levels and club championships. ◗ The Federation of lnternational Gymnastics judge will be the head judge for the national elite championships with the national elite judge serving on the A panel and the Level 3A judge on the B panel. ◗ The national elite judge will be the head judge for the national levels and national club championships with the other two judges serving on the A panel.

90 MAKING MENTORS SECTION 2 CASE STUDY 5 The following is the annual timetable for nominations and notification:

Action Responsibility Notification to When

Nominate national elite and State associations Judge education end October Level 3A judges officer

Determine apparatus teams Judge education end October (NJC approval) officer

Notify team members of Judge education Team members end November their selection and provide officer State sports the required information management committees

4 The role of the mentor

The following are specifications for the identification of the mentor. The mentor must: ◗ have been a Federation of lnternational Gymnastics judge for at least one cycle ◗ be compliant with the Men’s Artistic Gymnastics judges code of ethics, career path and judges’ accreditation structure ◗ have had at least one cycle experience judging national elite, levels and club championships ◗ be available for the national elite, levels and club championships for the year of selection ◗ be familiar with Gymnastics Australia technical and administration requirements for the levels of competition ◗ have Gymnastics Australia technical registration as a men’s judge for the year of selection.

The mentor would be expected to: ◗ create a communication link with the two judges assigned to them ◗ submit an annual report (refer Appendix B) to the judge education officer on both judges, noting where improvements can be made, by end of October of the year of selection ◗ ensure that the judges have the current codes, manuals, rules interpretation, etc. in conjunction with the judge education officer ◗ exchange judging and administration ideas with the two judges on a regular basis ◗ involve the assigned judges with presentations that are scheduled ◗ provide feedback to both judges on what areas need improvement ◗ advise appropriate behaviour and actions for judges at that level.

5 The role of the national elite and Level 3A judge

The following are the specifications for the identification of the national elite and Level 3A judge. The judge must: ◗ have at least current national elite or Level 3A accreditation ◗ have Gymnastics Australia technical registration as a men’s judge for the year of selection ◗ be familiar with the role of the head judge ◗ be an active judge at all levels of national championships

91 MAKING MENTORS SECTION 2 CASE STUDY 5 ◗ be compliant with the Men’s Artistic Gymnastics judges’ code of ethics, career path and judges’ accreditation structure ◗ be available for the national elite, levels and club championships for the year of selection ◗ be familiar with Gymnastics Australia technical and administration requirements for the levels of competition.

Selection will be made on the judge’s development capability and state equity, in that order.

The national elite and Level 3A judge would be expected to: ◗ review and understand the requirements of the information that has been forwarded by the judge education officer ◗ practice the administrative processes to be undertaken at the national championships ◗ practice the technical processes related to the apparatus to which they have been assigned ◗ communicate regularly with the Federation of lnternational Gymnastics judge on matters that are unclear or can be improved ◗ be prepared to prepare and present at national championships briefings where required ◗ attend judges’ assemblies and other meetings and contribute as required.

6 The role of the judge education officer

By the commencement of each calendar year, the judge education officer will ensure that all judges involved in the mentor system will have copies of the following: ◗ Federation of lnternational Gymnastics code of points ◗ Gymnastics Australia manuals relating to national elite, levels and club championships ◗ Gymnastics Australia symbols for the apparatus for which they have been allocated ◗ copies of any relevant rules interpretations that have been published in the Gymnastics Australia Technical Bulletin ◗ sections of the Judges’ Administration Manual relating to head judge specification, code of ethics and career path and judges’ accreditation structure ◗ apparatus score sheet interpretation and short panel score calculation template.

The judge education officer will select the Federation of lnternational Gymnastics judges in conjunction with the national judging coordinator. The selection will be based on the availability of the Federation of lnternational Gymnastics judges and the judge’s capability to perform in such a program.

The judge education officer will be required to forward the letter attached as Appendix A to each of the judges on the teams and the state technical committees.

The judge education officer will be required to comply with the mentor process timetable.

7 Records

The national judging coordinator will maintain records of the teams and the judges’ performances. They will be used as one of the determinants for selection for the Federation of lnternational Gymnastics course for the following cycle.

92 MAKING MENTORS SECTION 2 CASE STUDY 5 Appendix A

Dear

Men’s Artistic Gymnastics judges mentor system

You will be aware that the Gymnastics Australia Men’s Technical Committee has a judge’s mentor system in place. The aim of the system is to afford the lower-level judges the opportunity to team up with a more experienced Federation of lnternational Gymnastics judge for a 12-month period. The benefit of the system is that experience and knowledge can be formally shared.

The system operates as follows: ◗ Level 3A and national elite judges will be assigned to a team with a Federation of lnternational Gymnastics judge. ◗ The role of the Federation of lnternational Gymnastics judge is to assist the others, through coaching, with the application of technical and administrative procedures. ◗ All judges will be required to serve on the apparatus nominated below for a period of 12 months and attend the national elite, levels and club championships. ◗ The Federation of lnternational Gymnastics judge will be the head judge for the national elite championships with the national elite judge on the A jury. ◗ The national elite judge will be the head judge for the national levels and club championships with the other two judges on the A jury.

The judges have been assigned as follows:

Apparatus Federation of International Gymnastics judge National elite judge Level 3A judge

Floor exercise

Pommel horse

Rings

Vault

Parallel bars

Horizontal bar

The Federation of lnternational Gymnastics judge will be responsible for ensuring that the assigned judges have all of the information that is required to perform the task of the A/B jury and head judge.

Please find enclosed: ◗ head judge job description (from the Judges’ Administration Manual) ◗ apparatus score sheet and short panel score determination templates ◗ levels system clarifications and interpretations FIG Code of Points interpretations. Could you please confirm that you are willing to participate in the system by completing and returning the attached form by January 2OO_.

93 MAKING MENTORS SECTION 2 CASE STUDY 5 Judges Development Officer Men’s Artistic Gymnastics sports management committee judge mentor system Participation confirmation form

This form is designed to provide administration data. Could you please complete and return this form by ___ January 200_ to the following:

Men’s Artistic Gymnastics Judge Service Officer — International (address)

Please tick the following:

■ I agree to be involved with the judge mentor system ■ I will be available to attend the national elite championships ■ I will be available to attend the national levels championships ■ I will be available to attend the national club championships

I would like to offer the following suggestions or seek further information regarding the judge mentor system

Name: ______Contact Tel: ______

Signature: ______Contact email: ______

94 MAKING MENTORS SECTION 2 CASE STUDY 5 Appendix B

Men’s Artistic Gymnastics sports management committee mentor system Judge performance report

Name: ______Judge level: ______

1 Competitions attended (tick as appropriate) ■ National elite championships ■ Available for all sessions ■ National levels championships ■ Available for all sessions ■ National club championships ■ Available for all sessions

Reasons for non-availability:

______

2 Comments on performance

Technical knowledge (tick if considered competent) ■ Speed of determining start value ■ Accuracy in determining start value ■ Recognition of elements for difficulty ■ Accuracy in the use of symbols ■ Accuracy of record keeping (recall exercise at later date)

Reasons for exception or improvement opportunities:

______

3 Administrative knowledge (tick if considered competent)

■ Knowledge of apparatus score sheets and short panel score determination ■ Dispute handling ■ Speed and accuracy of handling judges’ conferences ■ Demeanour on the competition floor (statements, actions relevant to code of ethics) ■ Presentation (dress, attitude, etc.)

Reasons for exception or improvement opportunities:

______

4 Other issues:

Mentor name: Date:

95 MAKING MENTORS SECTION 2 CASE STUDY 5

Case studyOfficiating 6 Netball Australia

Purpose of mentoring program ◗ To nurture, teach and re-create accreditation levels

Key features of the program ◗ Clever people established the program in the early days of netball with limited money and few resources, yet they knew the wisdom of knowledge and experience on the one hand and raw talent and ability on the other. They believed that one generation of umpires should help the next, and so on. ◗ Mentors receive no payment. ◗ The program is pyramidal. The National Grading and Endorsement Panel identify talent, teach, mentor and test the national pool of umpires and other talented umpires. ◗ The next level involves state-based screening panels who identify talent at state level, then mentor and ultimately assess them. ◗ On a par with this group, but working with a broader base, are the national pool umpires, some of whom volunteer to mentor and train other umpires. ◗ The states have a similar structure where they focus on the next level down again — A, B and C badged umpires. Clubs tend to work with the raw product and teach the very basics of umpiring. ◗ Umpires may approach anyone to be their mentor, but usually the very best are already part of the structure and are already assigned to mentor a group of umpires. ◗ One mentor has to work with a number of umpires due to the size of the sport.

How did you design your mentoring program? ◗ The program is based on how the current leading umpires wished they had been trained when they came through the system. ◗ The Umpiring Development Committee developed policy documents which were approved by Netball Australia and implemented nationally. ◗ Each year the Umpiring Development Committee reviews the program and modifies it where necessary.

How successful would you say your mentoring program is? (1 = not very and 5 = very)

3–4. The program would improve with more people and more time to devote to it. Those involved work very hard. The issue is not with those in the program, rather how to spread the program further.

97 MAKING MENTORS SECTION 2 CASE STUDY 6 What problems have you encountered and how have you solved them?

Problem Solution

◗ States feared loss of influence due to ◗ Established state-based committees a national structure called Member Organisation Umpiring Team. These are a link between all levels of the system and they appear to be working well in most instances

◗ Identifying mentors in new developing ◗ Have candidates work together and areas where there may not currently self-monitor where possible be appropriate mentors ◗ Use one key mentor and have all new novices work with them ◗ Allow flexibility to address sections of the apprenticeship in different ways

How many officials and mentors are involved in the program? Unknown. Likely to be several hundred across the country.

What training do mentors undergo? No formal training.

For further information on this case study National Umpiring Director Netball Australia Tel: (02) 9633 2533 Email: [email protected]

98 MAKING MENTORS SECTION 2 CASE STUDY 6 Case study Coaching7 National Coaching Scholarship Program

Purpose of mentoring program To provide potential high performance coaches with a structured, intensive learning program. Coaches are placed in an elite athlete sports program and mentored by an elite coach, for a period of one or two years. Placements are usually made within an Australian Institute of Sport, state institute or academy of sport program with the head coachs acting as the technical mentor. Complementing the practical learning, scholarship coaches undertake the postgraduate studies in sports coaching with the University of Queensland as part of their scholarship program.

Key features of the program ◗ The National Coaching Scholarship Program consists of a formal mentoring system. The National Coaching Scholarship Program aims to be mutually satisfying, enjoyable and beneficial for the scholarship coaches and mentors. ◗ The scholarship coach is appointed two mentors throughout the scholarship — a technical mentor (assigned) and a professional development mentor (selected by the coach). Neither mentor receives any additional money for taking on this role. However, it is included in the job description for technical mentors (that is, Australian Institute of Sport head coaches). ◗ The Australian Sports Commission appoints a facilitator to oversee the scholarship program and support the scholarship coaches and mentors when required.

How did you design your mentoring program? ◗ The National Coaching Scholarship Program has evolved from the Australian Institute of Sport coaching scholarship program, that originally provided internships of between six and 12 months. ◗ With an injection of federal funding the existing program was expanded and improved. ◗ The Coaching and Officiating unit of the Australian Sports Commission (formerly known as the Australian Coaching Council), was given responsibility for the administration of the program and consulted with national sporting organisations to design the best structure to meet the needs of high performance coaches. ◗ A review of the National Coaching Scholarship Program was undertaken in 2000 and a number of changes were made to the program in response to scholarship and mentor feedback.

How successful would you say your mentoring program is? (1 = not very to 5 = very). 3

99 MAKING MENTORS SECTION 2 CASE STUDY 7 What problems have you encountered and how have you solved them?

Problem Solution

◗ Technical mentors are the direct ◗ Professional mentors have been supervisor (boss) of the scholarship introduced to help scholarship coaches coach. This can create a power become more assertive and empowered differential where the subordinate ◗ Job descriptions have been developed to (scholarship coach) feels intimidated clarify roles and disempowered by the mentor coach ◗ Agreements between the mentor and scholarship coaches have been developed to improve the mentoring relationship

◗ The technical mentor’s main priority is ◗ Appointment of professional mentors the performance of their athletes rather will ensure that the scholarship coach’s than the development of the scholarship personal and professional development coach. In this case the scholarship coach is being looked after may not get the attention required, ◗ Clear performance indicators will be because the technical mentor is developed from the mentoring too busy agreements to ensure the mentor coach is meeting their responsibilities ◗ Training will be provided for mentors

◗ Mentors have excellent coaching skills ◗ Professional development mentors will and can provide the scholarship coach provide an additional avenue of expertise with a wealth of knowledge about and support throughout the scholarship coaching techniques and tactics, but may lack experience in other areas, for example, business skills

◗ The role of the scholarship and ◗ Development of a job description and mentor coach has been unclear clarification and monitoring of clear roles for mentors and scholarship coaches

◗ Lack of recognition for mentor coaches ◗ Recognise mentor coaches by thanking them publicly and privately (for example, hold a lunch or dinner, send a thank you card or acknowledge their efforts in newsletters and magazines)

How many coaches and mentors are involved in the program? 15 coaches and 30 mentors (15 technical and 15 professional development)

100 MAKING MENTORS SECTION 2 CASE STUDY 7 For further information on this case study Coaching and Officiating Sport Programs Sport Performance and Development Australian Sports Commission PO Box 176 BELCONNEN ACT 2616 Email: [email protected] Tel: (02) 6214 1551 Fax: (02) 6214 1200

101 MAKING MENTORS SECTION 2 CASE STUDY 7 National Coaching Scholarship Program Mentoring roles and responsibilities

Facilitator

The Australian Sports Commission appoints a facilitator to oversee the scholarship program and support the scholarship coaches and mentors when required.

Roles of the facilitator The following (in consultation with the scholarship coach, mentors and the national sporting organisation) are the responsibilities of the Australian Sports Commission Sports Consultant:

◗ overseeing the scholarship program and Graduate Diploma of Elite Sports Coaching ◗ assisting scholarship coaches to identify professional development mentors based on the needs and expectations of both parties ◗ facilitating the development of mentor agreements ◗ monitoring the mentoring relationship ◗ resolving conflicts if they arise ◗ providing scholarship coaches and mentors with support and advice as required.

Technical mentors

Technical mentors will normally be program head coaches or assistant coaches capable of supervising scholarship coaches. They will preferably be high level NCAS coaches with considerable coaching and mentoring experience at national and international level.

Roles of the technical mentor coach The following (in consultation with the scholarship coach, professional development mentor, the national sporting organisation and the facilitator) are the responsibilities of the technical mentor: ◗ developing the annual program of the scholarship coach, based on the duties outlined in the National Coaching Scholarship Program terms and conditions ◗ creating opportunities for hands-on practical coaching experience within their program for the scholarship coach ◗ providing regular assessment and feedback to the scholarship coach on their performance. Weekly meetings could be scheduled to facilitate this process ◗ scheduling study time in the annual program for the scholarship coach to complete their assignments ◗ encouraging the scholarship coach to attend professional development opportunities ◗ overseeing the supervision of the scholarship coach throughout the program ◗ keeping the Coaching and Officiating unit and national sporting organisation informed of the scholarship coach’s progress, by submitting quarterly reports.

102 MAKING MENTORS SECTION 2 CASE STUDY 7 Professional development mentors

In addition to the technical mentor, the scholarship coach may elect or be advised to nominate a professional development mentor for the duration of the scholarship. Professional development mentors will normally have experience in high performance programs, sport administration or coaching and possess some mentoring experience.

Roles of the professional development mentor The following (in consultation with the scholarship coach, technical mentor, the national sporting organisation and the facilitator) are the responsibilities of the professional development mentor: ◗ developing a mentor agreement with the scholarship coach ◗ identifying and developing learning objectives for the scholarship coach and providing opportunities for the learning objectives to be met ◗ being a critical friend to the scholarship coach, by acting as a support and sounding board. Monthly meetings could be scheduled to facilitate this process ◗ assisting the scholarship coach to complete assignments and monitor the scholarship coach’s progress with the Graduate Diploma of Elite Sports Coaching ◗ encouraging the scholarship coach to attend professional development opportunities ◗ referring the scholarship coach to coaching, sport and educational expertise when appropriate ◗ evaluating the scholarship coach’s progress, by submitting six-monthly reports to the national sporting organisation and coaching and officiating unit.

Roles and responsibilities of scholarship coaches

The following are the responsibilities of the scholarship coach:

◗ fulfil the job description as specified by the national sporting organisation and technical mentor ◗ participate in an online postgraduate course in sports coaching through the University of Queensland ◗ set goals, listen, accept guidance and feedback ◗ be enthusiastic, cooperative, trustworthy and maintain confidentiality ◗ be open to challenges and new ideas, be flexible ◗ have reasonable expectations ◗ take responsibility to solve problems and for your own personal growth and development ◗ take responsibility to drive mentoring relationships ◗ acknowledge and recognise mentors ◗ obtain support from family and friends.

103 MAKING MENTORS SECTION 2 CASE STUDY 7 National Coaching Scholarship Program Planning for success in mentoring

‘Winners can tell you where they are going, what they plan to do along the way and who they will be sharing their adventure with them’ Dennis Waitley, US author

In order to plan for success and identify what you want to gain from the mentoring relationship, you need to know where you are now. It is essential that you are clear about your strengths, weaknesses, needs, goals and expectations before you start.

1 What have been your most important achievements (work, sport or personal) to date?

Achievements

2 What do you believe are your strengths? List the skills, knowledge and attitudes that you believe are most influential in contributing to your achievements and success.

Strengths

3 Every successful person has also had failures. Think of the times you have been unsuccessful. What do you believe are your weaknesses that may have contributed to this failure? List the skills, knowledge and attitudes that you would like to improve.

Weaknesses and areas for improvement

(You may also want to ask a friend or colleague what they perceive to be your strengths and weaknesses)

Goal setting

SMART Goals are: Specific, Measurable, Achievable, Realistic and Time-bound

4 What is your long-term goal in coaching?

104 MAKING MENTORS SECTION 2 CASE STUDY 7 5 What benefits will you get from achieving this goal? (This is your motivation.)

How are you going to get there?

6 Consider areas you would like to improve during the scholarship year which will help you reach your long-term goal. List some short-term goals, strategies and steps required to achieve your goals.

7 Think of the skills, knowledge and qualities you think your mentors have. Identify what you would like to learn from each of them and how they can assist you to achieve your short-term goals during the scholarship year?

Technical mentor

Please include these learning objectives into your yearly plan.

Professional development mentor

This will form part of the agreement with your professional development mentor.

105 MAKING MENTORS SECTION 2 CASE STUDY 7 Who else may be able to help?

8 What do you have to offer your mentors?

9 How will you thank your mentors?

106 MAKING MENTORS SECTION 2 CASE STUDY 7 National Coaching Scholarship Program Mentoring agreement

We ______(mentee) and ______(mentor) agree to enter into a mentoring relationship voluntarily and comply with the following conditions.

Commencement date: Expiry date:

Mentee’s current goal:

Outcomes for the mentee with performance indicators (specific skills, knowledge and qualities desired) (how will you know you have achieved these outcomes?)

Outcomes for the mentor with performance indicators (what you wish to get out of the relationship) (how will you know you have achieved these outcomes?)

The mentor agrees to:

The mentee agrees to:

Meeting dates and venue for the duration of this agreement, and maximum length of each meeting

We agree to commit to establishing a mutually beneficial mentoring relationship for the duration of this agreement. We agree to an assurance of confidentiality and a no-fault termination of this relationship if necessary. This agreement may be reviewed at the request of either party.

Signature of mentee: Date:

Signature of mentor: Date:

107 MAKING MENTORS SECTION 2 CASE STUDY 7

Case study Coaching8 Softball Australia

Purpose of mentoring program ◗ Provide coaches with the opportunity to apply the theory of softball coaching in a practical learning environment ◗ Provide practical feedback of coaches to ensure the NCAS process is developing competent softball coaches ◗ Provide a practical learning environment for coaches within the accreditation system ◗ Monitor candidates and provide feedback towards the quality of training coaches ◗ Supervise practical experience.

Key features of the program The Softball Australia mentor program is a combination of a supervision and observation type of program. A mentor is assigned to a coach undertaking the practical coaching requirements for accreditation. The mentor observes the coach in action and completes a mentor’s feedback report on the coach’s performance. As well as the feedback provided, the coach would attend a practice session and competition to observe the mentor coach in action. There is an observation booklet to be completed by the coach, which includes discussion questions between the mentor and the coach, and questions related to observation of the mentor during training session/s and game/s program.

How did you design your mentoring program? Through attendance at an Australian Sports Commission mentoring workshop and consultation with key stakeholders within the sport. We also sought permission to use materials and concepts from the Women’s Lacrosse Association.

How successful would you say your mentoring program is? (1 = not very to 5 = very).

It is yet to be implemented.

What problems have you encountered and how have you solved them?

Problem Solution

◗ Number of qualified mentors available ◗ Have targeted only Level 2 coaching for the program in each state candidates in year to participate in program

How many coaches and mentors are involved in the program? Anticipate 30 mentors and 200 Level 2 coaching candidates in the next 12 months.

109 MAKING MENTORS SECTION 2 CASE STUDY 8 What training do mentors undergo? A three-hour training course will be provided for mentors. This will include the role of a mentor, the role of a coach being mentored and mentoring skills (such as the learning process, goal setting, empowering the learner, communication, questioning, giving feedback, encouraging the coach, and evaluation and monitoring).

For further information on this case study Softball Australia Tel: (03) 9890 8200 Email: [email protected]

110 MAKING MENTORS SECTION 2 CASE STUDY 8 Softball Australia Mentor program policy and procedures

Introduction

Softball Australia has introduced a mentor program to improve the learning experience for coaches undertaking NCAS qualifications. Linking a mentor program to the NCAS process will improve the coaching skills of all accredited coaches by providing: ◗ coaches with the opportunity to apply the theory of softball coaching in a practical learning environment ◗ practical feedback of coaches to ensure the NCAS process is developing competent softball coaches.

Aims of the program The aims of the mentor program are to provide: ◗ a practical learning environment for coaches within the accreditation system ◗ monitoring of candidates and feedback towards the quality of training coaches ◗ supervision of practical experience.

Structure of the program The mentor program is linked to the NCAS process. To ensure that all NCAS candidates are catered for in the program, it will be implemented as follows:

Level 1 ◗ Any Level 1+ or equivalent coach from softball who is not a member of the candidate’s immediate family and is confirmed by the state coaching director can mentor a Level 1 NCAS candidate. ◗ A three-hour training course is required to undertake the role of mentor at this level. ◗ Each state coaching director will select a mentor from a list of approved mentors and notify the nominated mentor for each candidate (mentee). ◗ The mentor will assist the candidate to achieve the competencies required of Level 1 coaches in a practical environment through observation, empowerment, candidate self-analysis and feedback. ◗ Following evidence of achievement of the Level 1 competencies, the candidate will be awarded Level 1 accreditation.

Level 2 and Level 3 ◗ Any Level 2+ or equivalent coach from softball and baseball who is not a member of the candidate’s immediate family and is confirmed by the state coaching director can mentor a Level 2 or Level 3 NCAS candidate. ◗ All mentors must be briefed on their role by the state coaching director before undertaking it. ◗ Each state coaching director will select a mentor from a list of approved mentors and notify the nominated mentor for each candidate (mentee). ◗ The program facilitator (state coaching director) will advise the mentor of their selection. ◗ The mentor may accept or decline an invitation to mentor a candidate. If the invitation is declined, the candidate will make another selection.

111 MAKING MENTORS SECTION 2 CASE STUDY 8 ◗ The program facilitator (state coaching director) will record the names and contact details of each candidate and mentor. ◗ The mentor will assist the candidate to achieve the competencies required of the accreditation level sought in a practical environment through observation, empowerment, candidate self-analysis and feedback. ◗ Following evidence of achievement of the relevant competencies, the candidate will have satisfied the requirements of that course. ◗ The candidate will be awarded the relevant level of accreditation when evidence of the achievement of all competencies of that level have been achieved.

Responsibilities of Softball Australia

1 Mentor training brief Softball Australia will design a mentor training brief that will provide each mentor of softball coaches with the necessary information to provide a positive practical learning experience that will accelerate the development of softball coaches and the skills to conduct appropriate feedback and make sound judgments based on the competencies demonstrated by the coaches.

2 Resources Softball Australia will produce the Coaches Game Observation and Analysis, Practice Observation and Analysis booklet to support the program. A copy of each of all resources will be supplied to each state on disk, free of charge, for copying as required. Softball Australia will identify some type of recognition or reward program for the mentor coaches in each state.

3 Level 3 NCAS course The Softball Australia national coaching director is responsible for ensuring the program’s requirements are adhered to regarding the Level 3 NCAS courses and will ensure that all mentors of Level 3 NCAS candidates have the required qualifications to undertake those duties.

Responsibilities of states

Following implementation of the program, each state will be responsible for ensuring that: ◗ the program is promoted as widely as possible ◗ all mentors of Level 1 and Level 2 NCAS candidates are provided with the mentor training brief or equivalent information prior to taking on the role ◗ program facilitator (state coaching director) to provide to the national coaching director a recommended list of Level 1 and Level 2 mentors for each state’s program ◗ at least one program facilitator (this could be the state coaching director) is appointed to monitor the program in their state and to provide ongoing support to the program participants.

Evaluation of mentor program

The program will continually be evaluated using a number of processes including: ◗ evaluations from course participants, candidates and mentors involved in the program and state coaching directors ◗ observed improvement in coaching knowledge and skills of accredited coaches ◗ observed improvement in mentoring skills.

112 MAKING MENTORS SECTION 2 CASE STUDY 8 Softball Australia Mentor program mentor training brief

Overview — Mentor training brief

The mentor training brief is designed to provide each mentor of softball coaches with the necessary information to provide a positive practical learning experience that will accelerate the development of softball coaches.

Furthermore, the mentor skills will be developed to conduct appropriate feedback and make sound judgments based on the competencies demonstrated by the coaches.

Introduction

Softball Australia has introduced a mentor program to improve the learning experience for coaches undertaking NCAS qualifications. Linking a mentor program to the NCAS process will improve the coaching skills of all accredited coaches by providing: ◗ coaches with the opportunity to apply the theory of softball coaching in a practical learning environment ◗ practical feedback to coaches to ensure the NCAS process is developing competent softball coaches.

Aims of the program

The aims of the mentor program are to provide: ◗ a practical learning environment for coaches within the accreditation system ◗ monitoring of candidates and provision of feedback towards the quality of training coaches ◗ supervision of practical experience.

Structure of the program

The mentor program is linked to the NCAS process. To ensure that all NCAS candidates are catered for in the program, the program will be implemented as follows:

Level 1 ◗ Any Level 1+ or equivalent coach from softball who is not a member of the candidate’s immediate family and is confirmed by the state coaching director can mentor a Level 1 NCAS candidate. ◗ A three-hour training course is required to undertake the role of mentor at this level. ◗ Each state coaching director will select a mentor from a list of approved mentors and notify the nominated mentor for each candidate. ◗ The mentor will assist the candidate to achieve the competencies required of Level 1 coaches in a practical environment through observation, empowerment, candidate self-analysis and feedback. ◗ Following evidence of achievement of the Level 1 competencies, the candidate will be awarded Level 1 accreditation.

113 MAKING MENTORS SECTION 2 CASE STUDY 8 Level 2 and Level 3 ◗ Any Level 2+ or equivalent coach from softball and other team sports who is not a member of the candidate’s immediate family and is confirmed by the state coaching director can mentor a Level 2 or Level 3 NCAS candidate. ◗ All mentors must be briefed as to their role by the state coaching director before undertaking this role. ◗ Each candidate will select their mentor from a list of qualified mentors. ◗ The program facilitator (state coaching director) will advise the mentor of their selection. ◗ The mentor may accept or decline an invitation to mentor a candidate. If the invitation is declined, the candidate will make another selection. ◗ The program facilitator (state coaching director) will record the names and contact details of each candidate and mentor. ◗ The mentor will assist the candidate to achieve the competencies required of the accreditation level sought in a practical environment through observation, empowerment, candidate self-analysis and feedback. ◗ Following evidence of achievement of the relevant competencies, the candidate will have satisfied the requirements of that course. ◗ The candidate will be awarded the relevant level of accreditation when evidence of the achievement of all competencies of that level have been achieved.

Benefits of a mentoring program

Research has shown that one of the most effective ways to improve a person’s ability in a particular area is through on-the-job training under the supervision of a more skilled and experienced person. The more skilled and experienced person acts as a mentor and guides the mentee to improve their competencies.

It has been shown that, a result of mentoring, young or inexperienced coaches have: ◗ gained valuable knowledge and insights that helped shape their coaching philosophies and coaching styles ◗ been assisted with the development of interpersonal skills and all facets of their coaching performance ◗ become more self-confident, and this has assisted their overall development as coaches.

Mentor coaches have also benefited from the process, as helping other coaches to improve caused them to reflect on their own coaching behaviours. Any coach can enlist the assistance of a more experienced coach/s to improve and develop their coaching effectiveness.

Benefits of the mentoring program to softball

◗ Increased knowledge and experience of coaching at all levels. ◗ Raised quality and consistency of coaching standards in softball. ◗ Increased coaching professionalism and standardisation of techniques and methodology. ◗ Increased retention of coaching personnel through identifying talented young coaches and encouraging them to choose a possible pathway.

114 MAKING MENTORS SECTION 2 CASE STUDY 8 ◗ Decreased isolation among the softball fraternity by encouragement of coaching interaction. ◗ Opportunity for fast-tracking of talented coaches and inspiration of others to get involved in coaching.

Roles and responsibilities of Softball Australia mentors

The mentor should: ◗ be an experienced and knowledgeable coach ◗ have the respect and trust of the mentee ◗ have good communication and listening skills and effective observation and analysis skills ◗ be able to pass on information in an open and non-threatening way ◗ assume a helping and supporting role rather than an evaluative one ◗ analyse the way the coach interacts and relates to athletes and offer constructive and positive feedback in a supportive manner ◗ create open lines of communication and share their knowledge and experience in an open and non-threatening manner ◗ encourage the coach to develop to their fullest potential and develop their own coaching philosophy ◗ assist the coach to be more aware of their coaching behaviours and how they are executed ◗ encourage the coach to ask questions about their coaching effectiveness and act as a sounding board for the coach’s self-evaluation ◗ actively involve the coach in decisions and in their own development ◗ listen and guide the coach to identify things to improve and assist them in developing effective tools and strategies.

Roles and responsibilities of coaches being mentored

The coach should: ◗ set goals and objectives for their program and monitor process ◗ be punctual, reliable and open minded ◗ contribute to their own development, drive the process and be open to feedback ◗ work with an appropriate mentor with whom they are comfortable and provide specially identified areas of improvement ◗ complete and submit coach’s observation booklet to accreditation course supervisor ◗ have a desire to learn, be committed and take responsibility for their own learning ◗ initiate assistance, ask questions and observe the processes of coaching ◗ see this process as an opportunity for professional development, building networks, personal growth and increasing knowledge of coaching ◗ utilise the coach’s observation booklet to enhance the learning and development process of the mentoring program as it relates to the Level 1 and Level 2 accreditation courses.

115 MAKING MENTORS SECTION 2 CASE STUDY 8 Level 1 and Level 2 softball coach’s observation booklet

The Level 1 and Level 2 Softball coach’s observation booklet is to be used by the coach (mentee) as part of their Level 1 and Level 2 accreditation course assignment. When the coach (mentee) completes the observation booklet, the booklet will be returned to the accreditation course supervisor for review. Once the supervisor has reviewed the mentee’s booklet, it is to be returned with any relevant comments to the coach (mentee) as a future resource.

In order to assist the coach (mentee) to begin to understand elements of coaching, they will undertake instruction with a mentor coach. The observation involves a minimum of five hours for Level 1 and ten hours for Level 2 of observation and interaction with an experienced coach who actively demonstrates their knowledge of coaching. This experience will enable the coach to actually see their mentor coach at work, to observe, note and query their actions in a cooperative relationship.

The introduction will give coaches the opportunity to ‘model the mentor’ as well as query them and therefore consolidate their understanding of the fundamental processes of their sport.

Coach/mentor discussion sheets

A series of questions relating to the various processes of coaching are outlined in a series of discussion sheets in the observation booklet. These questions will help direct the coach and mentor discussions on specific aspects of the role of the softball coach and to provide for information discussion, which should continue through the observation period. The answers should be recorded, in as much detail as the candidate feels necessary, in the coach’s observation booklet. The discussions can be done over a period of a couple sessions.

Game observation and analysis

In addition to the discussion questions, the coach will be expected to observe and analyse a game that the mentor coaches. Observations will again be directed by specific questions that relate to aspects of game play, which can then be analysed and discussed with the mentor following the completion of the game. Level 1 candidates are to observe one game and Level 2 candidates to observe two games that the mentor coaches.

Practice observation and analysis

The coach will attend a minimum of two practice sessions that the mentor organises in order to observe and monitor aspects of coaching. Observations will be directed towards the instructional process. The candidates will be required to observe and monitor elements of the practice session such as time use, provision of feedback and positioning.

Personal reflection and self-analysis

The coach will begin the process of self-analysis of their own coaching performance. This will be assisted by a series of evaluation questions, which will be completed following their coaching sessions. If the coach is not currently coaching, then the evaluation questions can be completed following observation of the mentor’s practice sessions.

116 MAKING MENTORS SECTION 2 CASE STUDY 8 Softball Australia Mentor coach training course

Time Content

9.00–9.15am Introduction — Benefits of mentoring

9.15–10.00am Role of a mentor ◗ What is mentoring? ◗ What makes an effective mentor? ◗ Perceptions and expectations of mentors and mentees ◗ Mentoring functions

10.15–10.45am Role of a coach being mentored ◗ What is the mentee? ◗ What makes an effective mentee? ◗ Perceptions and expectations of mentees ◗ Mentee functions ◗ Mentee’s observation booklet

10.45–11.45am The mentoring process ◗ The learning process ◗ Goal setting ◗ Empowering and involving the mentee ◗ Communication ◗ Questioning ◗ Giving feedback ◗ Encouraging the mentee ◗ Evaluation and monitoring

11.45am–12.00pm ◗ Conclusion

117 MAKING MENTORS SECTION 2 CASE STUDY 8 (Print name) (Print Comments

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118 MAKING MENTORS SECTION 2 CASE STUDY 8 SECTION 3: MENTOR TRAINING PROGRAMS

Section overview In this section we will provide: ◗ sample programs (one day and half day) for a mentor training workshop ◗ unit overviews and overhead transparency masters to guide presenters of mentor training workshops.

Providing training for mentors in your mentoring program will help them to understand their role and do a better job. It will also help to improve the quality of your program by helping to standardise the processes and methods that mentors use.

The following programs and unit overviews provide suggested schedules and activities that could be used in a one-day or half-day training program for mentors. Sports are encouraged to modify the program and activities to ensure that they suit their needs and they are tailored to their sport.

One-day program

Time Unit name Content

9.30–10.00am Introductions and icebreakers ◗ Welcome ◗ Introductions ◗ Icebreakers 10.00–11.00am Purpose of a ◗ What is mentoring? mentoring program ◗ Why mentor? ◗ Mentoring purposes (four categories) ◗ How can we mentor? ◗ Links between presenting, assessing and mentoring 11.00–11.15am MORNING TEA 11.15am–12.30pm Roles and responsibilities of ◗ Roles and responsibilities of mentors and coaches or officials mentors and coaches or officials (including scenarios and debate on mentors who also assess) 12.30–1.30pm LUNCH 1.30–3.30pm The mentoring process ◗ Goal setting and skills ◗ Developing a mentoring agreement ◗ Empowering ◗ Observation ◗ Analysis ◗ Questioning and providing feedback ◗ Action planning ◗ Review

119 MAKING MENTORS SECTION 3 Time Unit Name Content

3.30–4.00pm 4.00–4.40pm Reviewing the ◗ Why review mentoring relationship ◗ What to review ◗ How to review ◗ Personal review Impact on you and your sport ◗ What have you learnt from the workshop? ◗ How will it affect the way that you will mentor? ◗ How might it affect the way that you would build a mentoring program?

Optional units

45 minutes Competency-based training ◗ Quality training in a nutshell ◗ Back to the real world! ◗ Roles for mentors in competency-based training ◗ Competency-based training jargon 1 hour Understanding your sport’s ◗ Purpose of a mentoring program NCAS/NOAS qualifications in your sport ◗ Mechanics of how the mentoring program works ◗ Roles of a mentor in your sport’s mentoring program ◗ Overview of competencies and assessment criteria required for accreditation ◗ Summary of any reporting that must be completed by the mentor or the coach or official 35 minutes Coaching or officiating ◗ Improving as a coach effectiveness ◗ The self-reflection process ◗ Self-reflection tools ◗ Key aspects of coaching/ officiating

120 MAKING MENTORS SECTION 3 Half-day program

Time Unit name Content

9.00 –9.15am Introductions and icebreakers ◗ Welcome ◗ Introductions ◗ Icebreakers 9.15–10.15am Roles and responsibilities of ◗ Links between presenting, mentors and coaches or officials, assessing and mentoring and the mentoring process ◗ The mentoring process – Goal setting and agreements – Empowering – Observation and analysis – Questioning and providing feedback – Action planning – Reviewing the relationship ◗ Roles and responsibilities of mentors and mentees 10.15–10.30am MORNING TEA 10.30am–12.30pm Mentoring skills ◗ Goal setting ◗ Empowerment ◗ Observation ◗ Questioning ◗ Feedback

Note: Unit overviews for the half-day program have not been provided. Presenters are advised to adapt the unit overview for the full-day program, by shortening or omitting some activities.

121 MAKING MENTORS SECTION 3 Unit overviews Introductions and icebreakers

Time Content Activities and PowerPoint slides

5 minutes Introduce self and ◗ Remember: Mentoring is about being a welcome participants supportive friend. Ensure your style as a Overview workshop presenter models this philosophy. and set the mood

10 minutes Icebreaker activity 1 ◗ Conduct a fun icebreaker that will help people to introduce themselves and sets the tone of the workshop as an active and participatory one.

10 minutes Icebreaker activity 2 ◗ Get participants to think of someone who acted as a mentor for them (not necessarily in sport — perhaps in work or personal life). ◗ Distribute attached ‘Qualities of mentors’ worksheet. ◗ Ask them to write down two qualities of the mentor that they admired and that helped them to learn. ◗ Ask participants to reflect on how they would like to be viewed as a mentor and write down two qualities that they would like to be remembered for as a mentor. ◗ Share some of these qualities as a large group. ◗ Explain that learning to be a good mentor is a long process. This workshop will provide some of the skills, but many will have to be learnt ‘on the job’, with the coaches or officials they mentor.

5 minutes Outline optional ◗ Assessment may be offered in some courses. (optional) assessment Presenters should outline details of how assessment will occur. ◗ Assessment is optional.

Total time = 30 minutes

122 MAKING MENTORS SECTION 3 Qualities of mentors

Think of someone who acted as a mentor for you. This person could be someone from your sport, work or personal life. Think of someone who has inspired you, helped you develop a talent or showed an interest in you.

1 Write down two qualities of this person that you admired and that helped you to learn.

______

2 Share some of these qualities with the rest of the group.

______

3 Write down two qualities that you would like to be remembered for as a mentor.

______

123 MAKING MENTORS SECTION 3 Purpose of a mentoring program

Time Content Activities and PowerPoint slides

10 minutes What is mentoring? ◗ Group brainstorm on ‘what is mentoring’. Collate comments on board/butcher’s paper. ◗ PowerPoint slide 2 — Behind every successful person ... ◗ PowerPoint slide 3 — Mentor = a trusted friend or advisor ◗ Anecdote about the Greek legend of Telemachus who was cared for by Mentor while his father, Odysseus, fought in the Trojan War. Mentor acted as guardian, teacher, advisor and role model, so that Telemachus would attain the qualities and attributes essential for succeeding his father as King of Ithaca.

10 minutes Why mentor? ◗ Ask participants to work in pairs or small groups to brainstorm the benefits of mentoring for: – the coaches or officials being mentored – the mentor – the club/sport. ◗ Collate some responses on a board/butcher’s paper under the three headings. ◗ Emphasise that mentoring does not only benefit the coach or official being mentored and that it should be a two-way process.

30 minutes How can we mentor? ◗ Mentoring can occur in many different ways, both informally and formally. ◗ PowerPoint slide 4 — Mentoring purposes – Professional development This applies to situations where a coach or official seeks to improve their skills and taps into the expertise of a mentor. It may well be complemented by formal study or personal reading and study. The emphasis is on being a better coach or official. – Accreditation This is the situation where part of the accreditation process involves working with a mentor for the purpose of ensuring what is covered in a course can be applied to a real-life situation. It might involve a mentor giving feedback on training or assisting with a self-reflection process. It may or may not be tied to assessment. Continued next page

124 MAKING MENTORS SECTION 3 Time Content Activities and PowerPoint slides

– Updating This refers to the coach or official completing a practical activity as an updating requirement. This requirement adds an extra dimension in that the coach or official is not working alone but has the opportunity to receive feedback and share ideas. It reinforces the concept of continuous learning for coaches and officials. – Fast tracking Typically this is the retired athlete we want to groom for a coach or official role. It is what often happens in high performance programs. The person undergoing the fast tracking may do a variety of things to increase competence (do a course, talk to others) and work with a mentor such as a head coach. ◗ In small groups, look at the mentoring case studies from Section 2 of this manual, and consider the range of approaches to mentoring. Discuss the purpose of each of the mentoring programs and try to classify them as professional development, accreditation, updating or fast tracking. Some case studies may have more than one purpose. ◗ Use a continuum to consider the formality or informality of the case studies. Draw out the conclusion that mentoring can take many different forms and that mentoring programs can be designed in different ways to meet the different needs of each sport.

10 minutes Links between ◗ PowerPoint slide 5 — Roles in sport education. presenting, mentoring ◗ Discuss the intertwined roles of sport educators. and assessing

Total time = 1 hour

125 MAKING MENTORS SECTION 3 Roles and responsibilities of mentors and coaches or officials

Time Content Activities and PowerPoint slides

40 minutes Roles and responsibilities ◗ Break into eight small groups to consider the of mentors and case studies in Section 2 of this manual in coaches/officials more detail. Try to identify the roles and responsibilities of the mentors and the coaches or officials from the case studies. Then ask the groups to brainstorm further possible roles and responsibilities from their own experiences. Compare responses from the groups and summarise on butcher’s paper. ◗ PowerPoint slide 6 — Some characteristics of a good mentor ◗ PowerPoint slide 7 — Some characteristics of a good coach or official (in a mentoring relationship) ◗ Point out that the roles and responsibilities may vary from sport to sport and relationship to relationship, depending on the purpose of the mentoring program. ◗ PowerPoint slide 8 — Mentoring roles. Explain that mentors can play a variety of roles depending on the needs of the coach or official at any given time. A good mentor will be able to switch between these roles to suit the needs of the coach or official – Coach Showing how to perform a task or activity. This role may use a variety of teaching methods such as inform, question, model and confirm. – Facilitate Creating opportunities for the coach or official to use new skills or suggesting ways the coach or official can move toward their goals. – Counsel Help the mentor explore consequences of potential decisions or actions. The mentor should listen, probe, clarify and provide advice when asked. – Sponsor Promote or refer the coach or official to others. Provide access to a wider network. Continued next page

126 MAKING MENTORS SECTION 3 Time Content Activities and PowerPoint slides

– Support Encourage the coach or official to grow by providing support, acceptance, inspiration, inspiration and challenge. Try to relate to the coach or official and share experiences.

15 minutes Linking assessment ◗ Explain that some sports will have their to mentoring mentors assess as part of their role. ◗ Brainstorm advantages and disadvantages and develop a list of how you can minimise the impact if you do need to have mentors assessing their coach or official. ◗ PowerPoint slide 9 — Advantages and disadvantages of mentors as assessors ◗ PowerPoint slide 10 — Strategies for mentors who are assessing

15 minutes What skills will Brainstorm — Skills for mentors mentors need? ◗ Have participants brainstorm some of the general skills a mentor may need. ◗ Discuss how mentoring skills overlap with the skills needed to present or assess. ◗ Explain that many roles that mentors play may require specific skills and that mentors may need to be trained in some or all of these skills. ◗ PowerPoint slide 11 — Skills mentors require

5 minutes Conclusion ◗ Reinforce the importance of two-way communication and a willingness to learn.

Total time = 1 hour and 15 minutes

127 MAKING MENTORS SECTION 3 The mentoring process and skills

Time Content Activities and PowerPoint slides

10 minutes Overview the model ◗ PowerPoint slide 12 — The mentoring process for the mentoring ◗ Note the similarities to the coaching process process ◗ PowerPoint slide 13 — Foundations for – Set goals successful mentoring relationships – Observe ◗ The key to a successful mentoring relationship – Analyse is to: – Provide feedback – develop and communicate clear goals and – Action plan for expectations at the beginning of the improvement relationship – Review – set the ground rules and develop an agreement – clarify the roles of the mentor and the coach or official – work out when and how feedback will occur – review the relationship at regular intervals.

20 minutes Goal setting ◗ PowerPoint slide 14 — Goal setting ◗ Goal setting is about analysing your strengths and weaknesses and developing strategies to improve your performance. ◗ Goal setting can be done on an informal or formal basis. ◗ Informal goal setting may involve you discussing with your coach or official what they hope to learn from you. If the coach or official is unsure of what they hope to achieve, you can use questioning to establish their strengths and weaknesses and narrow these down into specific goals and objectives. ◗ Goal setting can also be done on a more formal basis. For example Lacrosse (Case study 3) asks their Level 2 coaches to write a page of information relating to why they chose their mentor and what they hope to achieve from the relationship. Matching the mentor’s skills with what the coach or official wants to achieve is one of the keys to a successful relationship. The National Coaching Scholarship Program (Case study 7) encourages coaches or officials to complete goal-setting work sheets. ◗ Goals need to be smart. – Specific — Be specific about what you want to achieve. For example, if a coach or official says they want to improve their coaching, help them to break this goal down into specific objectives and strategies. Continued next page

128 MAKING MENTORS SECTION 3 Time Content Activities and PowerPoint slides

– Measurable — How will you know when you have reached your goal? – Achievable and realistic — Is the goal possible? For example, if a beginner official wants to become an international referee at the next Olympics and it usually takes someone ten years to reach this level, you need to be honest with your coach or official and guide them to a more achievable and realistic goal. – Timebound — When do you want to achieve your goal? ◗ PowerPoint slide 15 — Two-way process of mentoring ◗ Mentoring is meant to be a two-way process and mutually beneficial for mentors and coaches or officials. ◗ Ask a mentor and coach or official to share their goals with the group. This can be presented in person, on video or in written form. Discussion and questions about goal setting can be encouraged at this time.

15 minutes Setting ground rules ◗ If you have been selected as a mentor in your and developing an sport, you probably have a number of other agreement voluntary roles like coaching, officiating, administration, assessing and/or competing. You therefore need to consider what level of commitment and how much time you are prepared to give to your coach or official. ◗ PowerPoint slide 16 — Setting the ground rules ◗ Setting some ground rules and developing an agreement at the beginning will prevent any problems occurring later. ◗ It is important to discuss with your coach/ official when you will meet and how you will communicate. Is it okay for them to call you at midnight to discuss tactics for tomorrow’s game? Are you the sort of person who likes short, sharp feedback sessions or do you prefer in-depth discussions over lunch? What is the coach’s/official’s preferred learning style? ◗ Formal agreements Refer to the sample agreement used in the National Coaching Scholarship Program (Case study 7), as an example of a formal agreement developed by the mentor and coach or official which includes time and location of meetings as well as agreed goals and outcomes for the relationship. Continued next page

129 MAKING MENTORS SECTION 3 Time Content Activities and PowerPoint slides

◗ Informal agreement role-play Conduct an informal role-play between two people to demonstrate setting goals and developing an agreement on an informal basis.

20 minutes Empowerment ◗ PowerPoint slide 17 — Empowerment: Mentoring is a process ... ◗ PowerPoint slide 18 — Empowerment: Who is driving ...? Emphasise that it is the coach or official, not the mentor who is responsible for driving the relationship. ◗ PowerPoint slide 19 — Empowerment scenarios. Discuss the scenarios in small groups and work out your proposed solution. Report back to the bigger group. ◗ PowerPoint slide 20 — Empowering the coach or official. This PowerPoint slide summarises some practical things that the mentor can do to promote empowerment. Ask the group if there other actions they can think of?

10 minutes Observation ◗ Explain that observation can be a two-way process, either with mentors observing the coach or official in action and providing feedback, or with the coach or official observing the mentor in action, followed by a discussion about what the mentor did and why they did it ◗ Discuss issues relating to observation. For example, when is it appropriate to observe, how to be unobtrusive, explaining the observation process to the athletes first, difficulties in observing via video (see letters on pages 136–138 of the manual as an example of an interaction based on video observation). ◗ PowerPoint slide 21 — Observation checklist. Ask participants to work in pairs, with one acting as the mentor and the other as the coach or official. In these pairs, discuss the sample observation checklist provided on page 133. The person playing the role of the mentor should check if there are areas on which the coach or official would like specific feedback (that is, identify potential weak areas). Add any sport-specific technical aspects to the checklist. Note: Remember this is just an observation checklist to help guide the mentor’s feedback to the coach or official. The checklist is not meant to be an assessment tool. Continued next page

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◗ Point out that the checklist can be formal or informal (that is, you may have a written list, or a mental list). If mentoring is linked to assessment, then you will need to use a formal assessment tool.

20 minutes Questioning ◗ Ask participants why mentors should use ◗ Why use questions? questions. Summarise with PowerPoint slide 22 ◗ Types of questions — Why use questions? ◗ How to ask questions ◗ Discuss open, closed and leading questions and their uses (particularly in a feedback situation). ◗ Discuss techniques for asking questions. Summarise with PowerPoint slide 23 — Techniques for asking questions. ◗ PowerPoint slide 24 — Use of appropriate questions. Use this overhead as an example of how mentors can use questions effectively in a mentoring relationship. ◗ Working in groups of two or three, ask participants to develop some questions they might use in discussions with coaches or officials they are mentoring in the various situations outlined on PowerPoint slide 25 — Use of appropriate questions.

25 minutes Feedback ◗ Ask participants for their opinion on how to effectively give feedback. ◗ Summarise using PowerPoint slide 26 — How to give feedback. ◗ Ask participants for their opinion on why the process often fails. ◗ Summarise using PowerPoint slide 27 — Reasons for failure of feedback. ◗ Video analysis — This activity involves the group observing a short piece of video (approximately three minutes) of a coach or official in action. ◗ Pair off participants so that one can act as the coach or official and one can act as the mentor. ◗ Ask candidates to role-play a discussion after watching the video. Imagine that this is the first session that mentors have observed of this coach, but that the mentor and coach have met once before to agree on their mentoring goals. Participants will provide feedback as though their partner is the coach or official they are mentoring. Note: The presenter might like to provide participants with some goals for the mentoring relationship. Continued next page

131 MAKING MENTORS SECTION 3 Time Content Activities and PowerPoint slides

◗ Ask the group what might have helped them fulfil the role of mentor better in this situation (for example, knowledge of the context of the session/video, a jointly developed observation checklist). Discuss how mentors and coaches can ensure that these things are in place prior to their observation. ◗ Discuss the importance of giving feedback according to established criteria and the role of observation checklists when preparing to give feedback. ◗ Ask the group to give some examples of the feedback that they gave as the mentor, point out some of the differences and explain that having specific goals would make the activity more consistent. Optional activity ◗ Ask participants to read the following correspondence (feedback analysis on pages 136–138) between a coach and their mentor. The coach has provided some background to a video that they have sent to their assigned mentor. They have never met with the mentor. ◗ Read the mentor’s comments carefully and highlight some of the key phrases that they have used to present the feedback in a manner that will be receptive to the coach. ◗ Discuss some of the techniques used in the mentor’s letter and some of the added difficulties of mentoring by correspondence, rather than in person.

Total time = 2 hours

132 MAKING MENTORS SECTION 3 Sample observation checklist — coaching

Observation point Comment

Preparation: Session plan developed

Appropriate dress

Equipment organised

Introduction to the session

Dynamic warm-up

Group management: Involvement of all athletes

Attention-gaining skills

Control of the group

Organisational skills

Teaching: Provide adequate demonstrations

Break skills into sequential steps

Stress key teaching points

Error detection and correction

Progression

Overload of information

Variety of teaching methods

Adapt to individual needs

Communication: Provide clear instructions

Check for understanding of instructions

Non-verbal cues

Individual feedback

Group feedback

Listening skills

Questioning skills

Professional manner

Enthusiasm and positive attitude

133 MAKING MENTORS SECTION 3 Observation point Comment

Safety: Use of protective equipment

Checking the environment for hazards

Safety instructions

Adequate supervision of all athletes

General: Effectiveness of session

Appropriateness of session

Sequencing/progression/flow

Variety

Appropriate time on task

Aspects that the mentee would like specific feedback on:

Technical/sport-specific points:

134 MAKING MENTORS SECTION 3 Any other comments:

______

______Mentor signature Date

135 MAKING MENTORS SECTION 3 Feedback analysis

Hello Rachel

First of all, thank you for looking at my coaching video tape. I feel that I have already learnt and improved my coaching technique just from making this tape and watching myself!

The tape starts with a group cross-country lesson. This is a beginner group. John is mainly working on his personal balance and control. For her first time, Brooke has an absolutely green, young horse, so we are showing him a variety of cross-country jumps and trying to establish the confidence of both horse and rider. Brooke gets nervous because the young horse has not learnt to place himself and therefore often jumps awkwardly.

Good coaching points:

◗ I am generous with my time and very patient, realising riders’ frustrations. ◗ I try hard to explain and help riders with their understanding, without belittling or embarrassing them. ◗ I am able to make some improvement with everyone. John becomes aware that his weak position is because of his lack of control; Brooke’s horse becomes more confident and therefore she is more willing to forgive the awkward jumps and go with him.

Weak coaching points:

◗ I could have used a loud hailer, as I was not sure if I was being heard. ◗ I could have coached more positively or even more forcefully. ◗ Looking back on this session, I am worried that I concentrated on Brooke and John who were having problems and did not give equal time and more difficult fences to Chris and Rebecca, whose horses are further advanced. ◗ I talk all the time! Did they switch off? Did I give them enough technical information, for example, could I have concentrated on better turns and approaches?

Overall I think that I need to get better at giving more technical information in a simple straightforward way and then pinpoint the major problems but without talking non-stop! This video was quite a learning experience! I am very interested to hear what you think.

Regards

Caroline

PS — Please return my video tape.

136 MAKING MENTORS SECTION 3 Dear Caroline

Thank you very much for sending in your tape. It is great to hear that you found the exercise worthwhile already! It is amazing the power of the video. If you are keen and willing to improve yourself, then the video provides you with the ideal way to analyse your own performance. I can only encourage you to continue to use this process regularly to improve the way that you coach.

My comments about your coaching will focus on how you coach, not what you coach. If you feel you also need some technical feedback on what you are coaching, I suggest that you speak with Simon, as I am certainly not qualified to comment on that area. Remember also that my comments will be made on the very small segment of your coaching that I saw on the video — that is all I have to go on. I will not fully understand the context of why you have coached these particular riders in the way that you have, so you will have to be prepared to take my comments and decide whether you think that they are appropriate or not.

Now on to the specifics of your tape. I agree with your suggestion of a loud hailer — that way you will not need to shout at the riders and can get your message across more clearly. Another option is to attach an external mike to a ‘ghetto blaster’ type of portable stereo (if you have one). You can buy a mike quite cheaply at an electrical store. As you are not able to project your voice easily, sometimes your coaching came across as fairly urgent shouting (for example, when Brooke is not releasing well as she jumps out of the ditch). Perhaps by stopping and preparing Brooke better for this exercise she would have been able to handle it better. For example, pulling her aside and talking with her about how to handle the jump out and how it differs from other jumps in terms of the release and the body position. This way she will be better prepared for what she experiences when she first takes on the jump. As she will be better prepared (and hopefully better positioned) this will instil more confidence in her horse and avoid an unnecessary jag on his mouth.

I agree with you that in this class John appeared to be out of his depth a bit and Chris and Rebecca probably were not challenged enough. This group must be incredibly difficult to coach due to the large differences in standard. Could you consider breaking this class into better matched classes, or if this is not possible, perhaps setting different tasks for the different riders? It appears that John still needs quite a lot of work on his own position and control before he is ready for the tasks that you have set him. He had quite a number of refusals on the tape, which cannot be encouraging for his horse. Why not set him some simpler tasks that he is capable of achieving and that will help to improve his position, while at the same time setting more challenging tasks for Chris and Rebecca? That may mean setting up some low jumps for John alongside the more challenging jumps for the others. Do you think that this would help? Is it feasible to do that with this group? You may need to do some more detailed planning to overcome this problem in the future if you cannot break this class up.

I did not find that you were talking too much — in fact, sharing some more technical information with the riders may have helped them to understand why they were having difficulty and how to overcome it. For example, why Brooke needed a bigger (or was it earlier? I wasn’t sure what you were after — was she?) release at the ditch. I would encourage you to better explain the cause of the problem, rather than just giving the rider solutions. For example, does Brooke recognise that her shoulders are not straight? Why are they not straight? What is at the root of this crookedness? How can she correct it? Does she know how? As coaches, we need to be careful that we do not just tell our athletes how to correct the symptoms, but help them to recognise their own faults, understand why they occur (the cause, not the symptom) and discover how they can correct it, hopefully through them analysing the skill themselves, not by us just giving them the solution. Using open questions can really be helpful in this process (for example, ‘Brooke, why is he tensing when you turn towards the jump? What can you do to avoid this?’).

137 MAKING MENTORS SECTION 3 In general, I think that you handled a very difficult class quite well. The riders seemed to enjoy the lesson and were trying hard to do as you asked.

I hope that these comments are helpful and that you are able to put them into perspective of what you think is effective or ineffective in your coaching. Please feel free to discuss these comments with Simon as he will be much more familiar with your coaching.

Yours sincerely

Rachel Webb

138 MAKING MENTORS SECTION 3 Reviewing the mentoring relationship

Time Content Activities and PowerPoint slides

15 minutes Why review? ◗ Discuss the need for continuous improvement What to review for both the mentor and the coach or official. How to review ◗ Ask participants to work in small groups (two to three people) to discuss what the mentor and coach or official should review about the mentoring relationship and identify some techniques for how they can review it. ◗ PowerPoint slide 28 — Receiving feedback

10 minutes Personal review ◗ Ask participants to reflect on the qualities that they wanted to be remembered for as a mentor (see Icebreaker activity 2 in the first unit). ◗ Ask them what new skills/techniques they have learnt that might help to develop these qualities. ◗ Ask them to write down three things that they will do when they next mentor, that will demonstrate these qualities.

15 minutes Impact on your ◗ Ask participants to brainstorm their key mentoring program learnings for the day and what impacts these might have on how they might build (or modify) their sport’s mentoring program.

Total time = 40 minutes

139 MAKING MENTORS SECTION 3 Understanding competency-based training (optional unit)

Time Content Activities and PowerPoint slides

20 minutes Quality training ◗ Ask participants What is a competency? – What does a Level 1 coach or official need to What is competency- be able to do? based training? – In an ideal world, how would you develop Components of these skills in trainees? competency-based – In an ideal world, how would you assess training whether trainees have achieved these skills? – Bishop diagram ◗ The role of sports is to attempt to develop a sport education system that approximates this. ◗ Discuss the fact that this is probably competency-based training — with a few added quality control measures added (for example, industry competency standards, qualified assessors, registered training organisations). ◗ PowerPoint slide 29 — Components of quality training. This overhead outlines the many factors that contribute to quality training in a competency-based approach.

10 minutes Back to the real world ◗ Competency-based training as a continuum — of sport! that is, there is competency-based training and there is competency-based training! Although the National Training Agenda exists, it may not be of relevance to many sports. However, all sports should be aiming to improve the quality of their education and applying it to ‘real life’ practice. ◗ Discuss among participants their experience with the National Training Agenda and the steps their sports are taking to become involved.

10 minutes Roles for mentors ◗ Ask participants to reflect on when mentoring in competency-based might be used in competency-based training training and what should be the role of the mentor.

3 minutes Competency-based ◗ Direct participants to the assessor training training jargon glossary.

2 minutes Conclusion ◗ Competency-based training = learner focused + flexible + prepares for the real coaching or officiating environment.

Total time = 45 minutes

140 MAKING MENTORS SECTION 3 Notes on competency-based training

In the field of coaching and officiating, competency-based training focuses on what is expected of a coach or official in the sport setting. It aims to provide all coaches and officials with access to a needs-based and flexible training program that helps the coach or official to gain the required competency standards.

Principles of competency-based training

1 Competency standards

Definition: The application of skills and knowledge in the workplace to an agreed standard. Competency relates to what a person can do.

Competency standards are a specification of the levels of knowledge and skill required, and the application of that knowledge and skill for effective performance in the field. These standards should be: ◗ related to realistic sport coaching or officiating practices ◗ expressed as outcomes ◗ understandable to coach or official educators, administrators, coaches and officials.

Competency standards should include requirements to: ◗ perform individual coaching or officiating tasks ◗ manage a number of different coaching or officiating tasks ◗ respond to irregularities and breakdowns in routine ◗ deal with the responsibilities and expectations of the sport environment, including working with others.

Competency standards tell us what is required of the official or coach in the workplace. Training enables the person to develop the competencies, and assessment is used to establish whether a person can execute the competency standard or has achieved a learning outcome as a result of training.

The Coaching and Officiating unit has developed minimum standards for NCAS Levels and the sport industry has developed comprehensive industry standards. Your sport may choose to adapt these and/or make them more relevant to your sporting environment.

2 Access and equity

Entry into competency-based training programs should be based on the prospective coach’s or official’s likely ability to successfully complete the training program.

The program, and the practices and methods used to conduct the training program, must be made accessible to all learners and must not limit their involvement on the grounds of age, gender, disability, coaching status, social status, educational background or location. Nor should competency-based training discriminate against people from non-English speaking backgrounds or people with low literacy skills where literacy is not critical to the competency required in the sport setting.

141 MAKING MENTORS SECTION 3 3 Recognition of prior learning

Your curriculum should specify the outcomes of the training program as behavioural objectives. Knowing these objectives will enable the assessment of a coach’s or official’s prior learning outside the training program. Exemptions must be available for this prior learning in the training program.

4 Flexibility

The principle of ‘flexibility’ in competency-based training requires training program organisers to provide alternative approaches to coach or official education which optimise the development of coaches or officials.

A feature of competency-based training is that there is no single approach to the delivery or assessment of the training program. Delivery and assessment methods are to be developed in consultation with the candidate and must cater for the needs of the individual coaches or officials.

Some of the typical delivery methods are full--time or part-time course attendance, home study, self-paced learning, apprenticeships (including on-the-job training) and computer-managed learning.

5 On and off-the-job training

Training programs in a competency-based system generally involve both on and off-the-job learning. Traditionally in coach education courses the majority of the training was done off-the-job in a course-work situation. Only minimal time was spent training on-the-job and very rarely was this structured as a learning experience under the guidance of a mentor coach.

Competency-based training recognises the importance of gaining competence in the real world of sport — on the field, in the gym, on the pool deck, etc. Training programs are therefore structured to include a more formalised on-the-job training component where candidates undertake practical coaching or officiating experience under the guidance of a more experienced coach or official. This practical experience should be a constructive learning experience that leads to the attainment of learning outcomes in the curriculum and the required standards of competence.

6 Assessment

Assessment in a competency-based training program is also undertaken in a more practical manner. Exams and written assessments tend to be kept to a minimum, with coaches’ or officials’ competence assessed in more practical settings (either in the real world of coaching or officiating or through role-plays and simulations).

In order to determine whether the required level of competence has been met, practical observations should be guided by clear assessment criteria that are known by the candidate.

142 MAKING MENTORS SECTION 3 Understanding your sport’s NCAS/NOAS qualifications (optional unit)

Note: The following unit overview is merely a suggestion. Sports should develop this unit to meet their needs.

Time Content Activities

10 minutes Purpose of a ◗ mentoring program in your sport

15 minutes Mechanics of how the ◗ mentor program works

10 minutes Roles of a mentor in ◗ your sport’s mentoring program

20 minutes Overview of ◗ competencies and assessment criteria required for accreditation at each level of the scheme

5 minutes Summary of any ◗ reporting that must be done by mentors and/or coaches or officials

Total time = 1 hour

143 MAKING MENTORS SECTION 3 Coaching or officiating effectiveness (optional unit)

Note: This unit may be conducted either for coaches or officials about to enter a mentoring relationship, or for mentors who can then pass this knowledge on to the coaches or officials they are mentoring.

Time Content Activities and PowerPoint slides

5 minutes Improving as a coach ◗ Ask participants to consider what methods they use to improve their coaching. ◗ PowerPoint slide 30 — How can you improve as a coach or official?

5 minutes The self-reflection ◗ PowerPoint slide 31 — Discuss the process self-reflection cycle and provide examples for each phase.

5 minutes Self-reflection tools ◗ PowerPoint slide 32 — Self-reflection methods – Coaching diary – Mentor coaching – Video self-analysis (with a mentor)

5 minutes Key aspects of ◗ PowerPoint slide 33 — Key aspects of coaching coaching or officiating – Communicating – Teaching – Managing

◗ PowerPoint slide 34 — Key aspects of officiating – Control – Decision making – Communicating

15 minutes Summary ◗ View video — Coaching Better

Total time = 35 minutes

144 MAKING MENTORS SECTION 3 REFERENCES

Australian Coaching Council. Video Self Analysis: A lens on coaching. Canberra, 1996. Australian National Training Authority. A Guide To Coaching. Melbourne, 1997. Australian Sports Commission. Mentor as Anything Facilitators Manual, ASC, Canberra 1999. Galvin, B. A Guide To Mentoring Sports Coaches. National Coaching Foundation, Leeds, UK, 1998. Kaye, B. Up Is Not The Only Way. Davies-Black Publishing, Palo Alto, California, 1997. Lippi, J and Warner, J. Mentoring In The Workplace. Training Solutions Group, Mudgeeraba, 2000. Lough, N 2001. ‘Mentoring connections between coaches and female athletes’, Journal of Physical Education, Recreation and Dance, May/June, Vol. 72, No. 5, pp. 30–33 and 46. National Sport Industry Training Package. THH GLE 21: Providing Mentoring Support To Business Colleagues. Learner Guide. Australian National Training Authority, 2000. Tovey, M. Mentoring In The Workplace: A guide for mentors and managers. Prentice Hall, 1999.

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PowerPoint Slides

Please note: An electronic version of these is available from www.ausport.gov.au/coachofficial

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— A GUIDE TO ESTABLISHING A SUCCESSFUL MENTORING PROGRAM FOR COACHES AND OFFICIALS AND COACHES FOR PROGRAM MENTORING SUCCESSFUL A ESTABLISHING TO GUIDE A MAKINGMENTORS

A GUIDE TO ESTABLISHING A SUCCESSFUL MENTORING PROGRAM FOR COACHES AND OFFICIALS