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dc.contributor.authorCorsby, Charles
dc.contributor.authorLane, Andrew
dc.contributor.authorSpencer, Daniel
dc.date.accessioned2021-02-02T12:35:07Z
dc.date.available2021-02-02T12:35:07Z
dc.date.issued2020-12-30
dc.identifier.citationCorsby, C.L., Lane, A.P. and Spencer, D.R. (2020) 'Becoming a mentor: an exploration of ‘how’student-coaches negotiate mentoring practice', Sport, Education and Society, pp.1-13.en_US
dc.identifier.issn1357-3322
dc.identifier.issn1470-1243 (electronic)
dc.identifier.urihttp://hdl.handle.net/10369/11278
dc.descriptionArticle published in Sport, Education and Society available at https://doi.org/10.1080/13573322.2020.1866525en_US
dc.description.abstractA growing body of research has investigated the virtues and complexities of mentoring in sports coaching. Yet, a paucity of research exists to consider ‘how’ both mentors and mentees come to understand their respective role(s). Attempting to redress this gap in research, the aim of this project was to examine the developmental experiences of mentors (and mentees) while participating in a mentoring programme within a University undergraduate sport coaching module. In doing so, this study specifically attended to the critical experiences of mentors and mentees in order to determine how, over the course of the module, mentors and mentees were able to operationalise their role within the coaching context. Data were collected through a series of focus group interviews with 10 mentors and 12 mentees, which were repeated over multiple time-points throughout the mentoring programme. The data were subject to a reflexive thematic analysis to yield three interrelated themes; initiating meaningful mentoring; the relationality of mentoring; and finally, putting ‘mentoring’ to work. The findings demonstrated the ability (and inability) of learners to develop the reflexive awareness required to negotiate and align their identities within the pedagogical context under study. Drawing upon the explanatory work of Goffman and Crossley, the study contributes to the deconstruction of mentoring practice more specifically, and the wider understanding of complexity of socialisation in coaching and education more generally.en_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofseriesSport, Education and Society;
dc.subjectsports coachingen_US
dc.subjectcoaching developmenten_US
dc.titleBecoming a mentor: an exploration of ‘how’ student-coaches negotiate mentoring practiceen_US
dc.typeArticleen_US
dc.identifier.doihttps://doi.org/10.1080/13573322.2020.1866525
dcterms.dateAccepted2020-12-16
rioxxterms.funderCardiff Metropolitan Universityen_US
rioxxterms.identifier.projectCardiff Metropolian (Internal)en_US
rioxxterms.versionAMen_US
rioxxterms.licenseref.urihttp://www.rioxx.net/licenses/under-embargo-all-rights-reserveden_US
rioxxterms.licenseref.startdate2022-06-30
rioxxterms.freetoread.startdate2022-06-30
rioxxterms.funder.project37baf166-7129-4cd4-b6a1-507454d1372een_US


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