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Coaching others to coach
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4 Fostering more mentoring

Mentoring is recognised as an important role undertaken by coach developers. It can have a positive and significant impact on learning and development. How then might more mentoring opportunities and support be achieved in the digital age?

A number of colourful trainers.
Figure 8 People working together to support each other: but does it have to be face to face?
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This shows a number of colourful trainers.

Figure 8 People working together to support each other: but does it have to be face to face?

To answer this question here you see what is already happening in Triathlon. It shows what might be possible.

Activity 4 Seeing is believing: remote mentoring in action

Timing: Allow about 15 minutes

Watch this video of Sorrel, a triathlon coach, who opted to be remotely mentored, yet never met Toby, the person mentoring her, face to face. This appears to be an unstructured and relatively low-tech solution to mentoring.

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Transcript: Video 3

SORREL
Following on from my level three course, I had a little bit of uncertainty as to what I wanted to do next and where I'm going to go with that direction. So I'd heard about the mentoring course with British Triathlon and thought I might as well ask somebody if they would help me out.
British Triathlon gave me two people to choose from. I rang them both and had a conversation with them both. One person, we got on fine and they answered all my questions and could give me some help for certain things. And then the other person I spoke to had a little bit more background of where I think I wanted to go. And we ended up chatting for an hour and a half. So I decided that we got on. And there was a bit of chemistry there. We had a good conversation. So I decided to go there.
No, it worked out better than I expected it to be.
A lot more confident as a coach, understanding that I do know more than I think I do. So I've been able to put that into practise with my club and coaching privately.
It's made me a lot more confident as a person, being able to talk to somebody about what I want to do, where I want to go, where I want to take my coaching career. It's given me a lot more passion and a lot more drive to go and achieve the things that I want to go and achieve.
We talk on the phone, and then WhatsApp and email each other with questions in between the times when we talk.
Whatever I want to talk about, really. Most of the time, we talk about things that I've done, things that I can go and do, what I've achieved, things to go and explore. And then Toby gives me suggestions as to what I might want to look at next or challenges me on my assumptions or why I might not want to go and do something.
No, I have no idea what Toby looks like.
Definitely an increase in my own confidence. I've also got more out of it in terms of I know where I want to go and what I want to do, and also somebody who I can ask questions of where they don't judge my answer me and they're there with me helping me make those decisions.
About 2% maybe. The rest of the time is talking about me, developments, softer skills, and how I can develop as a person as well as a coach.
You absolutely should do it. And if it doesn't work out, you can stop. But if you don't start, you'll never know.
Having somebody to talk to, who is on my side, who asks me challenging questions. But I know there's no hidden agenda. They're just asking me challenging questions. Whatever my answer is, there's no judgement. And there are no consequences. And it's nice to have somebody who can act as that sounding board for me.
SUBJECT 2
I think for me mentoring is about sharing my experience and helping to guide other people. So it's about giving back to coaches. And coaches have helped me in my career. And I want to help other coaches.
End transcript: Video 3
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Video 3
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After watching, answer this question: How might any additional structure or use of technologies (beyond phones) enhance mentoring in your context?

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Discussion

It could be argued that this open, flexible approach to mentoring fosters individualised learning since Sorrel’s needs determine the focus of her interactions. Her increased confidence is certainly likely to impact on her practice. However, if such mentoring were also used to structure, for example, coaches interpretation of common learning experiences (i.e. workshops, online resources), it might provide further valuable reflective conversations. Using more sophisticated technology such as Skype or conferencing software with video functionality may increase possibilities but this may come at a financial cost.

Next, you are asked to respond to a more hi-tech peer-support idea for transforming coach learning and development that draws on experiences in the education sector.