Applied Coaching Research Journal Research Journal Volume 2 | Page 13

APPLIED COACHING RESEARCH JOURNAL 2018, Vol. 2
“I think it makes more sense, so instead of doing it
on a course and not knowing how to relate it back
to different sessions, with the two courses mixed
together I’ve been able to make more sense of it.
Instead of turning up with the knowledge from the
course and thinking ‘what am I supposed to do with
this?’ It’s confidence and experience.” (Leanne, aged
21)
One-to-one support and mentoring
The one-to-one support and mentoring was seen as
instrumental to the programme’s success. Feedback
from their mentor allowed coaches to focus on their
specific areas of need, and at a time to suit them.
This feedback was often delivered in their place of
coaching or work.
Meet the coaches – Leanne
Leanne, 21 from Smethwick found it hard to gain
full time employment in the sport sector after
completing her degree. She delivered in three roles
within disability coaching, schools and social care
work. After the programme, Leanne developed her
coaching and by linking qualifications and her prior
experience, she was successfully appointed to a full
time role with Dudley Inclusive CIC as a deliverer
for disability sport and respite activities for adults.
Building up rapport and trust with a Coach
Developer/Mentor was important in the mentoring
relationship and made the coaches feel they could
ask for help.
“On a one-to-one basis you can say and focus on
what I kind of need help on.” (Mark, aged 20)
“The support I’ve received is fabulous, just fabulous.
It’s improved my teaching as a whole and it isn’t
boring.” (Jason, aged 19)
“If there’s a course with loads of people, I wouldn’t
be one to kind of ask my question so it’s nice to
have a relationship with someone you kind of feel
comfortable asking those questions to.” (Leanne,
aged 21)
Another perceived benefit of the programme was
the chance to be observed, supported and assessed
in context. Being supported and assessed while
delivering to peers was regarded as inauthentic
and unrealistic. Working with a mentor or assessor
in context allowed the coaches to relate theory
to practice and to ‘make more sense of it’. It also
allowed them to have support with other aspects
of their role, such as behaviour management, which
would not occur in a controlled environment.
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