Planning, delivering, and evaluating formalised sport coach mentoring: exploring the role of the Programme Director

© 2022 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-Non Commercial-No Derivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/).While research into sport coach mentoring is steadily increasing, currently the literature base is overly mentee-centric, overlooking the role and importance of additional stakeholders (e.g. mentors, programme directors, and sport governing bodies) involved within formalised sport coach mentoring programmes. Consequently, the aim of this research was to address this issue by examining the experiences of Jason, a Programme Director (PD) of a high-performance formalised female sport coach mentoring programme. Data were collected via three in-depth semi-structured interviews, which were analysed thematically. The findings highlight the inherent complexities of planning and delivering effective formalised sport coach mentoring provision, especially within high-performance contexts. Challenges associated with mentor recruitment and training were outlined, alongside the external influences of organisational agendas and beliefs on mentor pedagogy and practice. Jason also critically reflected upon to the problematic nature of evaluating formalised sport coach mentoring programmes. Practical recommendations and future avenues for empirical inquiry are discussed.Peer reviewedFinal Published versio

Marshall University Music Department Presents a Guest Artist Recital, Featuring, Dr. Jeremy Lewis, tuba, along with, Dr. Johan Botes piano

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One student at a time: How an innovative charter school succeeds with dropout recovery

In this paper, the authors examine how a charter high school in a large upper-Midwest city is successfully serving students who have not succeeded in the traditional school system and are in danger of experiencing the school-to-prison pipeline. The school accomplishes this through its enactment of five key qualities: 1. A casual, family-like atmosphere; 2. Commitment to a small, close-knit community; 3. Creative responses to absenteeism; 4. Extreme patience and flexibility in the classroom; 5. Innovative, trade-focused programs. The authors also examine the central challenges the school faces as it works to serve this group effectively. The paper describes an overarching model for serving adolescents who have had adverse childhood experiences (ACES) – a philosophy and practice of pedagogical and institutional plasticity