In this weeks lecture, it was clearly demonstrated that reflecting, assessing and mentoring are all key characteristics of the expert pedagogue. Donald Schon's work suggests that there are in fact two types of reflection. There is reflection in action and secondly, there is reflection on action. However, to extend on these reflection elements, the expert pedagogue can combine these two and think ahead on what needs to be addressed during the next training session. In this way, the coach can reflect in a forward sense.
On the topic of assessment many coaches now use written templates or a list of competencies to update or outline assessment procedures and criteria. Yet, observation is still a key component of the assessment process and notes can be taken in a notebook and can reassess the thoughts during the 'reflection in action phase' of the performance. With the advent of technology many athletes and coaches can now tap into self assessment as the key technique of assessment. This is often utilised through video analysis. Take for example the AIS gymnast. Although, the athlete has superb kinematic and kinesthetic sense, the gymnast can self assess themselves on the plasma screen televisions via a video that has been recorded by dozens of cameras fitted into the walls of their training hall. In this way the gymnast can improve their performance for the eyes of the observer.
The second half of the lecturer examined mentoring and questioned the nature and role of a mentor. It was understood that a mentor is one that imparts their knowledge and experience to assist the athlete in fulfilling their own needs and objectives. However, is a mentor always someone more experienced in the field? If so does this mean that they need to be older? Furthermore, does the mentor need to have similarities with their athlete in order to relate to them? Each of these questions neither have a right or wrong answer. From my persepective a mentor is one in which the athlete looks up to, idolises and gains knowledge. In this way the mentor should be regarded as having had greater expereince. Yet, many would also suggest, that each and everyone of us, possess different experience and knowledge and therefore the mentor can also learn much from their athlete. In this way, the ties between the athlete and mentor are mutually beneficial and at the same levels.
On the topic of similarities, it is widly accknowedged that the mentor must have similarities to their athlete. Surely, you cannot have a mentor who assists a marathon runner, yet smokes ciggerettes and drinks beer. This idea questions the ethics of both the athlete and mentor in their relationship. I would love to know your thoughts on these ideas!
Thank for reading this blog!
Very well thought out blog here Stew. I do agree with your comments on mentors and like the questions you have posed. I'll share my opinion on the question: Is a mentor always someone more experienced in the field?
ReplyDeleteWell firstly, I think in most cases the mentor will be more experienced in the field. However, this doesn't mean that someone with little experience in the field can assist the athlete. Someone with limited experience in a certain field may have enormous experience in another field was could be transferred to the athlete. The mentor who is not so firmiliar with the sport may see certain situations or problems in a different way to those who are trained in the sport. This means that alternative approaches and methods could be implemented by the mentor to try and overcome these issues.
An athlete could learn a lot from someone who doesn't know much about a certain sport but has extensive knowledge in another field.