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Power and knowledge in a coach mentoring program


Zehntner, C and McMahon, J, Power and knowledge in a coach mentoring program, Sports Coaching Review, 8, (1) pp. 62-68. ISSN 2164-0629 (2019) [Refereed Article]

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DOI: doi:10.1080/21640629.2018.1480736


In order to broaden our understanding of beginner (mentee) coach learning, we must consider how coach education, in particular prescribed mentoring programs may come to influence what is and what is not taken up by mentee coaches. In this article, narrative ethnography is used to explore six beginner (mentee) coaches’ learning experiences in a prescribed mentoring program within a coach education pathway. A Foucauldian perspective, specifically the concept of panopticism is used to analyse the beginner coaches’ experiences. Special attention is paid to the systems of oppression that beginner coaches may be subjected to along with the complex power relationships that may exist between mentor and mentee coaches in prescribed mentoring programs. This article illustrates how within the mentor-mentee coach relationship, subordination of beginner coaches occurs. In particular, beginner coaches are subtly disciplined and controlled so their coaching practices and ideas align with mentors and the culturally accepted coaching model.

Item Details

Item Type:Refereed Article
Keywords:mentoring, coaching, power, panopticism, coach learning, Foucault
Research Division:Education
Research Group:Other education
Research Field:Other education not elsewhere classified
Objective Division:Education and Training
Objective Group:Schools and learning environments
Objective Field:Equity and access to education
UTAS Author:Zehntner, C (Dr Chris Zehntner)
UTAS Author:McMahon, J (Associate Professor Jennifer McMahon)
ID Code:126454
Year Published:2019 (online first 2018)
Web of Science® Times Cited:9
Deposited By:Education
Deposited On:2018-06-13
Last Modified:2021-09-10

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