Understanding the Shifting Roles of a Mentor

In order for athlete leaders to prepare for and undertake meaningful positions of influence and leadership on and off the playing field, it is imperative that they have a partner in their quest to become the best athlete leader they can be. That partner is a mentor.

The dictionary defines mentor as:

  • Someone wise and trusted; counselor; supporter; advisor; guide
  • Coach; teacher; tutor; instructor; trainer
  • Someone who gives help and advice over a period of time to help a person learn a role
  • Giving specialized training and coaching in a particular subject or an event

For our prospective and newly recruited athlete leaders, a mentor opens the door to new horizons for that athlete that neither s/he the mentor nor family may have ever imagined.

For the mentor to take on the role of wise and sage advisor, s/he must want to take on the responsibility of self-education of the mission, goals and philosophy of Special Olympics in addition to the purpose, goal and basic concepts of athlete leadership. The mentor journeys with the athlete through observations, experiences, the Athlete Leadership Training Series/ALPs University coursework, and practical application of leadership skills. Together, they experience the evolution of an athlete leader.

Building leadership skills is a partnership between an athlete and a mentor and one of the most rewarding experiences ever! Being a mentor is much like being a sports coach. The coach starts with the skill level of the athlete and assists the athlete in building skill upon skill using a variety of strategies to do so. Mentors are also being ever mindful of the athlete leaders’ interests and passions so they may help them find their niche in ALPs. A mentor, like a sports coach, teaches, instructs and tutors up to a point. When it is time for the athlete to run the race, serve the ball, or make a pitch, it is up to the athlete to do it by him/herself. When an athlete is ready for practical experiences (such as writing their first speeches and holding their first Town Hall or Input Council meetings), mentors must be ready to step aside and let the athlete lead. That’s called empowerment!

As new challenges or skills sets are introduced to an athlete, the mentor modifies his/her level of influence as needed. There is no magic time frame for an athlete’s acquisition of knowledge, self-exploration and leadership skills. Every athlete is different in their rate of learning and development of their skills and self-confidence.

Roles of Mentors

Mentors’ roles are multi-dimensional and may include, but are not limited to, the following:

  • Finds short-term mentor(s) to assist with athlete’s desired new role if mentor’s skill-sets do not meet the athlete’s need at that time such as becoming a coach or an official
  • Moves between helper, speech coach, facilitator, advisor, confidant, teacher and friend as needed
  • Works one-on-one during each course and monitors follow up tasks
  • Ensures there are adequate opportunities to provide practicum experiences
  • Commits to a partnership in making the ALPs experiences as meaningful as possible
  • Is an advocate at all times
  • Ensures athlete knows about training opportunities inside and outside Special Olympics

Characteristics of Good Mentors

Characteristics never diminish but grow with experience. Listed are some of the most important characteristics any mentor should have:

  • Learns everything one can about the athlete
  • Gives encouragementand provides constructive feedback
  • Asks the questions “why” or “how” to check the athlete’s understanding
  • Allows athlete time to formulate answers to questions and express him or herself before intervening; provide help as needed
  • Values athlete’s opinions and preferences
  • Listens – people want to know what the athlete thinks, not what the mentor knows
  • Helps athletes stay on task
  • Fades assistance as athlete leader becomes more proficient in skills and role
  • Represents Special Olympics professionally

Levels of Assistance in Sample Scenarios

As athletes travel through the leadership experiences and knowledge-based courses, it is often a challenge for mentors to determine their level of assistance. The best guidance is to stretch the limits of mentor’s expectations before assuming athletes don’t understand. Refrain from falling into the do-it-all mode when you could be in a helper-mentor role. Below are three different scenarios that mentors will face with their athlete leaders that may give some insight into modeling the appropriate mentor behavior.

Developing and Implementing an Athlete Input Council

  • Allowing athletes to choose the criteria of membership based on guidelines
  • Allowing athletes to develop their own agenda with an assortment of ideas suggested by the mentor or facilitator but not written by them
  • Teaching athletes how to research topics that include policy issues and rules, not doing it for them
  • Helping athletes learn to speak out in opposition to what program leaders may think based upon the athlete’s research and opinions
  • Observing during AIC meetings may be an option; however, participation is not
  • Facilitating by one individual assists the chairperson in conducting the meeting

Becoming a Volunteer in an Athlete-chosen Experience

  • Suggesting roles aligned with athlete’s skill level after researching options together
  • Assisting the athlete to complete and submit a volunteer inventory, application and background check if necessary; not completing it for them
  • Allowing the volunteer supervisor to explain the roles, tasks, rules and activities associated with the experience
  • Practicing and pacing the athlete is a mentor role not taking over the role

Developing Athlete Speeches/Presentations

  • Athletes should be able to practice the factual information they have learned (facts about SO, the mission, unique qualities of SO, parts of a speech, selling points of target markets) in a fun atmosphere using several different methods.
  • Don’t practice like a drill sergeant but use associations, pictures, verbal cues, athletes made analogies that fit the athlete’s level of understanding while infusing repetition as you go. Learning should be fun not stressful.
  • Develop checklists with athlete that will help develop mental and physical readiness i.e., how do I look where and I going, what is the room like, who I am going with, what I bring.

Helping the athlete learn independence and readiness is the mentors’ role; not telling the items on the check list each time.

  • Allow athletes to put the contents of the speech in their own words. Mentors or speech coaches are merely scribes to write down those facts, selling points and call to action that the athlete wants to say. Patience and time are a virtue in this process.

Attending Conferences and Meetings with Athlete Leaders

  • Allow them the growing room to ask others questions in discussions and presentations.
  • Allow them time to talk with other athletes on subjects and don’t interrupt,but listen.
  • Allow them free time without you to further their independence.
  • Allow them to use the knowledge and experiential base you have helped them acquire.

Recruitment

Mentors, like coaches, are one of the most challenging volunteers to recruit and are probably the most under recruited within Special Olympics. Many times, no one else except coaches and parents can be found. No one wants the athlete to miss out so they take what is available.

We can avoid this mismatch by recruiting online, on Facebook and mailing to the current volunteer list and share the job description and the satisfaction the role brings. There are not many other roles within Special Olympics where there are so many opportunities to interact with athletes while not having to possess sports skills!

We are doing a disservice to parents and coaches when they have to give up the position because of time restraints and strained parent/child relationships. The athlete suffers as s/he has no one to partner with for coursework and practical experiences. Programs should have a pool of mentors ready to be matched with new athletes as soon as they are identified.

The Role of Mentors or Escorts when Traveling with Athletes to State/Provincial or National Level Input Council Meetings or Congresses

There are two phases in this process.

1.Preparation Phase Includes:

  • Mentor assisted activities of researching Issues and or clarifying materials sent by the Council or Congress, interviewing other athletes to get feedback on issues, coming to conclusions on feedback issues.
  • Getting feedback from athletes is of upmost importance so a mentor may help athlete leader develop the call list, email list or attendee list for town meetings. Ensuring that feedback is not limited to one’s own opinion but that of the athlete leaders in the Council member’s program boundaries which could be areas for a state program or regions of North America. Sub Regions in the United States are: Southeast, North Central, South Central, Southwest, Great Lakes, New England, North West,
  • Helping the athlete focus on the main premise of all ideas brought to the USLC, US AIC or US Congress for their input is simple: Are these items going to make Special Olympics better? How and Why?
  • Developing feedback summaries of topics or issues for the meeting (athlete leader should do this with the help of mentor) in a format that the athlete deems user friendly.
  • Review the agenda and time line associated with agenda i.e. time of meals, free time, networking time, how long it will take for appropriate clothes changes for various activities
  • Write down all questions associated with agenda, issues, or travel. Research and record answers. Review with athlete leader
  • Develop checklists for: Ground transportation, primary transportation, and packing information – The following is a sample, but not inclusive, checklist:

Knowledge of and review of schedule

Packing list (including what to take, what not to take, what to carry on)

Travel attire

iPad or laptop (if desired)

1 flash drive for speeches/important notes and other documents (if desired)

Early arrival to airport/airport provided escort (for a charge) on-time departure

Bag check

Emergency cell numbers

Keep/manage airline tickets if needed

Keep/help manage athlete's personal money if needed

Medication packaging and/or instructions

Medical Insurance information/Special Olympics Medical Form

2.The Travel and On-site Phase

May or may not be performed by the mentor. Travel may be a challenge for a mentor; this, escort must be recruited. If the mentor has adequately prepared the athlete, the athlete with the help of an escort will be able to travel to and from the meeting destination and participate fully in the meeting. Some athletes travel independently and may not need an escort. Preparation is key and implementation is based on preparation. The mentor should take pride in knowing that his/her athlete leader is ready.

This phase may include, but not be limited to, the following:

Ensure both escort and athlete have on their person all checklists, ticket information, ground transportation, directions and hotel information.

Ensure all checklists are reviewed by athlete, mentor, escort and family/caregiver.

Review agenda and materials for meeting with athlete to answer last minute questions.

Be prepared to deal with transportation emergencies; ensure meeting planner’s phone number is on the checklists.

Ensure athlete leader arrives on time for all meals meetings and events and is properly attired.

Attend functions when invited. Social functions and meals may be open to escorts. The information prior to the meeting will specify. When invited to functions and meals, escort will not necessarily be seated with the athlete leader depending on the function and program. Athletes may be given roles or duties to perform. The escort should always be the quiet partner and ensure the athlete is the one who people are listening to and entertained by.

Official Session of Athlete Input Council or Athlete Congress will not be open to escorts or mentors. The mentors have done their job in preparing the athletes for this endeavor and their job is complete. In many instances, there is no room for an observation deck so mentors or escorts should not expect this.

The mentors next role will be to assist the athlete in preparing a debrief meeting/ conference call or email to h/her constituents.

Ensure medications are taken as prescribed; may have to assist in monitoring based on checklist and/or athlete need.

General Qualifications for Mentors and Escorts Prior to becoming a Mentor or Escort

  • Must be 21 or older.
  • Must be an approved Class A volunteer (includes protective behavior and background check).
  • Must have attended a General Orientation.
  • Preferred gender of escort is same as athlete (note: athletes room with athletes and escorts with escorts, double occupancy in overnight experiences)
  • Must have a valid driver’s license.
  • Must have car insurance in good standing.

Specific Qualifications for Mentors Prior to Being Paired with an Athlete Leader

  • Has reviewed the “This is ALPs” presentation with video Beyond the Vision.
  • Must commit to attend all applicable courses from the Athlete Leadership Training Series with partner athlete leader.
  • Commits to be a mentor for at least two years to one athlete leader.
  • Must attend the “Introduction to Athlete Leadership Course” solo if partner athlete leader has already attended.

1 | Role of Mentors in Athlete Leadership