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Volunteer mentors as informal educators in a youth physical activity program

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journal contribution
posted on 08.12.2015, 14:51 by Rachel SandfordRachel Sandford, Kathleen Armour, Deborah J. Stanton
This discussion reports data from a 4-year longitudinal evaluation of a project from the United Kingdom. The project focused on outdoor activities as a vehicle for enhancing the personal and social development of disaffected youth with the researchers specifically examining the role played by volunteer learning mentors. Following a summary of relevant literature and an overview of the project design and evaluation strategy, data are reported on the impact and effectiveness of these mentors. The findings suggest the potential for mentors to function as informal educators in such youth programs. However, a lack of preparation and the considerable challenges faced in establishing and maintaining mentoring relationships with young people in schools can restrict their impact. It is argued that similar future initiatives would benefit from greater pre-planning and an improved understanding of how mentors and other youth professionals can work with each other. © 2010 Taylor & Francis.

Funding

This research formed part of a wider evaluation of three HSBC funded physical activity initiatives undertaken by the Institute of Youth Sport at Loughborough University, UK.

History

School

  • Sport, Exercise and Health Sciences

Published in

Mentoring and Tutoring: Partnership in Learning

Volume

18

Issue

2

Pages

135 - 153

Citation

SANDFORD, R.A., ARMOUR, K. and STANTON, D.A., 2010. Volunteer mentors as informal educators in a youth physical activity program. Mentoring and Tutoring: Partnership in Learning, 18 (2), pp. 135 - 153.

Publisher

© Taylor and Francis

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Publication date

2010

Notes

This is an Accepted Manuscript of an article published by Taylor & Francis in Mentoring and Tutoring on 26th May 2010, available online: http://www.tandfonline.com/10.1080/13611261003678887

ISSN

1361-1267

eISSN

1469-9745

Language

en