ABSTRACT
During Pedro’s Coach Placement season at the Sports Coaching Higher Education programme, he negotiates his autonomy when leading the sessions with being a student-coach who is graded by his experienced mentor. José, as mentor, identifies and fully directs a learning task analysis, revealing the potential to broaden and enhance his mentoring repertoire through evidence-based supervision/mentoring practices. Design thinking and reflective practice helps to reconfigure José’s support and scaffold Pedro’s reflection process, through attaining an ecological balance between the different task systems and Pedro’s self-efficacy.
