MOTM · Roles & Responsibilities

Roles & Responsibilities

Step 4 of 11

Clear roles and responsibilities are essential for a safe, supportive and inclusive mentoring programme. This page summarises what coordinators, mentors, mentees and partners do in the MOTM model — and how they share responsibility for wellbeing, inclusion and learning.

The aim is not to create rigid job descriptions, but to give everyone a shared map: who leads, who supports and how decisions are made as the mentoring journey moves through its eight steps — from recruitment to final celebration.

In smaller clubs and organisations, one person may hold several roles (for example, coordinator and coach). That is fine, as long as responsibilities are clear and realistic, and mentors are not left alone with complex safeguarding or integration issues.
Who is involved in the mentoring programme? Overview ▾

At minimum, an MOTM-style programme relies on four key roles:

Role Main focus Typical responsibilities
Coordinator Design & overall management Plans the cycle, recruits and matches mentors/mentees, supports pairs, oversees safeguarding and light monitoring, liaises with partners, and documents learning.
Mentor Relationship & day-to-day support Meets the mentee regularly, listens, encourages, sets small goals together, uses sport / activity as a tool for inclusion, and communicates with the coordinator as needed.
Mentee Active participation & learning Shares goals and needs, attends meetings, gives feedback, tries out activities, and co-creates the mentoring journey with the mentor.
Safeguarding lead & partners Safety & pathways Provide safe spaces, expertise and opportunities: safeguarding focal point, clubs, NGOs, municipalities, schools and other community actors.

For more on monitoring, evaluation and learning structures, see the separate module: Monitoring & Evaluation in Inclusive Mentoring Programmes .

Coordinators: holding the structure Programme level ▾

Coordinators design and manage the local mentoring programme. Depending on the organisation, this may be a staff member, a coach with extra responsibilities, or a volunteer with coordination skills.

Key responsibilities

  • Define the overall cycle (duration, number of pairs, focus, inclusion goals).
  • Recruit mentors and mentees using inclusive channels and plain-language messages.
  • Organise orientation and training for mentors (and, where possible, mentees).
  • Match pairs and make sure they have a clear first-meeting plan.
  • Provide regular, light-touch check-ins and practical support.
  • Coordinate safeguarding: know the procedures, support mentors, and follow escalation steps.
  • Maintain simple documentation (contact details, agreements, key check-in notes, closure feedback).
  • Liaise with clubs and partners to ensure access to inclusive sport and activity options.

In very small clubs, coordination may be part-time or shared. In that case, agree clearly who does what (e.g. one person handles recruitment & matching, another leads monitoring & safeguarding).

Coordinator self-check

  • Do I have enough time to respond if mentors ask for help?
  • Is it clear who the safeguarding contact is?
  • Do mentors know how and when to reach me?
  • Have we agreed simple criteria for ending or rematching a pair?
Mentors: role, boundaries & support Relationship level ▾

Mentors are the day-to-day face of the programme. In MOTM, mentors are supportive companions, not therapists, case workers or “rescuers”. Their role is to walk alongside the mentee, using sport and movement as tools for confidence and connection.

Main responsibilities

  • Meet the mentee regularly and reliably (for example, every 1–2 weeks).
  • Agree simple goals together and review them over time.
  • Use suitable activities (walking, training, club visits) to support wellbeing and inclusion.
  • Respect boundaries: confidentiality, time limits, and agreed communication channels.
  • Notice early signs of difficulty and share concerns with the coordinator.
  • Participate in check-ins, basic monitoring and closure / feedback activities.

What mentoring is – and is not

  • Is: listening, encouraging, motivating, sharing knowledge and networks.
  • Is: opening doors to sport and community spaces in a safe, gradual way.
  • Is not: professional therapy, legal advice or social work.
  • Is not: 24/7 availability or solving all life problems.
  • Is not: a relationship based on pity, control or dependency.

Mentor self-check

  • Am I clear about my role and what is outside my responsibility?
  • Do I know how to contact the coordinator or safeguarding lead?
  • Do our meetings feel balanced and respectful for both of us?
  • Do I have someone to debrief with (coordinator, peer mentor) when needed?

For a deeper dive into mentoring roles and ethics, see the modules: The Roles of the Mentor in Intercultural & Sporting Contexts and Mentor Responsibilities .

Mentees: active participants, not “recipients” Participant level ▾

Mentees are central partners in the process. They are not passive “beneficiaries”, but people with goals, strengths and choices. The programme should make it clear that mentees are invited to co-design the journey.

Main responsibilities

  • Share their interests, goals and support needs as they feel comfortable.
  • Attend meetings or let the mentor know if plans must change.
  • Try out suggested activities at their own pace and give honest feedback.
  • Respect the mentor’s time, boundaries and voluntary contribution.
  • Participate in simple feedback activities at midpoint and closure.

How coordinators can support mentees

  • Use clear, translated information about what mentoring is and is not.
  • Offer women-only or women-led options where appropriate.
  • Explain that it is OK to say “no” to activities and to ask for clarification.
  • Provide simple ways to give feedback safely (short forms, check-ins, trusted staff).
Safeguarding lead & partner organisations Safety & pathways ▾

Safety is everyone’s shared responsibility, but programmes must name people and organisations with specific roles.

Designated Safeguarding Lead (DSL)

  • Receives and manages safeguarding concerns according to policy and law.
  • Supports mentors who encounter difficult situations.
  • Ensures records are brief, factual, respectful and stored securely.

Partner organisations

  • Sports clubs: provide safe, inclusive spaces and beginner-friendly sessions.
  • NGOs / women’s organisations: offer outreach, psychosocial and practical support.
  • Municipalities / services: connect mentoring to wider integration, health and education pathways.

Roles around monitoring and escalation are described in more detail on the page: Monitoring, Support & Rematching .

Time & commitment across the mentoring cycle Structure ▾

MOTM recommends planning roles in line with the eight-step mentoring process (from recruitment to final reflection). Time involves both one-to-one meetings and programme-level tasks.

Typical commitments

  • Coordinator: more intensive work at the beginning (recruitment, matching, orientation), then light but regular monitoring and partner contact.
  • Mentor: orientation + regular meetings (for example, every 1–2 weeks) + group events + short feedback at mid-point and closure.
  • Mentee: regular meetings, trying out activities, giving feedback and joining group activities where possible.

When you introduce the programme, be explicit: What is the expected duration of a match? How often do we expect meetings? What parts are essential, and what is optional?

You can revisit the Step-by-Step Mentoring Process page to see how roles appear at each stage.

Mutual expectations & mentoring agreement Practical tool ▾

A simple written agreement helps mentors and mentees start with the same expectations. It is not a legal contract; it is a shared reference point.

  • How often we aim to meet and where.
  • Preferred ways of communication (messages, calls, email).
  • What we will and will not talk about or do in mentoring.
  • How to cancel or reschedule a meeting respectfully.
  • What to do if someone feels uncomfortable or wants to end the match.

A sample template is available under Practical Tools – Building the Mentoring Programme . You can adapt the wording and translate it to local languages.

Key qualities – quick self-check Reflection ▾

Skills can be trained, but some attitudes and qualities are especially helpful in inclusive mentoring. Use this list as a starting point when recruiting and preparing your team.

For mentors

  • Reliability and keeping promises.
  • Empathy and non-judgemental listening.
  • Respect for boundaries, confidentiality and safeguarding rules.
  • Curiosity about different cultures and life experiences.
  • Willingness to learn and ask for help.

For coordinators

  • Clear communication and ability to balance different needs.
  • Basic safeguarding and risk-assessment skills.
  • Organisational skills (scheduling, documentation, partner contact).
  • Comfort with giving and receiving feedback.

For more on mentor wellbeing and sustainability, see Mentor’s Wellbeing .

Reflection

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Which role do you most identify with right now (coordinator, mentor, mentee, partner)? What is one concrete step you could take this month to make your responsibilities clearer and more sustainable?

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