MOTM › Module 2 › Theory
From Traditional to Inclusive Mentoring
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In the MOTM approach, inclusive mentoring means shifting from a one-directional relationship to a shared journey. Mentors act as allies, mentees as active “actors” in their development, and coordinators as enablers who make inclusion possible through structure, support, and sport club partnerships. Sport and physical activity are not extras — they are core tools for building trust, inclusion, and sustainable participation.
| Key Aspect | Traditional Mentoring | Inclusive Mentoring in MOTM |
|---|---|---|
| Relationship Dynamic | Mentor is the expert, mentee listens and follows. The dynamic is hierarchical and directive. 🟡 Example: A senior staff member instructs a new volunteer exactly how to act at events, expecting them to copy their approach. |
Mentoring is collaborative and based on mutual learning. Power imbalances are reduced, often through shared activities. 🟢 Example: A mentor and mentee take part in a light sport session together, chatting as equals during a walk around the track, with both sharing perspectives and ideas. |
| Approach to Differences | Cultural or personal differences are often ignored, with an expectation that the mentee adapts to the dominant way of doing things. 🟡 Example: A mentor gives the same advice to all mentees, regardless of their language skills or cultural background. | Differences are acknowledged and respected. Mentors adapt their style and activities, and coordinators support with cultural sensitivity tools. 🟢 Example: A mentor switches from fast-paced Finnish to clear, slower language during activities and chooses women-only swimming sessions to make their mentee feel comfortable. |
| Focus of Mentoring | Emphasis on skills and performance within existing systems. Success is measured by how well the mentee “fits in.” 🟡 Example: A mentor focuses only on helping the mentee understand workplace rules. | The focus expands to empowerment, belonging, and barrier removal. Mentoring uses sport and shared experiences to build confidence and inclusion. 🟢 Example: A mentor helps their mentee join a beginner dance class at the local club, supporting both language learning and confidence in public spaces. |
| Opportunity & Access | Access is informal and often based on existing networks or who “fits in.” Marginalized groups may be left out. 🟡 Example: Mentoring pairs often form between people from similar cultural backgrounds. | Access is intentionally structured and inclusive. Coordinators actively recruit diverse participants and connect them to existing sport clubs and community activities. 🟢 Example: Coordinators map local clubs offering women-only classes and match mentees with mentors who can accompany them to the first sessions, ensuring they feel welcome. |
| Mentor’s Role | The mentor acts as an authority or problem-solver, directing the mentee’s actions. 🟡 Example: “Do this exactly like I did, that’s the only way to succeed.” | The mentor acts as a coach, ally, and facilitator, encouraging mentees to set their own goals and supporting their agency. 🟢 Example: The mentor asks, “What would you like to try?” and helps their mentee sign up for a club class that suits their interests. |
| Mentee’s (Actor’s) Role | The mentee is a passive recipient of advice, expected to adapt to the mentor’s way of doing things. 🟡 Example: A mentee silently listens in formal meetings, not expressing preferences. | The mentee is an active participant and co-creator of the mentoring journey. They express goals, make choices, and build confidence through participation. 🟢 Example: A mentee tells their mentor they’d prefer outdoor activities and suggests going for weekly walks to build trust before joining a club. |
| Coordinator’s Role | Often unclear or limited. Programmes may rely on mentors to handle everything informally. 🟡 Example: Coordinators only send a welcome email and step back. | Coordinators play a strategic and enabling role: they structure the programme, support mentors with training, and build links with sports clubs. 🟢 Example: The coordinator arranges free trial passes at a local sports club and shares an “activity map” so mentors can easily bring their mentees to inclusive sessions. |
| Use of Sport & Activity | Sport is rarely included; mentoring happens in static or formal settings like offices or cafés. 🟡 Example: All mentoring meetings take place over coffee at the same café. | Sport and physical activity are central. Walking, dancing, club sessions, or games are used to build trust and inclusion. Existing club activities are leveraged rather than creating new ones. 🟢 Example: A mentor and mentee attend a low-threshold Zumba session together at the local community centre, where the coordinator has arranged a group booking. |
Section Reflection
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