Mentor on the Move — Comprehensive Course Summary

🧭 Mentor on the Move — Overview

Mentor on the Move (MOTM) is an Erasmus+ Sport project that promotes inclusion, health and wellbeing for women with a migration background through sport-based mentoring.

The online course helps mentors, coordinators and organisations to create safe, inclusive and structured mentoring programmes where:

• mentoring is collaborative and empowering, not top-down,
• sport and movement are used as a bridge to trust, confidence and participation,
• barriers linked to migration, language, gender and culture are taken seriously and actively reduced.

It is organised into seven modules, each combining theory, ethics, practice and reflection.

🧩 Inclusive Mentoring through Sport (MOTM)

Core idea: Inclusive mentoring is the heart of MOTM. It blends mentoring theory with equity, cultural sensitivity and shared participation in sport.

• What inclusive mentoring means:
  • Mentoring is not just “advice from an expert” but a social process that promotes belonging, empowerment and participation.
  • It is especially focused on women and girls with migrant or refugee backgrounds, who may face multiple overlapping barriers.
• Five core principles of inclusive mentoring (MOTM):
  1. Diversity & Representation – different identities and experiences are seen as an asset, not a problem.
  2. Equity & Barrier Removal – support is adapted to different starting points (e.g. language, costs, childcare, transport, confidence).
  3. Cultural Competence & Sensitivity – mentors stay curious, avoid assumptions and adjust communication and activities.
  4. Mutual Learning & Respect – both mentor and mentee bring knowledge and strengths; learning goes both ways.
  5. Trust & Psychological Safety – clarity, reliability and low-pressure activities create a safe base for honest conversation.
• Why sport matters here:
  • Shared movement lowers thresholds, softens hierarchies and makes it easier to connect across language and cultural differences.
  • Simple activities (walking, stretching, beginner classes) help people relax and talk more freely.

Takeaway: Inclusive mentoring through sport is about walking alongside someone, across differences, in a way that is safe, fair, respectful and rooted in shared activity.

🧱 Building the Mentoring Programme

Core idea: A good mentoring programme doesn’t happen by accident; it is designed step by step, from recruitment to closure, with sport as a practical bridge.

• Core principles of programme design:
  • Clarity & flow – a clear path from first contact to final celebration.
  • Equity & safety by design – barriers and risks are anticipated, not handled only when problems appear.
  • Sport as a bridge – low-threshold physical activities and club pathways are woven into the programme.
  • Hybrid tools – each page offers mini-toolboxes, plus a hub with all templates and checklists.
• Key steps in the mentoring cycle:
  1. Step-by-step mentoring process – an overview timeline from registration to celebration.
  2. Recruitment, preparation & partnerships – bringing in mentors and mentees through clubs and networks; running accessible orientations; building community partnerships.
  3. Monitoring, support & rematching – regular light-touch check-ins, early warning signs, proportional support and respectful rematching when needed.
  4. Roles & responsibilities – clear, humane expectations for coordinators, mentors and mentees.
  5. Integrating sport & physical activity – shared movement used deliberately to build trust and connect mentees with beginner-friendly club options.
  6. Empowerment through networking – small goals and community links that strengthen agency and confidence.
  7. Beyond mentoring – planning meaningful closure, celebrating achievements and signposting next steps in club and community life.

Takeaway: Structure and empathy work together. A clear cycle plus flexible support makes mentoring safer, fairer and more sustainable.

🛡️ Safeguarding & External Communication

Core idea: Inclusive mentoring through sport must be safe, respectful and dignified for everyone involved. This module explains what safeguarding means in sport, what kinds of risks can appear, and how to communicate about participants and programmes in an ethical way.

• Safeguarding in sport-based mentoring
  The module starts by defining safeguarding and why it is especially important in inclusive sports programmes with women with migrant backgrounds and other marginalised groups. Safeguarding is presented as a broad responsibility: protecting people from physical, emotional and digital harm, and making sure spaces, relationships and routines are safe and respectful.
• Risks and vulnerabilities in sports settings
  Learners are introduced to different types of risk that can appear in sport and mentoring contexts, such as:
  • physical risks (unsafe facilities, lack of supervision, inappropriate touch)
  • emotional risks (humiliation, exclusion, pressure, misuse of power)
  • digital risks (unsafe sharing of images, online harassment, misuse of personal data).
  The module also highlights how some participants may be more vulnerable than others because of their age, migration status, language skills, social isolation or previous experiences.
• Safeguarding protocols and good practice
  The module then moves to concrete practice: how organisations and mentors can build protective structures around their programmes. This includes:
  • clear safeguarding policies and codes of conduct
  • simple procedures for reporting and responding to concerns
  • guidance on appropriate behaviour, boundaries and supervision
  • proactive risk assessment and planning before activities take place.
  The emphasis is on creating systems that are known, visible and consistently applied – not just policies on paper.
• Ethical external communication
  A second major focus is how programmes talk about participants and activities in public (websites, social media, reports, campaigns). The module introduces principles of ethical communication, such as:
  • using informed consent for photos, quotes and stories
  • avoiding images or language that stereotype, sensationalise or expose people to risk
  • representing women with migrant backgrounds as active agents, not passive “victims”
  • protecting privacy and personal data in all external communication.
  Participants are encouraged to reflect on how their organisation’s communication practices can either support or undermine safeguarding.
• Bringing safeguarding and communication together
  Finally, the module shows how safeguarding and communication are connected: safety does not stop when the activity ends. The way programmes share stories, images and results is also part of protecting participants’ dignity and rights. Learners are pointed to tools, guidelines and further resources they can use to strengthen policies in their own context.

Takeaway: Safeguarding is not only about reacting when something goes wrong; it is about designing programmes and communication in ways that protect people from harm, respect their dignity and give them control over how their stories are shared.

🧶 Understanding Migration, Inclusion and Women’s Participation in Sport

Core idea: To make sport truly inclusive, we need to understand how migration, gender and social position shape women’s everyday lives – and how this affects their chances to take part in sport.

• Migration, integration and inclusion
  The module clarifies key terms such as migrant and refugee, integration and inclusion, and connects them to sport. Inclusion is described as more than “being allowed in”: it is about being able to participate, feel safe, be treated with respect and have real opportunities to belong and influence.
• Intersectionality
  An intersectional lens is introduced to show how different aspects of identity – for example gender, migration status, language, class, age, family situation or religion – overlap and shape each woman’s experience. This helps explain why barriers and needs are not the same for all women with a migrant background.
• Barriers and needs in sport participation
  The module looks at common barriers that women with a migrant background face when trying to join sport or physical activity, such as:
  • language and communication difficulties
  • financial costs, transport and lack of time
  • childcare responsibilities and family expectations
  • unfamiliarity with clubs and how they work
  • cultural or religious norms around dress, mixed-gender spaces or body visibility
  • discrimination, racism or earlier negative experiences in sport.
  These are described as structural and contextual barriers, not as personal failures.
• The role of sport in inclusion
  Sport is presented as a space that can either reinforce exclusion or actively support inclusion. When sport is organised in a thoughtful way, it can:
  • build confidence and a sense of capability
  • create social connections and friendships
  • offer chances to practice language in real situations
  • support health and wellbeing
  • strengthen a feeling of belonging in the community.
  This depends on activities being beginner-friendly, predictable, safe and welcoming for women with different backgrounds.
• Moving towards more inclusive practice
  The module encourages readers to reflect on their own context and consider practical changes that lower barriers: clearer information, women-only or culturally sensitive sessions, flexible formats, cooperation with community organisations, and active work against discrimination.

Takeaway: Inclusion starts from understanding lived realities. When we see clearly how migration, gender and sport intersect – and which barriers women actually face – we can design mentoring and sport activities that genuinely support participation and belonging.

🤝 Mentor’s Role, Relationship & Wellbeing

Core idea: Mentors are central to MOTM — but they are not superheroes. This module clarifies what mentors do, how relationships grow, and how mentors can stay well.

• Roles of the mentor in intercultural and sporting contexts:
  • Mentor as guide, supporter and connector, not as saviour or therapist.
  • Working across cultures and languages with humility and curiosity.
• Mentor responsibilities:
  • Reliability (showing up, keeping promises).
  • Respecting confidentiality and privacy.
  • Staying within their role and referring on when issues are beyond their remit.
• Building the mentor–mentee relationship:
  • Using shared activities and gentle conversation to build trust.
  • Setting clear boundaries and expectations early.
  • Creating space for the mentee’s own goals, pace and choices.
• Boundaries, ethics and wellbeing:
  • Recognising signs of emotional overload or role confusion.
  • Strategies for self-care: supervision, peer support, debriefing, reflection tools.
  • Evaluating the mentoring relationship and ending it well, with respect and closure.

Takeaway: A sustainable mentor is clear, boundaried and supported. This protects both the mentee’s wellbeing and the mentor’s.

⚽ Sport for Social Change in the Context of Inclusion

Core idea: Sport can be a powerful driver of inclusion and equality — if it is designed intentionally for social change, not just performance.

• What Sport for Social Change (SSC) is:
  • Using sport and movement to address social issues such as exclusion, discrimination and health inequalities.
  • Connecting sport to broader frameworks like the UN Sustainable Development Goals (SDGs).
• How sport creates change:
  • Personal empowerment and confidence.
  • Social connection and community building.
  • Improved health and wellbeing.
  • Visibility and representation.
  • Participation and civic engagement.
• Benefits and challenges:
  • Benefits: joy, belonging, new networks, positive role models.
  • Challenges: access barriers, exclusionary club cultures, performance pressure, stereotypes about who “belongs” in sport.
• Connection to mentoring:
  • Shows how mentors can use simple, low-threshold activities (walking groups, beginner sessions, playful movement) to build trust and open doors into clubs and community spaces.

Takeaway: Sport for social change is not automatic. It happens when we plan activities and mentoring relationships with inclusion, agency and social impact in mind.

📊 Monitoring & Evaluation in Inclusive Mentoring Programmes

Core idea: Monitoring & Evaluation (M&E) help you see what is changing, improve your programme and show impact — without turning mentoring into paperwork.

• What M&E are (and are not):
  • Monitoring – what you notice and record as you go (attendance, patterns, early warning signs).
  • Evaluation – stepping back to make sense of what happened, what changed and what to do differently next time.
• Why monitor and evaluate:
  • To learn and improve practice.
  • To make sure programmes are truly supporting women of migrant backgrounds.
  • To communicate results to funders, partners and communities in a grounded way.
• M&E in mentoring programmes:
  • Focuses on relationships, participation, confidence, inclusion and wellbeing — not only numbers.
  • Uses both quantitative (e.g. participation data) and qualitative (stories, feedback, observations) information.
• Key features for this context:
  • Light-touch tools that do not overwhelm mentors or mentees.
  • Methods that are culturally sensitive and safe.
  • Practical tools and checklists to help you get started, plus reflection to plan your own next steps.

Takeaway: When done simply and respectfully, M&E becomes a way of listening, learning and proving that inclusive mentoring through sport makes a difference.

⚖️ Core Principles Across the Whole Course

Across all seven modules, some principles keep repeating:

🧰 At the End of the Course (or This Summary), You Can:

• Explain what inclusive mentoring through sport means in the MOTM approach.
• Outline the mentoring programme cycle from recruitment to closure.
• Apply basic safeguarding and ethical communication principles in your context.
• Recognise barriers and needs of women with migrant backgrounds in sport and plan more inclusive activities.
• Act as a mentor with clear roles, boundaries and wellbeing strategies.
• Describe how sport can drive social change and design low-threshold, inclusive activities.
• Use simple monitoring & evaluation tools to track progress and improve your programme.

🪶 Overall Message

Sport can build bridges where words fall short.
Through mentoring, we make those bridges safe, respectful and empowering — one relationship, one session, one small step at a time.