No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
Athletic Maturity and Preferred Leadership
Abstract
Determined if preferences of athletes for training and instruction (task-oriented) behavior and social support (relationship-oriented) behavior would vary with athletic maturity (operationalized in terms of level of competition). Basketball players from high school midget (
n = 67), junior (
n = 63), and senior (
n = 63) divisions and a university (
n = 69) completed a preferred leader behavior scale for sports. Analyses revealed a quadratic trend in preference for training and instruction that progressively decreased from high school midget through junior to senior levels and increased at the university level; however, the direction of this trend was opposite to that predicted. A linear trend was obtained for social support, which progressively increased from the high school midget level to the university level but, again, in a direction opposite than that predicted. It is noted that future research should incorporate both a wide range of competition levels and groups with markedly different levels of success to determine the interrelationship between leadership preference and athletic maturity. It is also noted, however, that sport as a social system may not afford athletes an opportunity to achieve athletic maturity. (30 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
... Hersey and Blanchard (1982) noted that leaders must adapt their behavior based upon the maturity level of subordinates. Chelladurai and Carron (1983) defined athletic maturity using three factors: 1) competitive level of play, 2) years of experience in a sport, and 3) athlete age. Chelladurai and Carron (1983) generally found that as athletes mature they prefer greater levels of social support and lesser levels of positive feedback. ...
... Chelladurai and Carron (1983) defined athletic maturity using three factors: 1) competitive level of play, 2) years of experience in a sport, and 3) athlete age. Chelladurai and Carron (1983) generally found that as athletes mature they prefer greater levels of social support and lesser levels of positive feedback. Conversely, more recent research discovered that younger, less-experiences athletes preferred greater levels of social support and democratic behavior (Høigaard et al., 2008) and athletes of lesser ability preferred more positive feedback behavior (Riemer & Toon, 2001 Chelladurai (1978), in recognition of House's (1971) path-goal theory of leadership, identified the impact of task dependency and task variability on subordinate leadership preferences and proposed differences would exist between team and individual sports. ...
... In a more recent study, Ganaden et al. (2017) (Robinson & Carron, 1982). Chelladurai and Carron (1983) further commented that a reduction in the task dimension should be exercised when the members are at the highest level of maturity. In fact, young athletes strongly preferred training and instruction as well as positive feedback but least preferred autocratic behavior (Cruz & Kim, 2017). ...
... Muestra la investigación que los deportistas de élite expertos prefieren el comportamiento autocrático de sus entrenadores (Chelladurai y Carron, 1983); los deportistas experimentados que llevan tiempo practicando su deporte y tienen un nivel medio-alto esperan que sus entrenadores tomen la mayoría de las decisiones y tienen preferencia por el apoyo social (Carron y Hausenblas, 1998; Chelladurai y Carron, 1983; Erle, 1981). Chelladurai (2012) refiere que las conductas autocráticas del líder están relacionadas con la baja satisfacción de los deportistas, en lo que viene a denominar un estilo de "liderazgo duro" (hard leadership). ...
... Con respecto a la relación del liderazgo con otras variables, el incremento de la edad y del nivel deportivo en los deportistas del CNAR está asociado con una mayor percepción de apoyo social de sus entrenadores, en la misma línea de resultados de estudios previos para deportistas de un nivel medio-alto (Chelladurai y Carron, 1983; Carron y Hausenblas, 1998) ni en el sentido de que en las categorías menores los deportistas se decanten por el apoyo social y el comportamiento autocrático por parte de sus entrenadores (Nocé et al., 2013). No se ha encontrado tampoco una relación entre el nivel deportivo "elite", altamente experimentado, y una preferencia por el estilo autocrático como en los estudios de Chelladurai y Carron (1983) y de Nocé y cols. ...
... porte" de los deportistas del CNAR, se observa una asociación positiva con la conducta de instrucción y expresión del afecto del entrenador, pero no de liderazgo autocrático como se encontró en los estudios previos (Erle, 1981;Chelladurai y Carron, 1983;Carron y Hausenblas, 1998). Estos resultados requerirían de mayor profundidad para poder analizar si estas diferencias se deben al contexto cultural diferente o a que el estilo de liderazgo adoptado por los entrenadores del CNAR (percibido por sus deportistas) no se corresponde con el que deberían mostrar entrenadores de alto rendimiento, pudiendo indicar esto último la necesidad de una formación específica en liderazgo para estos entrenadores. ...
The purpose of this study was to adapt the Scale of Leadership in Sport (Leadership Scale for Sports-LSS) of Chelladurai and Saleh (1980) for the population of talent and high performance athletes (LSS-2: athletes' perception) and coaches (LSS-3: coaches' perception). First, a forward and backward translation from English to Spanish (Mexican) was done by two expert linguists. To study the psychometric properties, 207 athletes and 27 coaches of the National Sports Talent Center and High Performance Mexico (CNAR) were included. The exploratory factor analysis results showed adjustments and a two-factor structure with adequate internal consistency of each factor ("Athlete's development implication": a = 0.93 and "Autocratic conduct": a = 0.70) and the scale as a whole (a = .91). The different factor structure of this study compared to the original can be related to the changing socio-cultural context and offers the possibility to know specifically the construct of leadership in the context of Mexican athletes and coaches performance. Results show the high discrepancy between coaches' and their athletes' perceptions, perceiving those with a more similar style to the "high performance coach" leadership model. Items which greater consistency have are referred to the emotional closeness and trust. This asymmetry in perceptions recommends a leadership intervention program.
... The present study examined the relationship between perceived coach leadership behaviors on the satisfaction of athletes in collegiate level, since college athletes exhibited high level of socially supportive behaviors from their coaches [11,7] due to excessive demands of training, competitions, and academics schedules [15,16]. Participants were categorized as those who participated in individual and team sports event in the Philippines. ...
... In terms of democratic behavior or a behavior related to decision-making wherein coaches allowed their athletes to be involved in making decision on important matters, male athletes (43%) while (34%) from female athletes stated that their coach "always" exhibited this kind of behaviors. Findings of this study contradicted with the study of Chelladurai and colleague [7] that female athletes exhibited more on democratic coaching style than male athletes. In terms of autocratic behavior or a behavior related to decision making wherein coaches doesn't allow their athletes to be involved in making decision on important matters, male got (26%) and only (17%) from female athletes revealed that their coach "always" exhibited this behavior. ...
... In terms of autocratic behavior or a behavior related to decision making wherein coaches doesn't allow their athletes to be involved in making decision on important matters, male got (26%) and only (17%) from female athletes revealed that their coach "always" exhibited this behavior. This result supported with Chelladurai and colleagues [7] and Terry [21] that male athletes perceived their coach leadership behaviors exhibited more on autocratic behavior than female counterpart. In terms of social support or refers to the behavior of coach directly towards the athletes' personal needs, female athletes got higher perception of (41%) compared to male athletes (34%). ...
Athletes' satisfaction on his/her specific sports is an essential factor to achieve optimum athletic performances. Satisfaction of athletes is a feeling of fulfillment/contentment derived from perceived and experienced leadership and behaviors exhibited by coaches. The purpose of this study was to determine the correlation between perceived coach leadership behaviors and satisfaction of collegiate athletes in the Philippines. Results revealed that there was a relationship between coach leadership behaviors and athletes' level of satisfaction. Coaches who exhibited more on training and instruction, giving recognition, rewards, and positive feedback, and socially supportive behaviors produced more satisfied athletes. Moreover, rewarding behavior of coaches was the best predictor of team performance satisfaction and coaches' leadership behaviors that focused on the training process to improve athletic performances was the best predictor of personal treatment satisfaction, training and instruction satisfaction, and individual treatment satisfaction of the athletes. There was no significant relationship found between autocratic leadership style of coaches and athletes' level of satisfaction.
... In the past five decades of sports coaching research, in line with the MDML pathway, Arthur and Bastardoz (2020) showed how member, leader and situational characteristics have been studied to propose preferred leadership behaviours. Consistent with this pathway, where situational characteristics influence preferred behaviours, level of competition has been examined in sports coaching research to identify differences in behavioural preferences (Chelladurai & Carron, 1983 (2019) reported that high-performance athletes preferred coaches with a positive outlook and an athlete-centred approach, with active listening and personalised goal setting to build a positive relationship. However, none of the cited studies employed the RLSSC to specifically investigate differences between participants' preferences towards coaching leadership behaviours in strength and conditioning coaching based on the level of competition. ...
... Similarly, Tiberi and Moody (2020) indicated how attributes such as being knowledgeable, communicative, providing positive feedback, supportive, honest, organised, and approachable were perceived as important The current results on differences between levels of competition contribute to the ongoing discussion. Early research in sports coaching indicated differences, reporting how preferences of training and instruction behaviour decreased in the last stages of high school and increased at the university level, and social support behaviour increased with higher levels of competition (Chelladurai & Carron, 1983). Similarly, Riemer and Toon (2001) proposed that DII athletes preferred more positive feedback behaviour than DI athletes. ...
This study explored collegiate student-athletesˈ preferences of coaching leadership behaviours in strength and conditioning coaching, evaluating differences between the preferences of coaching leadership behaviours based on the level of competition. A total of 145 National Collegiate Athletic Association student-athletes (Division I = 77, Division II = 68), aged 18-25 years, with a mean = 3 (SD = ±1) strength and conditioning sessions per week, participated. Participants completed an electronic questionnaire involving the athletesˈ preference version of the Revised Leadership Scale for Strength and Conditioning. Summary statistics outlined that the most preferred behaviour was 'training and instruction', median = 4.5 (IQR = 1.0), whilst the least preferred was ˈautocraticˈ, median = 2.0 (IQR = 0.5). Similar results were observed for both Division I and II groups. No statistically significant differences were identified between groups. Effect sizes indicated that the magnitude of differences between groups was small, with the highest value for autocratic behaviour (d = 0.2). The observation of no statistically significant differences between Division I and Division II participants suggests how both levels of competition value similar positive coaching behaviours. This study sheds light on the preferences of coaching behaviours among student-athletes in strength and conditioning coaching. The findings underscore the importance of positive psychosocial behaviours such as training and instruction, positive feedback, situational considerations, and social support for different levels of competition and offer a foundation for further research to explore coaching leadership behaviours in strength and conditioning coaching.
... Estas tres versiones, a su vez, se estructuran en cinco dimensiones (entrenamiento e instrucción, conducta democrática, conducta autocrática, apoyo social y feedback positivo) reflejados en 40 ítems, a los que se responden mediante una escala de tipo Likert de 5 puntos. La investigación empírica evidencia que estas cinco dimensiones están significativamente relacionadas con la satisfacción de los deportistas, la motivación intrínseca, la competencia percibida y el rendimiento (Chelladurai y Carron, 1983). Estas dimensiones se pueden agrupar en tres factores (Loughead y Hardy, 2005): factor directo a la tarea (entrenamiento e instrucción), factor de estilos de decisión (comportamiento autocrático vs democrático) y factores motivacionales (feedback positivo y apoyo social). ...
... Por sexo, las mujeres puntúan de media más bajo que los hombres en la escala de control del estrés (6,62 puntos) y ligeramente más alto en cohesión de equipo (1,05), siendo muy similares en valores medios en el resto de las escalas. Los participantes mayores de 17 años también obtienen mayor puntaje en la gestión del estrés que los de menor edad (8,2 puntos) e influencia de la evaluación en el rendimiento (7,31). En menor medida, los mayores de 17 años puntúan más alto en el resto de las escalas, a excepción de motivación, donde los más jóvenes los superan ligeramente. ...
El objetivo de este estudio fue elaborar el perfil psicosocial de los deportistas de competición de BMX Race. Dada la carencia de literatura previa se optó por instrumentos autoinforme que permitieran valorar un amplio rango de variables, desde una perspectiva del ecosistema deportivo, considerando al deportista, el entrenador y la familia. La muestra estuvo compuesta por 28 corredores de BMX, todos ellos con experiencia en eventos internacionales. Los resultados muestran la evolución que las habilidades psicológicas implicadas en el rendimiento, el estilo de liderazgo preferido, el apoyo familiar y el equilibrio entre la toma de decisiones de riesgo y la de comportamientos precautorios varían con la edad, la experiencia y el nivel deportivo, sin encontrarse diferencias significativas por sexo. Como conclusión se destaca la relevancia de incorporar la perspectiva psicosocial al entrenamiento de BMX Race para lograr mejores resultados y un mayor bienestar de los deportistas. Este trabajo resulta un avance en una modalidad muy escasamente analizada científicamente, así como en el asesoramiento y formación de los técnicos deportivos
... There are various studies in literature that try to determine the effects of task-oriented and relationship-oriented leadership. While some of them show that relationship-oriented leadership produces greater productivity (Fiedler, 1964), some show that task-oriented leaders create greater productivity and effectiveness (Carron and Chelladurai 1983). ...
... Another study by Carron and Chelladurai (1983) was conducted to determine if basketball athletes of different age groups preferred training and instruction (task-oriented) behavior or social support (relationship-oriented) behavior. Results showed that preference of task-oriented behavior progressively decreased among lower high school students, and increased among the university students. ...
It is essential in all organizations to provide integration of human resources and the organization, in terms of organizational effectiveness. In organizations that are active in service sector, this integration is especially important because of the fact that the employees are in face-to-face relationship with the customers. In this sense, the extent of responsibility on managers/leaders, is really important. Managers/leaders in organizations can adopt a leadership style and behave as “Task (Work) Oriented” or “Employee (Relationship) Oriented”. The style that is adopted by the leader, has a considerable effect on their relationship with employees.Leader-member Exchange Theory (LMX) is the leading theory that scrutinizes endogeneity and exogeneity. LMX, codes human resources as inner-group and outer-group in the context of leader-member exchange. The leadership styles that are adopted by the managers, have great impact on the exchange among leaders and subordinates. Thus, the subordinates perceive their situation either inner-group members or outer-group members.The purpose of this study, is to find out the effect of the leadership style that is adopted by the managers on Leader-Member Exchange (LMX). In this context, a survey method is applied to the tourism agencies that are active in Yalova, Turkey. The survey consists Fiedler’s LPC (least preferred co-worker) measure, Leader-member Exchange measure and demographical questions. According to the results, there is no statistically significant effect of Task Oriented leadership style on Self Oriented dimension of LMX. On the other hand, it has been found that there is statistically significant effect of Relationship Oriented Leadership Style on Self Oriented dimension of LMX.
... Since its creation, the LSS has become the most commonly utilized scale for quantifying such perceived behaviors in sport coaches [7]. Research with the LSS has investigated the relationship between member characteristics such as age, maturity, gender, level of competition, task type, motivation, and preferred behaviors in athletes [4,8,9,10]); differences between preferred and perceived coaches' behaviors [2,11,12]; the impact of coaches' behavior on satisfaction and performance [13,14,15,16]; team dynamics such as cohesion and motivational climate [17,18]; and successful versus unsuccessful teams [4,8,10,19]. ...
... Other concern is the possible impact of moderating variables such as task type, age and years of experience on perceived outcomes (e.g., [34]). In fact, it has been shown that task variability and/ or task dependence affect differentially perceptions of coaches' behavior [9,13,31,48], and athlete satisfaction [13]. Therefore, it is important to examine whether such differential effects of task dimensions would prevail in a cross-national context. ...
Despite the fact that behavior of coaches is critical towards optimal development and performance of athletes, there still remains a dearth of empirical evidence involving self-perceptions of competitive athletes at elite level. The purpose of the present study was to examine athletes' perceptions related patterns and gender differences specific to coaching behaviors during competition. Consequently, the Leadership Scale for Sports was administered to 201 conveniently sampled elite student-athletes during the 23 rd World Universiade Games at Kazan, Russia. Results show that a considerable number of sampled athletes perceived their coaches not to have provided the needed social support and positive feedback during competition. However, majority of these athletes felt they were involved democratically across the competition period. Additionally, while male athletes perceived their coaches to have given appreciable training and instruction, were more democratic, socially supportive, and provided positive feedback, female athletes perceived their coaches to be autocratic. A greater need for social support and positive feedback are required from coaches to help athletes deal with the stressors of elite competition. Similarly, the gender differences in the athletes' perceptions suggest a more idiosyncratic approach and flexibility toward coaching at high performance level if desired outcomes are to be accomplished.
... Drawing on the multidimensional model (Chelladurai, 1980), researchers have identified a variety of sociocultural factors that appear to influence the preferred leadership behaviors of athletes, including gender (Chelladurai and Saleh, 1978;Chia et al., 2015;Coykendall, 2014;Sherman et al., 2000;Terry, 1985;Witte, 2011), age or maturity (Chelladurai and Carron, 1983;Hastie, 1993;Martin et al., 1999;Weinberg and Gould, 2015), type of sport (Coykendall, 2014;Terry, 1985;Terry and Howe, 1984;Weinberg and Gould, 2015;Witte, 2011), and level of competition (Beam et al., 2004;Hastie, 1995;Terry, 1985). The findings regarding these factors are somewhat mixed, however. ...
... For future research, since the study only included young participants, it would be noteworthy to compare coaching preferences between young and adult athletes since age has shown to influence leadership preferences (Chelladurai and Carron, 1983;Hastie, 1993;Martin et al., 1999;Weinberg and Gould, 2015). Furthermore, it might be interesting to explore the congruity between preferred coaching behaviors of athletes and actual behaviors of coaches and if these variables are related to performance improvement and/or satisfaction of players. ...
The authors investigated the coaching behavior preferences and the relationships of these preferences with variables such as gender, type of sport, playing experience, competitive level, and coach gender among young athletes in the national badminton league. Participants were 167 elementary and high school badminton
players (91 girls and 76 boys; age range = 9–18 years; M= 13.5 (SD = 2.22) years) competing in the badminton event of a national league. Players’ preferences for coaching behavior were measured using athlete preference version of the LSS to evaluate the five dimensions of leadership behavior in a sporting context. Notably, young athletes strongly preferred training and instruction, followed by positive feedback, democratic behavior, social
support, and autocratic behavior. An interaction effect of athlete and coach gender on the leadership dimensions of democratic behavior, autocratic behavior, and social support was found. Male athletes with female coaches preferred more democratic behavior, autocratic behavior, and social support behavior than
did those with male coaches. Conversely, female players with male coaches favored more democratic behavior, autocratic behavior, and social support than did those with female coaches. This study provides valuable insight into understanding the dynamics of sport leadership environments among young athletes,
and how crucial is the role of coach’s gender in the athlete–coach dyad interaction.
... Muestra la investigación que los deportistas de élite expertos prefieren el comportamiento autocrático de sus entrenadores (Chelladurai y Carron, 1983); los deportistas experimentados que llevan tiempo practicando su deporte y tienen un nivel medio-alto esperan que sus entrenadores tomen la mayoría de las decisiones y tienen preferencia por el apoyo social (Carron y Hausenblas, 1998; Chelladurai y Carron, 1983; Erle, 1981). Chelladurai (2012) refiere que las conductas autocráticas del líder están relacionadas con la baja satisfacción de los deportistas, en lo que viene a denominar un estilo de "liderazgo duro" (hard leadership). ...
... Con respecto a la relación del liderazgo con otras variables, el incremento de la edad y del nivel deportivo en los deportistas del CNAR está asociado con una mayor percepción de apoyo social de sus entrenadores, en la misma línea de resultados de estudios previos para deportistas de un nivel medio-alto (Chelladurai y Carron, 1983; Carron y Hausenblas, 1998) ni en el sentido de que en las categorías menores los deportistas se decanten por el apoyo social y el comportamiento autocrático por parte de sus entrenadores (Nocé et al., 2013). No se ha encontrado tampoco una relación entre el nivel deportivo "elite", altamente experimentado, y una preferencia por el estilo autocrático como en los estudios de Chelladurai y Carron (1983) y de Nocé y cols. ...
The purpose of this study was to adapt the Scale of Leadership in Sport (Leadership Scale for Sports-LSS) of Chelladurai and Saleh (1980) for the population of talent and high performance athletes (LSS-2: athletes' perception) and coaches (LSS-3: coaches' perception). First, a forward and backward translation from English to Spanish (Mexican) was done by two expert linguists. To study the psychometric properties, 207 athletes and 27 coaches of the National Sports Talent Center and High Performance Mexico (CNAR) were included. The exploratory factor analysis results showed adjustments and a two-factor structure with adequate internal consistency of each factor ("Athlete's development implication": a = 0.93 and "Autocratic conduct": a = 0.70) and the scale as a whole (a = .91). The different factor structure of this study compared to the original can be related to the changing socio-cultural context and offers the possibility to know specifically the construct of leadership in the context of Mexican athletes and coaches performance. Results show the high discrepancy between coaches' and their athletes' perceptions, perceiving those with a more similar style to the "high performance coach" leadership model. Items which greater consistency have are referred to the emotional closeness and trust. This asymmetry in perceptions recommends a leadership intervention program. © 2016: Servicio de Publicaciones de la Universidad de Murcia Murcia (España).
... Coach leadership behaviors constitute a specific indicator of coaching quality, serving as a pivotal factor in enhancing sports performance and representing a significant research area within the field of sport science (Li et al., 2017). Its theoretical basis can be traced back to the multidimensional leadership model (Chelladurai, 1990), specifically, the five leadership behaviors-training and coaching, democracy, authoritarianism, social support, and positive feedbackmanifest during the process of influencing athletes' performance and behaviors (Chelladurai and Carron, 1983). Coach leadership behavior can exert a direct influence on athlete engagement. ...
Objective
This study explored how coach leadership behavior, achievement goal orientation, and basic psychological needs affect athlete engagement.
Methods
Based on self-determination theory, this study examined the influence of coach leadership behavior and achievement goal orientation on athlete engagement, as well as the mediating effect of basic psychological needs. The study utilized established scales, including the Leadership Behavior Scale for Coaches-15 (LSS-15), the Achievement Goal Questionnaire for Sport (AGQ-S), the Athlete Engagement Questionnaire (AEQ) and the Basic Psychological Needs Questionnaire (BPNQ).
Results
A total of 351 valid questionnaires were analyzed. The results found that (1) basic psychological needs, coach leadership behavior, and achievement goal orientation can predict athlete engagement, and a correlation exists between them; (2) basic psychological needs play a double mediating role in coach leadership behavior and athlete engagement, achievement goal orientation, and athlete engagement. Coach leadership behavior and basic psychological needs have a chain mediation mechanism between achievement goal orientation and athlete engagement. Achievement goal orientation and basic psychological needs have a chain mediation mechanism between coach leadership behavior and athlete engagement; (3) after model testing and model difference comparison. The effect of the chain model based on the coach leadership behavior is more significant, indicating that the plasticity of the coach leadership behavior is the strongest.
Conclusion
These findings analyze the relationship between coach leadership behavior, achievement goal orientation, basic psychological needs, and athlete engagement to optimize coach leadership behavior, guide the setting of reasonable achievement goal orientation, meet basic psychological needs, improve athlete engagement, and provide practical guidance for targeted intervention measures.
... In the study developed by Olivares (2021) applying the same methodology as De , show values very similar to those obtained by De Francisco et al. (2014), where high-risk athletes reach a prevalence of 12.7% with the ABQ, and 10.4% with the BDI-R. Leadership (1978Leadership ( , 1990 One of the most relevant external variables that can exert the greatest influence directly on the athlete is the coach's leadership style (Cox, 2008;Chelladurai, 1978Chelladurai, , 1984Chelladurai, , 1990Chelladurai, , 1993Chelladurai, , 2007Chelladurai & Carron, 1983;Chelladurai & Saleh, 1978, 1980Chelladurai, 1978Chelladurai, , 1990Chelladurai et al., 1988;García-Naveira & Jérez, 2012;Price & Weiss, 2000;Weinberg & Gould, 2010). Regarding their work with children and young people, especially in beginner or grassroots sports, coaches are reference models and have a high degree of influence on them, which is why their work takes on special value from a technical perspective. ...
Burnout in competitive athletes has received considerable attention from researchers. However, the number of studies conducted in the sport of athletics is limited, despite its high potential to cause negative consequences on both performance and the physical and mental health of the athlete. In the present study, the level of symmetry and congruence between the perceptions and preferences of leadership behaviors in athletics and the burnout levels of athletes is quantified. This study aims to:1-Describe the levels of burnout in young high-performance athletes; 2.-Describe leadership preferences and perceptions; 3.-Establish possible relationships between burnout and leadership preferences and perceptions. A quantitative methodology with a descriptive and correlational cross-sectional research design was used. The study is made up of a total of 146 competitive athletes. The instruments applied are adaptation of the sociodemographic and sports questionnaire for athletes to the sport of Athletics (Ruiz, 2004), adaptation of the scales LSS-1 (leadership preferences of athletes) and LSS-2 (leadership perceptions of athletes); the Athletes Burnout Inventory (BDI, Garcés de los Fayos, 1999, 2004). The results show a prevalence of burnout of 7.96%. Furthermore, athletes with burnout or with a higher level of risk, present significantly greater asymmetry and incongruence. In conclusion, the leadership behaviors effect on the probability of the appearance of burnout, and on the well-being and mental health of the athletes. May be, this asymmetry detected on athletes, could be affect other persons like employees in work environment. Resumen. El burnout en atletas competitivos ha recibido considerable atención por parte de los investigadores. Sin embargo, el número de estudios realizados en el deporte del atletismo es limitado, a pesar de su alto potencial para causar consecuencias negativas tanto en el rendimiento como en la salud física y mental del deportista. En el presente estudio, se cuantifica el nivel de simetría y congruencia entre las percepciones y preferencias de los comportamientos de liderazgo en atletismo y los niveles de burnout de los atletas. Este estudio tiene como objetivos: 1.-Describir los niveles de burnout en jóvenes atletas de alto rendimiento; 2.-Describir las preferencias y percepciones de liderazgo; 3.-Establecer posibles relaciones entre el burnout y las preferencias y percepciones de lide-razgo. Se utilizó una metodología cuantitativa con un diseño de investigación descriptivo y correlacional de carácter transversal. El estudio está compuesto por un total de 146 atletas competitivos. Los instrumentos aplicados son: adaptación del cuestionario sociode-mográfico y deportivo para atletas al deporte del atletismo (Ruiz, 2004), adaptación de las escalas LSS-1 (preferencias de liderazgo de los atletas) y LSS-2 (percepciones de liderazgo de los atletas); el Inventario de Burnout para deportistas (BDI; Garcés de los Fayos, 1999, 2004). Los resultados muestran una prevalencia de burnout del 7,96%. Además, los atletas con burnout o con un mayor nivel de riesgo presentan una asimetría e incongruencia significativamente mayor. En conclusión, los comportamientos de liderazgo influyen en la probabilidad de aparición del burnout, así como en el bienestar y la salud mental de los atletas. Es posible que esta asimetría detectada en los atletas pueda afectar a otras personas, como los empleados en el entorno laboral.
... El estilo de liderazgo del entrenador, concretado en sus conductas (autocrática, democrática, feedback positivo, apoyo social, entrenamiento e instrucción), se ha identificado como elemento significativo que incide en la satisfacción de los jugadores y el rendimiento del equipo (Alfermann, 2005;Aoyagi & Cox, 2008;Bahrami, 2011). La satisfacción, entendida como la diferencia entre la percepción de lo que el deportista percibe y lo que él quiere en realidad (Riemer y Chelladurai, 1995), el rendimiento deportivo y el estudio conductual del entrenador, son el eje vertebrador del modelo Multidimensional de Chelladurai (MML) (Chelladuai & Carron, 1983;Chelladurai, 1990Chelladurai, , 2007Chelladurai & Saleh, 1980;Chelladurai.P & Saleh, 1978). El MML se distingue como uno de los modelos más reconocidos en la investigación del liderazgo específico para el deporte, se centra en la influencia de las conductas del líder en el rendimiento y la satisfacción de los jugadores. ...
El objetivo de la presente investigación fue analizar, en una de las mejores ligas del Baloncesto Europeo (Liga Española, ACB), los posibles cambios en la autopercepción de la conducta del entrenador a lo largo del período competitivo en función de la variable expec- tativas de clasificación por parte del entrenador. Sé utilizo el cuestionario Leadership Scale for Sport (LSS3). La muestra fue de nueve entrenadores. Se concluye que los entrenadores que cumplen con sus expectativas muestran una diferencia significativa en la autopercepción de la conducta de feedback positivo (3.7 ± 0.5 / 4.1 ± 0.4). En el resto de conductas no se observan diferencias significativas al igual que sucede cuando de analizan las conductas sin tener en cuenta la variable expectativas. Paralelamente se manifiesta una gran inestabilidad del cargo de entrenador al mismo tiempo que se constata que el cambio de entrenador no asegura una mejora de los resultados.
... Most Chinese athletes grow up in the local national system, which is slightly different from the training system of European and American countries [39]. Most of them with poor subjective initiative and self-discipline ability during the training, and often show negative emotions such as lazy thinking, passive execution, passive acceptance and so on. ...
The abusive supervision of sports teams under the characteristics of Chinese parental leadership have an adverse effect on the cognition and behavior of athletes, and promote the development and continuation of the internal mechanisms of Chinese sports teams. Based on previous literature on sports team management, this review summarizes and deduces the antecedent variables of abusive supervision in sports teams from three main dimensions: Coaches, Sports team and Athletes. At the same time, the formation mechanism of abusive supervision under parental leadership in China is analyzed. The antecedent variables include: Extreme personality, Family disagreements, Poor mental state, Sports team conflict, Ineffective leadership, Laggard management theory, Weak training atmosphere, Bad training conditions, Negative competition pressure, Extreme character, Negative training attitude and Poor performance in the match. The research conclusions are as follows: Firstly, authoritarian coaches are prone to abusive supervision due to the individual characteristics of coaches, and the abuse behavior will lead to different feedback performances of athletes, resulting in the atmosphere deviation of sports teams. Secondly, moral leadership coaches rely on virtue to engage in abusive behavior and need to avoid negative cycles within the team that affect overall performance. Thirdly, the performance behavior of benevolent leadership coaches can avoid or counteract abusive supervision, but is prone to ineffective performance. Therefore, the review believes that, in the management of Chinese sports teams, Contingency Theory should be combined to adopt different leadership behaviors based on people, time, and place, in order to achieve the best results and optimal management.
... The LSS instrument was used in various contexts to measure leadership in sports and the relationship between leadership and important aspects of sports. Among them are research on athlete maturity (Chelladurai & Carron, 1983), the difference between perception and chosen leader behaviour (Chelldurai, 1984), the athlete-coach relationship (Horne & Carron, 1985), and the relationship between perception similarity toward leader's behaviour (Laughlin & Laughlin, 1994). The instruments used not only have to assess the coach's leadership style but also involved the manager, team leader, peer leaders, as well as sports officers in the sports organisation and association (Crust & Lawrence, 2006;Loughead et al., 2006). ...
This study aims at identifying the constructs in the Leadership Scale for Sport (LSS) from the perspective of Malaysian football players. To date, empirical study of factor analysis on coaching leadership style construct in a sports setting is limited. There are 330 professional football players from the Malaysian Super and Premier League who were involved in this study. Leadership Scale for Sport (LSS) by Chelladurai and Saleh (1980) was used, and the exploratory factor analysis was done to obtain information on this current study. The findings showed that from 40 items that measure the five constructs of a coach's style, only 24 items had been formed. However, the five constructs remain. The extraction revealed the five constructs gave a higher eigenvalue than 1, and cumulatively contributed approximately 70.44% overall variance changes for the coach's leadership style variable. Through the rotated sums of squared loadings analysis, the five constructs predicted as much as 77.47% overall change of variance for the variable coaching leadership style are Factor 1=17.36%; Factor 2=16.09%; Factor 3=14.56%; Factor 4=11.88% and Factor 5=10.55%.
... A coach-athlete relationship in which authenticity, trust, and closeness are fostered leads to the development of the athlete's full potential and to the support of his autonomy and self-confidence [10,11]. Self-confidence is a reflection of an athlete's current level of self-esteem. ...
Providing maximum performance in a long-term competitive load is associated with a quality relationship between the player and his coach. A coach plays one of the most important roles in an athlete's sports career and has the potential to positively or negatively impact the mental health of athletes. The aim of the presented paper is to map the bond between the quality of the relationship between the player and the coach and the sports self-confidence of elite junior tennis players. The research sample consisted of 236 elite junior tennis players competing at the national and international levels. The average age was 17.2 years. Data collection was carried out using the questionnaire methods of the Coach-Athlete Relationship Questionnaire (CART-Q) and the Sport Confidence Inventory (SCI). The results found significant differences in the perception of the quality of the coaching relationship between Czech and foreign athletes. Gender differences were also found among Czech athletes. A significant relationship was found between the quality of the player-coach relationship and sports self-confidence. The results point to the connections between performance, mental well-being, and the quality of the relationship between the player and the coach and can be the basis for further studies and motivate coaches to think about whether there is a need to modify the ways of training and dealing with their athletes. Doi: 10.28991/HIJ-2023-04-02-01 Full Text: PDF
... The coaches are better at motivating players, making better strategic decisions, and implementing the necessary coaching tactics to build excellent players. According to Chelladurai and Carron (2016), if a coach modifies his or her conduct to match the athlete's desired behavior, the athlete is more likely to repay the coach by improving their performance. ...
This study aims to determine the relationship between coaching behavior and extrinsic motivation toward the performance of student-athletes. Specifically, it sought to answer the following questions: What is the perception of student-athletes on coaching behavior in terms of preferred and required behavior? What is the perception of student-athletes on extrinsic motivation in terms of rewards, prestige, positive peer assessment, and punishment? What is the performance of student-athletes in terms of techniques, self-efficacy, and alertness? Is there a significant relationship between coaching behavior and extrinsic motivation toward the performance of student-athletes? The following conclusions were drawn from the results of the study: The coaches are always considering the preferences of student-athletes and displaying the required behaviour in coaching. The student-athletes are always receiving rewards, prestige, and positive peer assessment, while often receiving punishment, and their performance is at the developed level. Statistics failed to provide evidence to support the null hypothesis stating that there is no significant relationship between the variables, hence this hypothesis is rejected. Thus, the result of this study revealed that coaching behaviour and extrinsic motivation have a great impact on student-athlete performance. Suggested that teacher-coaches may follow the requirements of an effective coach, as well as give importance to athletes' preferences. Athletic directors are also encouraged to consider the behaviour of coaches when hiring, and incorporate extrinsic motivation at schools. Future researchers who are interested to conduct the same study may replicate it but should be in a wider scope, covering a longer period of time.
... Lider davranışları uyum içerisindeyse performans ve doyum bakımından ideal bir sonuç ortaya çıkması beklenir. Fakat lider davranışları birbiriyle uyumsuz olursa da ta serbestlik sonucunun ortaya çıkması beklenmektedir (Chelladurai & Carron, 1983). Bu konuda yapılan çalışmalar liderin; eğitici-öğretici, demokratik, otokratik, ödüllendirici ve sosyal destekleyicilik gibi kişisel davranışlarının oyuncu performansları ile bir etkileşim içinde olduğunu göstermektedir (Köksal, 2008;Sarıoğlu, 2020). ...
Z kuşağı bireyler, yaşları itibariyle artık iş hayatına girişleriyle bilimsel çalışmalarda yer almaya başlamıştır. Önceki kuşaklardan farklılıkları gözle görülür şekilde ortada olan bu bireyler sporda da profesyonel olarak karşımıza çıkmaktadır. Spor hayatındaki konumları genellikle sporcu olan bu kuşak mensuplarının antrenörleriyle olan ilişkileri başarılarında önemli rol oynamaktadır. Sporda liderlik üzerinde gerçekleştirilen çalışmalar günümüze kadar gelen kuşaklar üzerinde oldukça fazla sayıda işlenmesine rağmen, Z kuşağı sporcuları üzerinde gerçekleştirile çalışmaların sayıca hayli az olduğu dikkat çekmektedir. Bu derleme çalışmasının amacı Z kuşağına mensup sporcuların lider benimsedikleri antrenörlerine yönelik beklentilerini ortaya koymaktır. Bu amaçla alan yazın taraması yapılmış ve ulaşılan bulgular çalışmada sunulmuştur. Spor ile ilgili Z kuşağı ve beklentileri araştırmalarına bakıldığında da gerçekleştirilen çalışmaların oldukça az olduğu saptanmıştır. Bu konuda bulunan çalışmaların sonuçları, Z kuşağının beklentilerini tam olarak anlatmaya yetmemektedir. Z kuşağının kendine has özelliklerinin bulunduğu, bu özelliklerin yapılan çalışmalarla ortaya çıkmaya başladığı, yapılan çalışmalar incelendiğinde de diğer kuşaklardan farklı liderlik beklentileri bulunduğu saptanmıştır. Yapılan çalışmalar az olsa da bazı ortak sonuçların olduğu saptanmıştır. Bu ortak noktalar; Z kuşağındaki sporcuların iletişim becerileri kuvvetli, sevecen ve şefkatli, sakin yapıya sahip, takım benliği oluşturan, takımını motive ederken sporcuları ile kararlar veren bir antrenör istedikleri olarak sıralanabilir. Çalışmanın sonuçlarının profesyonel hayatta artık fazlaca yer alan bu sporcuların başarıları için önemli olduğu düşünülmektedir.
... Isu kompetensi kejurulatihan merangkumi aspek strategi permainan, motivasi, kemahiran teknik dan pembentukan peribadi yang akan memberi kesan kepada kepuasan dan prestasi atlet. Ini kerana kompetensi yang dipamerkan oleh jurulatih sepanjang program kejurulatihan yang dirancang adalah penting untuk meningkatkan pencapaian dan kepuasan atlet (Chelladurai & Saleh, 1980;Chelladurai & Carron, 1983;Cratty, 1989;Gordon,1986). Selain itu, Nazarudin, et al. (2009) ;Pilus & Saadan (2009) ;Potrac, Jones & Cushion (2007) juga berpendapat jurulatih yang kompeten akan bertanggungjawab untuk memastikan tindakan yang mereka lakukan akan mempengaruhi suasana dan sikap atlet. ...
... The conception of coach in sport teams can be referred to as significant figure of organizational leader (Chelladurai & Carron, 1983;Kuklinski, 1990). ...
In this study, we empirically investigate the fundamental logic of resource- and knowledge-based view of the firm to articulate theoretically on the influences of strategic capabilities on sport team performance. We collected the panel data of 10 teams and 2,366 players over the period of full ranging league history of 16 years from 1997-1998 to 2012-2013 seasons in Korean Basketball League (KBL) through web site and media articles. Our final sample consists of 158 team data and 2,047 players data available for the empirical analysis. According to the result of the Hausman test, we employed fixed effect generalized least square (GLS) regression analysis to test research hypotheses. Although there are both external and internal factors that affect team performance, we tested the impacts of team aggregated player resources, coach leadership, team shared experience, and skill diversity as internal resources creating competitive advantages. We find support for a predicted positive relationship between team aggregated player and coach leadership on team performance. Team shared experience has an inverted-U shape relationship with competitive advantages of sport team. Team skill diversity is not statistically significant. This research provides two contributions. First, to the best of our knowledge, we are the first to rigorously investigate resource- and knowledge-based view of the firm through the KBL data. Second, our findings provide insightful rumination to
compare with previous studies mostly rendered in the context of North America and European sport teams to vividly look into the impacts of strategic capabilities on team performance of Asian regional professional sport teams.
... As such, junior players tend to perceive less tight control because most of coach's behaviors are viewed as legitimate training to less competent members but not tight control. On the contrary, senior players consider themselves mature enough to perform necessary skills and prefer independence and participation in training (Chelladurai & Carron, 1983), making senior players sensitively perceive coach's demand as tight control. Accordingly, senior players tend to perceive more tight control because most of coach's training behaviors are viewed as tight control that undermines their independence. ...
Coaches can shape athletes’ self-worth through controlling behaviors, such as tight control and stressful challenge. However, previous research has not paid attention to the effects of different controlling behaviors of coaches on athletes’ self-worth, which is considered an important motive for athletes to achieve high performance. Accordingly, the dual controlling model of leadership behaviors is adopted to clarify the effects of controlling behaviors. Also, sociometer theory is adopted to investigate the mechanism by which controlling behaviors influence athletes’ self-worth and their sport performance. Data were collected from 16 male college basketball teams in Taiwan, from a total of 155 participants. Results show that different controlling behaviors have opposite effects on sport performance, and these effects are mediated serially by coach–athlete relationship quality (i.e., leader–member exchange) and self-worth (i.e., team-based self-esteem). This study contributes to the literature of coaching by examining and identifying the opposite effects and the black box of dual controlling behaviors on athletes’ performance.
... A model developed by Smoll and Smith (1984) identified factors such as level of competition, nature of the sport, and previous track records of success as situational factors that influence on coach behavior styles. Leader characteristics are the factors inherited with the coach and includes, age of the coach (Chelladurai & Carron, 1983;Smoll & Smith, 1989), gender (Rintaugu, Bailasha, & Toriola, 2011;Smoll & Smith, 1989), and the explanation of tactics and the trust he has on his own skills (Smoll & Smith, 1989;Rotter, 1966). Team member characteristics that influences on coach leadership styles includes age of the player (Smoll & Smith, 1989), gender of the player (Chelladurai & Arnott, 1985;Terry & Howe, 1984) and the nature of the sport that the players are involve in Terry, 1984;Terry & Howe, 1984). ...
Cyber Crime is on the increase everywhere
in the world. A large number of people have become
victims to this crime. It has affected not only the dealer,
but also teachers and students to a great extent. Small
children are now using the Internet very often. They can
also be victims. In this context, the primary teachers
who are teaching small children in schools have more
responsibility in educating about cybercrime and cyber
security
The present study was conducted to investigate cyber
security awareness among primary teacher trainees
studying at Government Primary Teachers College,
Addalaichenai. A normative survey method was adopted
on a sample of 200 Primary teacher trainees selected by
stratified random sampling technique. The data were
collected by using Cyber Security Awareness Scale and
Personal Information Schedule. The major findings of the
study have revealed that there is low level of awareness
among primary teachers on cyber security and there exists
significant differences in cyber Security awareness among
Primary Teacher trainees with respect to gender, locality,
knowledge of computer, and having own computer.
... A model developed by Smoll and Smith (1984) identified factors such as level of competition, nature of the sport, and previous track records of success as situational factors that influence on coach behavior styles. Leader characteristics are the factors inherited with the coach and includes, age of the coach (Chelladurai & Carron, 1983;Smoll & Smith, 1989), gender (Rintaugu, Bailasha, & Toriola, 2011;Smoll & Smith, 1989), and the explanation of tactics and the trust he has on his own skills (Smoll & Smith, 1989;Rotter, 1966). Team member characteristics that influences on coach leadership styles includes age of the player (Smoll & Smith, 1989), gender of the player (Chelladurai & Arnott, 1985;Terry & Howe, 1984) and the nature of the sport that the players are involve in Terry, 1984;Terry & Howe, 1984). ...
Cyber Crime is on the increase everywhere
in the world. A large number of people have become
victims to this crime. It has affected not only the dealer,
but also teachers and students to a great extent. Small
children are now using the Internet very often. They can
also be victims. In this context, the primary teachers
who are teaching small children in schools have more
responsibility in educating about cybercrime and cyber
security
The present study was conducted to investigate cyber
security awareness among primary teacher trainees
studying at Government Primary Teachers College,
Addalaichenai. A normative survey method was adopted
on a sample of 200 Primary teacher trainees selected by
stratified random sampling technique. The data were
collected by using Cyber Security Awareness Scale and
Personal Information Schedule. The major findings of the
study have revealed that there is low level of awareness
among primary teachers on cyber security and there exists
significant differences in cyber Security awareness among
Primary Teacher trainees with respect to gender, locality,
knowledge of computer, and having own computer
... Consequently, a coach needs to be aware of the coaching preferences of his/her athletes to provide meaningful experiences that could improve athletic performance. Furthermore, Chelladurai and Carron (2016) noted that if a coach adapts his or her behavior to comply with the athletes' preferred behavior, the athlete may be more readily inclined to repay the coach through improved performance. ...
Student-athletes’ performance in sports can be influenced by a lot of factors. The coaching style, behavior, and competency of coaches are critical to the development of athletic talent. Thus, this research examined the relationship that existed between coaching style, behavior, competency of coaches, and student-athletes’ performance in sports. Furthermore, predictors of student-athletes’ performance were also explored. Using descriptive correlational research design, quantitative data were gathered using a questionnaire as the main instrument. The study enlisted a total of 59 purposively selected sport-teachers assigned to coach student-athletes. Results of the study revealed that command style, reciprocal style, problem-solving style, and guided discovery style were the coaching styles highly practiced by the respondents. Coaching behavior such as physical training and planning, technical skill, mental preparation, competition strategy, personal rapport, and negative personal rapport was the coaching behavior that is highly applied by the respondents. Coaching competence like motivation, game strategy, character building, and technique were found to be very high. On the other hand, student-athletes performance in sports in the division level was found to be satisfactory, while it is unsatisfactory in regional and national level. Guided discovery coaching style, competition strategy competency, and motivation competency were found to have a moderate significant relationship with student-athletes performance. Competition strategy competency was found to be a predictor of student-athletes performance. Therefore, it is highly recommended that coaches must consistently sustain their high level of competence in this area.
... Vella and colleagues (2012) found athletes' age to be important in these interpersonal relationships, with intellectual stimulation most important in coach-athlete dyads with 14-year-old athletes than with either younger or older youth. Similarly, in relation to competition, elite athletes have been found to expect their coaches to make most decisions more autocratically than has been the case for less elite athletes (Chelladurai & Carron, 1983;Carron et al., 1998). ...
Previous studies, framed within the full range leadership approach, have described how the coach’s interpersonal behaviors affected athletic outcomes. However researchers have yet to explore how specific leadership behaviors (transformational vs transactional), as perceived by athletes, may affect athletes’ motivation. The aim of this study was to further examine the link between coaches’ leadership behaviors and athletes’ motivation among high achieving adolescent athletes. Two-hundred and twenty-three elite youth athletes (M = 15.4 years; SD = 1.6; 53.4% male and 46.6% female) responded to questionnaires pertaining to their coaches’ leadership and their individual motivation levels. We found a direct and linear relationship between transformational leadership and intrinsic motivation, and between transactional leadership and external regulation. None of the moderators we studied (age, gender, age group category, and sport skill level) moderated relations between coaches’ leadership and personal motivation. This research re-emphasized the important interpersonal role that coaches play in athletes’ sport development. We recommend that coaches include more interpersonally focused educational programs that emphasize transformational leadership.
... The aim of this investigation was to determine whether certain leadership theories were applicable to the sports environment. These studies aimed to ascertain athletes' preferences regarding their leader's (coach's) behaviour (Chelladurai, 1984;Chelladurai et al., 1988;Chelladurai & Carron, 1981, 1983Hastie, 1993;1995;Horne & Carron, 1985;Sherman, Fuller & Speed, 2000). Other research has studied the coaches' perception of their own behaviour (Bennett & Maneval, 1998;Brooks, Ziatz, Johnson & Hollander, 2000;Dwyer & Fischer, 1988;Horne & Carron, 1985;Salminen & Luikkonen, 1994). ...
The concept of coaching is an important object of study in the development of sports coaches, and the relationship between athletes and coaches may define the professional life of the former. In the area of dance, the figure of the coach is represented by teachers, choreographers and directors; however, there are few studies that analyse the different forms of coaching and receptiveness in the training of dance professionals. Therefore, the aim of this study was to ascertain the receptiveness of professional Spanish dance and flamenco dancers to the coaching abilities of their respective teachers, directors or choreographers. The sample consisted of 143 dancers, 96 women (67.1%) and 47 men (32.9%) aged between 18 and 51 (30.52±7.86), who were students in their last year of a Higher Degree, or professionals from different companies specialising in Spanish dance and flamenco. The most relevant results show that there were significant statistical differences in receptiveness to coaching according to age, with the older dancers showing less receptiveness. Similarly, there were significant statistical differences according to the company in which the dancers carried out their professional work.
... A model developed by Smoll and Smith (1984) identified factors such as level of competition, nature of the sport, and previous track records of success as situational factors that influence on coach behavior styles. Leader characteristics are the factors inherited with the coach and includes, age of the coach (Chelladurai & Carron, 1983;, gender (Rintaugu, Bailasha, & Toriola, 2011;, and the explanation of tactics and the trust he has on his own skills Rotter, 1966). Team member characteristics that influences on coach leadership styles includes age of the player , gender of the player (Chelladurai & Arnott, 1985;Terry & Howe, 1984) and the nature of the sport that the players are involve in Terry, 1984;Terry & Howe, 1984). ...
... Bunun nedeni, çalışmada belirlenen takımların gruplandırılması sporcuların yaş gruplarına göre yapıldığından dolayı, takımlara göre liderlik algısının anlamlı farklılaşmasını, aslında sporcuların yaşlarına göre liderlik algılarının farklılaşmasına bağlamak mümkün olabilir. Literatür araştırmasının sonucuna göre, Chelladurai ve Carron (2013), otokratik koçluk davranış tercihinin yaş bazında atletik olgunluğa bağlı olarak arttığını bulmuşlardır. Terry (2004), koç liderlik ölçeğinin beş boyutunda yaş farkı bulmamıştır. ...
... The data which has been found from the present study is compatible with research findings such as Jabal Ameli (2009), Kuran,et al (2008), Yousefi(2007), Hosseini(2007, Riemer and Chelladurai(1995), Serpa(1999), Tsutsumi(2000 and Nazarudin(2009). By the same manner, Chelladurai and Carron (1983), asserted that top class players were gave emphasis for coaches' knowledge level than personal communication with players. As evidence showed that elite coaches' can be fruitful in terms of success, if they have trained athletes properly. ...
The purpose of this research was to investigate the challenges, current status and prospects of Leadership Styles and Team Cohesion in Male Football players of Ethiopian Public Higher Institutions in Adama Science and Technology institute by 2015 GC. A cross sectional research design was employed to conduct the study. In this research, 265 Ethiopian public higher institutions were determined through simple random sampling technique. As a data gathering instrument, a standard questionnaire was administered for leadership scale for sport and group environment questionnaire. Descriptive statistics mainly Mean, standard deviation and Pearson product moment correlation, were used to analyze the data at (p<5%). The most recurrent and persistent coaching leadership style was training and instruction leadership style. There is a positive and significant relationship between social cohesion and training and instruction, positive feedback, social support and democratic behavior styles. The result is consistent with task cohesion of football players. Thus, Ethiopian higher public institutions football coaches may use all leadership styles except autocratic leadership styles. Then social as well as task cohesion of the football players can be developed through the above variety of leadership styles.
... References from sport psychology research analyzed leadership only from coaching point of view referring to "coaching leadership and effects on the performance of players" [5]. Many studies concentrated their attention on coach leadership and how they lead the team [6], though leadership can go further than coach leading the team, also players can take many of the leadership responsibilities that coaches have and fulfill important leadership functions [7]. Team player leadership has been defined by many researchers as "a player that occupies a formal or informal role within a team, who influences a group of team members to achieve a common goal" [8]. ...
Background : Some specialists have said that leaders are born, some said that they are made, but regardless of what you believe, finding the right leader can be very important to a sport team performance. The leader can be chosen by the coach, but is not always accepted by the team. So, we believe that it is important for the leader of the team to be elected by the members of the group; knowing the relationships between the members of a group can help build strong connections and good group cohesion.
Aim : The present study evaluates the connections within a volleyball team, establishing the sympathy relationships, mutual choice or rejection between players. These relationships can reveal our group dynamics, structure and hierarchy, so after analyzing those factors we can determine the group leader, the marginalized individuals and group cohesion and status of each member in the team. We also tried to find out if the formal leader named by the coach matches the leader of the group and if improving the relationships within our volleyball team and finding the right leader can improve the performance of our team. The group included 12 mini volleyball players, aged 10-12, that play in the women’s national youth championship.
Methods : We used the observational method, the survey method and the socio-metric test.
Results: The results of our research showed that the socio-metric test confirmed our presumptions and we can see that leaders of our group are DC (3), with a social index of 1, and GI (5), with a social index of 0.55. The cohesiveness of our group is good, with 7 mutual election and 5 mutual rejections, the coefficient of group cohesion is 0.11, and the Index of group cohesion is 0.03.
Conclusions: The conclusions of our study showed that our group has the right leader and good cohesiveness.
... To summarize, the preceding studies provide support for the relationship found in our study on players' preference for the leadership styles of training and instruction and positive feedback. The results showed that the players preferred training and instruction leadership styles [34][35][36][37][38][39][40] and positive feedback [38,[41][42][43][44], which indicates that the players show a learning attitude towards sport rather than a recreational attitude, contrary to what one might think. ...
The objective of the present study is to analyze non-professional soccer players’ preferences regarding coach leadership style and motivational climate and to determine the relationship of these variables with players’ satisfaction, sport commitment, and sport objectives. The participants were 151 players, aged between 10 and 24 years, divided into five categories: Alevín, Infantil, Cadet, Feminine, and Juvenile, all belonging to the Aragonese Soccer Federation. The participants completed questionnaires assessing their perception of their coach’s leadership style, the team’s motivational climate, their individual satisfaction, degree of sport commitment, and sport objectives. The results show that the leadership styles of training and instruction (M = 3.98, SD = 0.43) and positive feedback (M = 4.02, SD = 0.53) are the most valued by the players in all categories. The training and instruction leadership style had the highest correlations with task-oriented motivational climate (r = 0.40). The findings of the regression analysis show that a training and instruction leadership style and a task-oriented motivational climate significantly predict players’ satisfaction (13.3%) and sport commitment (14.5%).
... Furthermore the results provide a strong link to leadership models such as the multi-dimensional model of leadership, authentic leadership and the transformational model of leadership. The findings of this study contradict previous research which have suggested elite athletes prefer a more autocratic leadership style [62,63]. Our findings suggest that coaching is a behavioural process [64] wherein the coach encourages a more athletes centred, autonomy based relationship which focus on developing the athlete to its full potential based on authenticity, trust and closeness. ...
The purpose of this study was to identify effective behaviours and characteristics of strength and conditioning coaches as perceived by elite athletes. Eight elite international level university athletes (Male = 6; Female = 2) with an average age of 20.4 years (SD = 1.3) and an average of 7 years' experience in their sport (SD = 2.4) were interviewed. The interviews were transcribed verbatim and thematically analysed. Three general dimensions were identified: behaviours that enhance the relationship between the athlete and their coach; coaches' actions; and coaches' values. The findings confirm previous research that areas such as instruction, technical knowledge and feedback are essential in delivering effective strength and conditioning coaching. However, the results further highlight the important role of higher order characteristics such as trust, respect, role modelling, authenticity, motivation and inspiration. The findings suggest that these higher order characteristics augment the default instructional coaching style as these behaviours enhance the strength and conditioning coaches' effectiveness in developing the athlete. The results further aim to recommend competencies of strength and conditioning coaches by encouraging self-reflection and therefore optimising coaches' development.
... Este tipo de contexto organizacional esportivo onde o treinador de natação possui uma relação direta mais próxima do atleta no dia a dia de treinamento e competição pode favorecer o aparecimento de estilos de decisão mais democráticos ou autocráticos, dependendo do grau de maturidade dos atletas. Estudos têm evidenciado que o grau de maturidade dos atletas e a complexidade organizacional da equipe favorecem a adoção por parte dos treinadores de um determinado estilo de decisão que tem como objetivo otimizar a eficácia do seu trabalho e o gerenciamento da equipe 26,36 . ...
Este estudo tem por objetivo avaliar a autopercepção de treinadores brasileiros de natação federados e verificar a existência de uma possível preferência destes profissionais por um determinado estilo de liderança de decisão e interação com seus atletas. A amostra foi composta por 66 treinadores com média de idade de 37,86 (±10,13) anos e média de tempo da prática profissional de 12,27 (±11,02) anos participantes de Campeonatos de Inverno organizados pela CBDA. Utilizou-se a Escala de Liderança Revisada para o Esporte (ELRE), versão autopercepção. Para análise estatística adotaram-se os testes de Friedman e o post hoc de Dunn com nível de significância de p<0,05. Os resultados evidenciaram que, quanto ao estilo de decisão, não houve diferença significativa entre os comportamentos autocrático e democrático (p=0,857). Quanto aos estilos de interação, observou-se que existem diferenças significativas entre os postos médios das dimensões treino-instrução e suporte social (p=0,032), reforço positivo e suporte social (p=0,037) e consideração situacional e suporte social (p=0,042) e que existe uma diferença significativa entre as dimensões: reforço positivo e consideração situacional (p=0,045). Conclui-se que o estilo decisão dos treinadores não pôde ser claramente delineado e que o estilo de interação está direcionado para ações que envolvem a melhoria do rendimento dos nadadores e incentivo ao alcance das metas estabelecidas.
... According to Storey (2005), leadership is the balancing of particularly high abilities in a person who is innovative, experimenting and reinforcing group cohesion by providing information to its members, conceding to them power and recognizing their job offer. Chelladurai and his associates (Chelladurai, 1978;1990;Chelladurai & Carron, 1983) proposed the Multidimensional Leadership Model, which consists of five leadership styles: democratic, authoritarian, mentoring, social support and positive feedback. According to this model, the convergence of the three types of leadership (indicative, preferred, perceived) affects positively to the team's mood improving the performance and the job satisfaction of its members. ...
... Esses fatos realçados vão ao encontro de alguns estudos realizados anteriormente que enfatizaram a percepção de atletas sobre o comportamento de liderança dos seus técnicos (Danielson et alii, 1975;Simões, 1987Simões, , 1990, isto é, de que técnicos esportivos usualmente utilizam comportamentos interpessoais nos treinamentos identificados e/ou preferidos pelos atletas (Chelladurai & Carron, 1983;Chelladurai & Saleh, 1980;Morin & Lacoste, 1987). ...
O presente estudo teve como principal objetivo identificar as caracaterísticas comportamentais de um técnico de equipe de handebol do mais alto nível técnico do Brasil, perante três dimensões: postura profissional, execução de tarefas e relação social. Os dados foram coletados utilizando o Questionário de Avaliação do Técnico " QA.T." Lakehead University Thunder Bay/Ontário/Canadá. Os resultados obtidos realçaram um imediato "feedback" sobre a "performance" pessoal do técnico no que diz respeito a percepção real dos atletas. Concluiu-se, que os atletas consideraram a "Postura Profissional" como a mais importante característica pessoal do técnico no processo das relações intercomportamentais
... Athletic maturity is a cornerstone in Hersey's and Blanchard's situational leadership theory (1969), where they state that for leaders to be effective they must adapt the leadership style according to the level of readiness of the followers (Hersey & Blanchard, 1977). Reverting to the athlete as the pivotal point of view, Chelladurai and Saleh (1978) and Chelladurai and Carron (1983) found that the athlete's preferences in the leadership styles of their coaches alter as athletic maturity changes from the competitive levels of elementary, high school, university and professional sport. ...
Perceived leadership behavior and athlete satisfaction are integral constructs in the multidimensional leadership model. The aim of the present study was to examine the moderation effect of athletic maturity on the association between perceived leadership behavior and athlete satisfaction in synchronized swimming athletes. The sample was comprehensive, as it included all 165 Greek synchronized swimming athletes participating in national championships and elite athletes from the national teams participating in international events. Athletic maturity was classified according to the athletes’ category into comen, junior and senior. Athlete satisfaction was measured with Athletes Satisfaction Scale and perceived leadership behavior was assessed with the Leadership Scale for Sports-Perceived edition. The questionnaires were completed at the end of the competitive season at the athletes’ training grounds. Results showed that the strength of association between perceived leadership behavior and athlete satisfaction is significantly greater in the senior category as compared to the comen and junior categories. This association proves to be stronger for the dimension of satisfaction with leadership that is adequately explained by the factors of social support and training and instruction. The findings provide support to the notion that athletic maturity is a moderator of the effect of perceived leadership behavior on athlete satisfaction.
... Die Ergebnisse zur Bedeutung des Leistungsniveaus der Sportler zeigen, dass der Wunsch nach sozialer Unterstützung durch den Trainer mit dem Leistungsniveau steigt (Chelladurai & Carron, 1983), Athleten zu Beginn ihrer sportlichen Tätigkeit zufriedener sind, wenn sie verstärkt positives Feedback bekommen (Würth et al., 1999) und dass erhöhte Traineraufmerksamkeit (Instruktionen, positives Feedback, soziale Unterstützung) zu größeren Leistungsfortschritten führt (Alfermann, Würth & Saborowski, 2002;Horne & Carron, 1985). ...
... Além disso, em relação às dimensões treino e instrução e feedback positivo, as percepções dos atletas foram melhores preditores da satisfação quando comparado com a preferência e a congruência. Por outro lado, Riemer e Toon (2001) (Chelladurai, & Carron, 1983;Hernandez, & Voser, 2012;Riemer, & Toon, 2001 O único estudo encontrado com atletas brasileiros foi Lopes (2006). Essa pesquisadora analisou atletas profissionais participantes da Superliga Feminina de Voleibol, utilizando o QSA-L e a versão modificada da escala de liderança, proposta por Zhang et al. (1997). ...
The Multidimensional Model of Leadership has been the most widely used theoretical approach to studies of leadership in sport. According to its main proposition, known as the congruence hypothesis, when athletes perceive their coach shows the behavior they prefer on a given context, performance and satisfaction are maximized. However, studies that have tested the hypothesis of congruence did not confirm its validity. Furthermore, most of the research samples used adult athletes, a fact that complicates extrapolating the results to other subpopulations. In this sense, the present study aimed to test the hypothesis of congruence in a school athletes group. The sample consisted of 466 athletes, with an average age of 16.16 (SD = 0.79), who completed: a demographic questionnaire; the Leadership Scale in Sport (preference and perception versions); and the Athlete Satisfaction Questionnaire (leadership version). Analysis of the internal consistency and factor analysis confirmed the psychometric validity of instruments. The results of the regression analysis partially support the hypothesis that athletes’ satisfaction is dependent on the congruence between athletes’ preferred and perceived coaches behavior.
... Rintaugu and Bailasha (2011) found that female coaches had higher mean scores than male, in all five dimensions of coach leadership irrespective of democratic behavior. Chelladurai and Carron (1983) found that preference for autocratic coaching behavior increases with the age athletic maturity. Smith and Smoll (1989) stated that coaches as adult leaders not only have their own goals and related instrumentalities, but they also have understanding of basic motives of the youngsters who play for them. ...
Leadership in sports has been studied mostly in terms of coach-leadership. Coach leadership behavior has an impact on players' performance. The purpose of this study is to understand the impact of situational, leader, and team member characteristics on coach leadership behavior styles in sports in state universities in Western Province, Sri Lanka. This study was conducted during the inter-university games held in 2014 considering the events of basketball, netball, volleyball, and Elle. Two hundred and ninety one athletes from Western Province state universities participated in this study. Gender, age, locus of control, and level of education and training variables were considered under coach characteristics. Nature of the sport, level of competition, and previous success and/or failure records were considered as situational factors which affect coach behaviors. Team member characteristics taken into consideration were gender, age, culture, and experiences. Data were collected through a standard questionnaire which was derived from the revised leadership scale for sports. Mean calculations was used as a parametric test to derive the influence of situational characteristics of the coach, leader and team member characteristics on coach leadership behavior. Statistical calculations were done using SPSS version 16.0.It was found that coaches carry out more training and instruction behavior in relation to females than males. Further, compared to females, males urge a higher influence on coaches to follow an autocratic behavior. Results further revealed that when the experiences of the athletes are less, they prefer their coaches to be more democratic. Additionally, it is found that the coaches carry out more situational consideration behavior when the level of competition is high. It can be concluded that the situational, leader, and team member characteristics have a moderate influence on coach leadership behavior. The findings of the study may influence researchers to engage in further research and also will be helpful for coaches to make decisions on athletes.
In order to study the relationship between coaches and players in college basketball and its impact on the growth and success of athletes, this paper investigated all the players of the basketball team of Yulin University. The interviewed athletes identified the relationship between their coach and athlete relationship and athlete growth and success. In this study, a combination of face-to-face survey and quantitative analysis was used to collect and compare data. There are 34 basketball players in the school, all of them selected as the study sample. The results are as follows: 1). Based from the findings of the study, the researcher came up with the following conclusions: 2). Majority of the athletes are male of not more than twenty-two years of age from level 1 and have been playing basketball for few years. 3). The dynamic and interpersonal connection between the coach and the basketball athletes is highly evident among the teams. 4). Basketball athletes have relatively the same perceptions on the coach-athlete relationships regardless of their sex, age, year level, and years of basketball experience.5). The growth and success of the basketball athletes is highly influenced by the coaching and the athletes’ experiences in the field of basketball sports. 6). Athletes have relatively the same assessment on their growth and success regardless of their sex, age, year level, and years of experience in basketball. 7). The growth and success of the basketball athletes is highly influenced by how the coaches and the athletes are being connected which involves communication, trust, mutual respect, and the exchange of feedback. This paper provides valuable insights and evidence-based strategies for both coaches and athletes to refine their techniques and ultimately improve athlete performance and personal growth. The research can enhance the ability of coaches, inspire athletes, provide information for managers, and promote the research of sports psychology, and ultimately promote the overall growth and success of college basketball players.
The definition of coach effectiveness is ambiguous, with several perceptions of creating an engaging learning environment. Thus, understanding why athletes remain with their respective organizations and recognizing the impact of their coach is essential to increasing retention rates. This study will review existing literature on coach effectiveness and the coach-athlete relationship impacting athlete engagement while mining primary data from elite academy soccer clubs in San Diego and Orange County. The results provide valuable information on athletes' and parents' decision(s) on what club they want to join based on the coaches' behaviors using a qualitative analysis approach. In addition, the results highlight correlations between the athletes' and parents' views of events. The study contributes to providing practical information for youth sports organizations, who can implement the recommendations of this study to enhance their coaches' education and create a positive coach-athlete experience.
Bu çalışmanın amacı, antrenör davranışlarının adölesan futbolcuların spora özgü başarı motivasyonu ile ilişkisini belirlemektir. Bu amaçla bu araştırmaya, 12-18 yaş arasındaki 192 erkek futbolcu katılmıştır. Veri toplama aracı olarak, Kişisel Bilgi Formu, Antrenör Davranışlarını Değerlendirme Ölçeği ve Spora Özgü Başarı Motivasyonu Ölçeği kullanılmıştır. Veriler tanımlayıcı istatistikler, Pearson korelasyon analizi ve regresyon analizi ile değerlendirilmiştir. Güç gösterme güdüsü ile teknik becerilerin öğretimi, zihinsel hazırlık, hedef belirleme, yarışma stratejileri ve olumlu antrenör davranışları arasında pozitif ve anlamlı ilişkiler bulunmuştur. Başarıya yaklaşma güdüsü ile antrenman ve kondisyon, teknik becerilerin öğretimi, zihinsel hazırlık, hedef belirleme, yarışma stratejileri ve olumlu antrenör davranışları arasında pozitif ve anlamlı ilişki bulunmuştur. Başarısızlıktan kaçınma güdüsü ise teknik beceri ile negatif ve anlamlı; olumsuz antrenör davranışları ile pozitif ve anlamlı ilişki göstermiştir. Regresyon analizi sonucuna göre antrenörün teknik beceri öğretimi ve zihinsel hazırlık davranışları sporcuların güç gösterme güdüsünü %17 oranında yordamıştır. Olumsuz antrenör davranışları ise başarısızlıktan kaçınma güdüsündeki varyansın %10’unu açıklamıştır. Birçok olumlu antrenör davranışının, sporcuların başarıya yaklaşma ve güç gösterme güdüsü ile olumlu olarak ilişkili olduğu söylenebilir. Özellikle antrenörün teknik beceri öğretimi ve zihinsel hazırlık davranışları, sporcuların güç gösterme güdüsüne katkı sağlamaktadır. Öte yandan, olumsuz antrenör davranışlarının sporcuların başarısızlıktan kaçınma güdüsünü artırabileceği söylenebilir.
The purpose of this study was to investigate the impact of coach leadership style on resilience level of volleyball players and to trace possible differences that exist between the two genders. Participants included 101 volleyball players (53 females and 48 males) and 31 coaches (11 females and 20 males), with the Self Evaluation Resilience test and the Leadership Scale for Sport (LSS) used as instruments. The data was analyzed with SPSS 21.0 using t-test for independent samples, and simple regression (stepwise) analysis. Results of t-test showed statistically significant differences between male and female volleyball players in ‘‘orientation on solution and aims’’ and ‘‘self-efficacy’’ variables, with no other statistically significant differences observed for the rest resilience variables. Additionally, no statistically significant differences were observed for the LSS variables between the two genders of volleyball coaches. The results of simple regression (stepwise) analysis suggest that the autocratic behavior of volleyball coach has a significant impact on volleyball players’ resilience. Future research should investigate whether variables such as anxiety affect the resilience level of volleyball players.
Coach and athlete leadership behaviors have been frequently investigated attempting to link specific leadership styles with relevant variables including the coach-athlete relationship and athlete's satisfaction. Few studies have examined the contribution of coach and athlete leadership behaviors on the team's function and performance. The aim of this study is twofold: (a) to investigate the behaviors of coach and athlete leaders as well as the relationship between coach and athlete and (b) to examine the association of these variables with athletes' satisfaction. A total of 206 team sport athletes (88 men, 118 women) volunteered to participate in this study. The participants were asked to fill out the Leadership Sport Scale, Sport Leadership Behavior Inventory, Coach-athlete Relationship, and Athlete Satisfaction Scale questionnaires. Statistical analysis identified positive correlations between perceived coach leadership and the communication between coach and athlete, except from the autocratic behavior. The coach-athlete relationship and the dimensions of perceived coach leadership were positively correlated with athlete's satisfaction. The leadership behavior of athlete was positively correlated withthe coach-athlete relationship and satisfaction of athlete. Hierarchical regression analyses showed that the training and instructions leadership behaviors and closeness predicted athlete's satisfaction from leadership; the athlete's role, leadership characteristics of athlete,and complementarity predicted athlete's satisfaction from personal performance. The resultsof this study provide theoretical and practical implications for understanding the leadership behaviors and members' satisfaction inside the team. Moreover, this study derives useful conclusions that contribute to the proper function of the team and unravel the psychological factors that affect coaches and athletes.
The aim of this book was to explore how coaches' experiential learning could be harnessed and better developed within shared 'communities of practice (Lave & Wenger, 1991). The study involved two groups of coaches; one of elite and the other of developmental football players. Using an action research methodology, data on coaches' learning were gathered both through ongoing observations and focus groups interviews over the course of a nine-month season. The data were inductively analysed and presented as a series of unfolding narratives. The plot hinges on my (the first authors) attempts as a facilitator to encourage the respective groups of coaches to engage and develop within their CoPs. Findings revealed that whilst the developmental coaches were generally positive about participating in a CoP, and appeared to engage with its processes, the elite coaches were much less cooperative. The results contribute to the body of evidence-based studies that seek to examine, problematize and build credible pedagogies for coach education.
The purpose of this investigation was to examine the factorial validity and measurement invariance of the short version of the Leadership Scale for Sports (LSS; Chelladurai & Saleh, 1980): coaches’ perceptions of their own behavior, athletes’ preferences and athletes’ perceptions of their coaches’ behavior. This validation will allow researchers to minimize time demands on participants. Three independent samples of athletes (n1 = 373; n2 = 817; n3 = 246) and two samples of coaches (n1 = 115; n2 = 351) were studied to examine the factorial validity and measurement invariance of the 25-item version of the LSS (LSS-25; Chiu et al., 2016). Findings indicated that a 15-item version (LSS-15) fits the data better than the LSS-25. The LSS-15 showed factorial validity and proved to have adequate reliability, convergent validity and discriminant validity. Multiple-group confirmatory factor analysis showed that its factor structure was invariant across two independent samples and across gender for athletes’ perceived and preferred versions. Significant relationships between the LSS-15 subscales and athlete satisfaction also demonstrate criterion validity. These findings support a valid and reliable alternative to the original LSS long-form, especially in applied settings when time constraints require a brief measure of leadership or when study designs include multiple variables.
It is typical of a student, for example, to conform to the norms of their peers to avoid the risk of humiliation for speaking their mind during a discussion. At work, such socially risky occasions contribute to a young leader's development as a mature leader. We examined whether the social risk-attitudes of sport graduates change over time on a matched-subjects sample. Our observations at school and in early-career revealed that social risk-attitude and leadership orientation change in school-to-work transition, and that the latter predicts the former at both times. Social risk-taking after school varies by employment status and gender.
OFTEN, LEADERSHIP IS PRESUMED TO NATURALLY RESULT FROM ATHLETIC EXPERIENCES. HOWEVER, LEADERSHIP BEHAVIORS REQUIRE PRACTICE. STRENGTH AND CONDITIONING COACHES (SCC s ) CAN PROVIDE OPPORTUNITIES FOR ALL ATHLETES TO PRACTICE TRANSFORMATIONAL LEADERSHIP BEHAVIORS, WHICH CAN INCREASE TEAM COHESION AND PERFORMANCE. THIS ARTICLE REVIEWS ATHLETE LEADERSHIP, INCLUDING LEADERSHIP ROLES AND 4 TRANSFORMATIONAL LEADERSHIP BEHAVIORS (IDEALIZED INFLUENCE, INSPIRATIONAL MOTIVATION, INDIVIDUALIZED CONSIDERATION, AND INTELLECTUAL STIMULATION). THEN, DAILY STRATEGIES SCC s CAN INCORPORATE INTO TRAINING TO FOSTER ATHLETES' TRANSFORMATIONAL LEADERSHIP ARE PRESENTED FOLLOWED BY STRATEGIES FOR LARGER, ROTATING LEADERSHIP EXPERIENCES. THESE STRATEGIES CAN WORK WITH ATHLETES ACROSS AGE, SEX, AND COMPETITIVE LEVEL.
The present study used a multidimensional model of leadership (Chelladurai & Carron, 1978) to examine the influence of personality traits and perceived leader behaviors on performance in collegiate football. Collegiate football players (N = 272) from three southeastern United States universities were administered Cattells Sixteen Personality Factor Questionnaire and the Leadership Scale for Sports and were subsequently grouped into three athletic performance categories (regulars, substitutes, and survivors). Regression analyses indicated that personality traits and leader behaviors taken together contribute significantly to the prediction of performance. Players who were more group dependent, tough-minded, extroverted, emotionally stable and who perceived their coach as offering more training and instruction, having a democratic decision style, being more socially supportive, and offering more positive feedback were associated with higher levels of performance, whereas players who perceived their coach as having an autocratic decision-style were associated with lower levels of performance.
ResearchGate has not been able to resolve any references for this publication.