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Leadership Development through Sports Team Participation
Abstract
The question of whether leadership is teachable has received considerable attention in the academic and practitioner arenas. Organized athletic team participation offers students a different experiential venue that many argue develops leadership. The purpose of this study is to investigate the relationship between organized sports team participation and leadership skills. We employ a valid means of measuring several leadership dimensions using a validated assessment center method. Nine distinct leadership skill levels were measured for 141 MBA program students. Using ANOVA and correlation analysis we found no systematic association between the number of seasons of sports team participation and the level of any particular leadership skill. The findings caution recruiters and other persons making personnel decisions against using this past behavior as an indicator of these or any other leadership skills. By showing a preference for athletes, recruiters may bypass persons who would be a good fit for a position.
... Dunne and Rawlings [21] suggest that teamwork allows for an exchange of knowledge and ideas that can prepare students for work after college. Also, teamwork facilitates professional development and encourages partnerships [21,22]. Some of the perceived benefits of teamwork include a diverse pool of resources and knowledge and increased participation, with group work promoting self-confidence and allowing team members to engage in discussions that foster innovation [21,22]. ...
... Also, teamwork facilitates professional development and encourages partnerships [21,22]. Some of the perceived benefits of teamwork include a diverse pool of resources and knowledge and increased participation, with group work promoting self-confidence and allowing team members to engage in discussions that foster innovation [21,22]. Another perceived benefit is strengthened interpersonal relationships, and in the university setting group work promotes savings in time, resources, and equipment [21,22]. ...
... Some of the perceived benefits of teamwork include a diverse pool of resources and knowledge and increased participation, with group work promoting self-confidence and allowing team members to engage in discussions that foster innovation [21,22]. Another perceived benefit is strengthened interpersonal relationships, and in the university setting group work promotes savings in time, resources, and equipment [21,22]. ...
National Collegiate Athletic Association (NCAA) student-athletes represent a unique subculture on college campuses, and the athlete must balance the rigors of coursework, athletics, and the non-traditional dynamics associated with being an athlete, which include “dumb jock” stereotypes, isolation, negative criticism, and the fear associated with athletic retirement. Unlike non-athletes, these students face increasing pressure from outside sources, including family, coaches, and fans, to be the best. However, participation in athletics gives student-athletes an opportunity to learn valuable skills and characteristics that are transferrable to the workplace. This mixed-method research extracted descriptive data to identify the characteristics learned through athletics, the skill-sets potential employers value the most, and how those skills are transferable to the workplace. Those characteristics include refined leadership, communication skills, and an ability to multi-task with a laser-sharp focus. Student-athletes are assertive, driven, understand the concept of teamwork, and handle constructive criticism without adverse reactions. The results show that when student-athletes engage in the classroom and absorb the learning opportunities provided through athletics, student-athletes can have a competitive advantage in the job marketplace.
... To our knowledge, there are no published theoretically grounded or empirically based athlete leadership development programs.This is not surprising considering the relative recentness of athlete leadership research. Despite this, it is worth noting that many athletes do become effective leaders without any type of leadership development or training; and contrary to popular belief, mere participation in sport does not guarantee leadership (41), nor does it correlate with an individual becoming a leader as an adult (42). Those athletes who have been afforded leadership development opportunities, typically team captains, have been shown to be effective leaders (43). ...
... Furthermore, when the purpose of feedback is to develop athlete leadership, it is important to provide feedback that is specific to leadership (i.e., athlete's leadership behaviors).This may seem intuitive, yet, studies have shown that much of an athlete's feedback centers on their athletic performance. For example, in a study investigating leadership development through sports team participation, Extejt and Smith (42) found evidence that revealed feedback from coaches typically centers on sports-related skills. In fact, even those individuals designated as a team captain rarely received feedback from a coach regarding their leadership role (42). ...
... For example, in a study investigating leadership development through sports team participation, Extejt and Smith (42) found evidence that revealed feedback from coaches typically centers on sports-related skills. In fact, even those individuals designated as a team captain rarely received feedback from a coach regarding their leadership role (42). ...
... Participation in athletics has also been associated with increases in self awareness (Holt, Tink, Mandigo, & Fox, 2008) and self-efficacy (Fox, 1997;Levy & Ebbeck, 2005), both foundational to leader development. In addition, the experience of being part of an athletic team has been related to increased orientation toward teamwork (Eccles, Barber, Stone, & Hunt, 2003;Extejt & Smith, 2009;McAllister, 2006) and working toward a common goal Magyar, 2001). Thus, understanding the leader development of college students who participate in sport is important to improving the leader development of a large population of students. ...
... Relative to this study it is expected that the following SRL values will be more strongly associated with sport participation: consciousness of self, commitment and collaboration. These themes are similar to competencies commonly associated with participation in athletics: self awareness, hard work, dedication, and teamwork (Extejt & Smith, 2009;Hansen, Larson, & Dworkin, 2003;NCAA SCORE study;Smoll et al., 1993). ...
... Magyar (2001) notes that sport coaches may not be intentionally trying to develop leaders, but they do cultivate many attributes necessary for leader development such as hard work, dedication, self awareness, teamwork, effective handling of pressure situations, responsibility and trust, understanding shared goals, effective communication, and respect for others. Sport participation appears to contribute to general self-efficacy, leadership self-efficacy, cognitive skills, and the propensity to work with others (Dobosz & Beaty, 1999;Extejt & Smith, 2009;Hansen et al., 2003;Pascarella & Truckenmiller, 1999;Shulman & Bowen, 2001). ...
... A través del trabajo en equipo, aprenden a cooperar con otros, a comunicarse eficazmente y a liderar por ejemplo (EHT PAL, 2023). Además, la participación en equipos deportivos ha demostrado fomentar habilidades de liderazgo, como la toma de decisiones, la resolución de problemas y la gestión del tiempo (Extejt & Smith, 2009). ...
... La participación en equipos deportivos ha demostrado fomentar habilidades de liderazgo, como la toma de decisiones, el desarrollo estratégico y la creación de equipos efectivos (Extejt & Smith, 2009). Además, el deporte proporciona un entorno donde se pueden practicar y mejorar habilidades de liderazgo y toma de decisiones en un contexto de equipo (Arthur, 2023). ...
Este artículo examina la relación entre la educación, el bienestar social y el papel del deporte y la interacción social. Utilizando un enfoque cualitativo basado en una revisión bibliográfica, se analizaron estudios relevantes para comprender cómo el deporte influye en el desarrollo integral del individuo. Los resultados revelan que la participación en deportes tiene un impacto positivo en el rendimiento académico, fomentando habilidades sociales y de liderazgo. Sin embargo, se identificaron barreras significativas para la participación en el deporte, incluyendo factores económicos, de accesibilidad, culturales y de género. Las iniciativas comunitarias y las colaboraciones en el deporte emergen como herramientas efectivas para superar estas barreras y promover la inclusión social y el desarrollo comunitario. En la discusión, se destacó la necesidad de integrar el deporte en los programas educativos y abordar las barreras existentes para garantizar una participación más equitativa y diversa en el deporte. Además, se enfatizó la importancia de utilizar tecnologías en la educación física para mejorar la enseñanza y el aprendizaje. En conclusión, el deporte es un elemento esencial para el desarrollo educativo, social y emocional. Para maximizar estos beneficios, es crucial fomentar enfoques inclusivos y accesibles en los programas deportivos y educativos, abordando las barreras existentes y promoviendo la igualdad de oportunidades para todos.
... Additionally, EY and espnW (2015) highlighted the value of sport participation for C-suite executive women. Although sport participation has been a tool for developing leader skills (see Leberman, 2017), particularly building confidence, increasing self-esteem, fostering positive health behavior, and physical activity for women (Barr-Anderson et al., 2012;Taylor, 2014), simply being an athlete and participating in sport does not translate into leadership (Extejt & Smith, 2009), so it is necessary to provide opportunities to develop and exercise being a leader (Gould & Voelker, 2012). ...
Most scholarly attention within sport management leadership research has focused on four main leadership theories: authentic, servant, transactional, and transformational. While recent research included the social construction of leadership and a call to explore more follower-centric aspects of leadership, little empirical research has focused on how leaders develop, or more succinctly – leader development. Much of the leader development literature to date has mainly focused on large interventions or outcomes, oftentimes overlooking day-to-day, micro-moments of leader development. In sport-related research there has been a paucity of research directly addressing development of women and girls as leaders. The purpose of the current study, therefore, was to determine how female intercollegiate student-athletes develop into leaders through micro-moments. This study employed a qualitative approach using interviews and observations. Participants included two National Collegiate Athletic Association (NCAA) Division III female teams. Three themes emerged from qualitative semi-structured interviews (N = 30) and observations (12 hours total) identifying the micro-moments of development: empowerment, modeling leadership, and peer-to-peer leadership. Findings explain how these micro-moments aid in the leader development process. The study enhances a theoretical understanding of intercollegiate student-athlete leader development.
... Upon this notion, some researchers have identified that properly coached sports help in developing traits like team cohesion, increased the motivational level and effective communication skills essential to a successful life (Bloom, Loughead, & Newin, 2008;Vella, Oades, & Crowe, 2011). Research study has supported the connection that team sports like baseball, basketball, football, soccer, and track are related to higher teamwork skills and increased level of participation in these sports are not related with differing levels of leadership skills (Extejt & Smith, 2009). ...
Various researchers have acknowledged the role that sport has played in developing an important life skill among its participants. However, limited research has examined the role of sport in the development of life skills, especially among the university student-athletes of the homeland country Pakistan. Keeping this into consideration, the present study examined the life skills development through competitive sports among university’ student-athletes. The required data were collected through a self-made structured questionnaire conducted with university’ student-athletes (n=335) of Khyber Pakhtunkhwa, Pakistan. Results indicated that:
1) sport has played an important role in developing an important life skill of interpersonal communication among university student-athletes (p < 0.05), 2) The analyzed data describe that there exist statistically significant differences between university male and female student-athletes in Inter-personal communication skills (males=3.8517; females=3.5621), and
3) team sport-participants reported higher mean scores on interpersonal communication skills(team sport participants=3.8528; individual sport-participants=3.5333). These findings may help in elucidating new ways in which sports can simultaneously facilitate the overall development of student-athletes by providing an opportunity for positive youth development in the Universities. Furthermore, a consideration on how life skills are developed through sports in light of the views of student-athletes offers a unique lens into the juncture of sport
and life skills and academic development
... However, contemporary research reports that it can be learned and nurtured. Whether innate or learned has received much attention in the academic and practitioner world (Extejt & Smith, 2009). Leadership research is vast and progressive in coping with the changes in the world recently (Watt, 2009). ...
Covid-19 created a learning environment shaped by rapid changes in all related areas, such as personal, social, and economical. Therefore, the new leadership mindset evolved to be ready to manage these rapid changes. Leadership is the power to ensure the progression and evolution of any organization. Post-COVID-19, researchers deemed leadership as the organizational rescuing boat. To this point, leadership research focuses on the individual and situational factors shaping a leader's character. It highlights the obstacles to forming the leaders' coping mechanisms inside and outside their institutions. Consequently, a lot of leadership models emerged and evolved through time. This paper addresses the Social Change Model (SCM) of Leadership Development. It aims to elucidate the SMC background, key assumptions, and the main pillars of the model to form a change agent who could be helpful in-service delivery for more institutional stability. Creating leadership opportunities to deepen the institutional awareness of change is posited at the heart of the SCM model. The article highlights the challenges that could stiffen the leader's coping mechanism and addresses some of the best practices to shape the individual manipulations of the changes related to society and institutions.
... This finding drew disparity with the previous literature regarding the athlete demonstrating greater leadership ability than non-athletes (Dobosz & Beaty, 1999). Also, Extejt and Smith (2009) found no association between the number of sport participation and the level of any particular leadership skill. Yukelson, Weinberg, Richardson, and Jackson (1983) examined the collegiate athletes not having higher leadership compared to other college students. ...
People might mythically believe sport affecting on social behavior positively, and that an intensive participation could provide better social behavior to youth and society. In addition, some people have propagandized the myth to promote the positive utilization of sport. However, the literature has not provided an agreed consensus as to sport participation increasing prosocial behaviors and reducing antisocial behaviors. Given that, the present study attempted to examine the conflicting issue between the literature. Therefore, the purpose of this study is to examine the effect of sport participation on prosocial and antisocial behavior in the comparison between the elite and the recreational. To achieve the purpose of this study, survey questionnaires were distributed, and 589 responses were analyzed using a factors analysis, a one-way MANOVA. The results were as followed. First, compared to most of the literature not specifying factors of prosocial and antisocial behaviors, the present study identified social behavior factors using an existing questionnaire. Second, there were differences in social behaviors between the elite sport participant and the recreational sport participant. Third, the recreational sport participation and the elite sport participation differ on prosocial behavior especially in high leadership, social facilitation, and high group cohesion. Fourth, the elite sport participant and th12e recreational sport participant have no significant difference on antisocial behaviors.
... However, it has been found that athletic status was not related to adult business life success. Being a school leader or sport captain did (Extejt and Smith, 2009;Kuhn and Weinberger, 2005). It is also important to note that not all the consequences of being a youth leader are positive. ...
... Ambinder then goes on to describe what is expected of a World of Warcraft player, again highlighting the complexity involved in leading a team in that game: While studies suggest that playing team sports may have positive effects on young people's self-esteem and social interaction (Eime et al. 2013), the evidence for sports' capacity to develop the broader set of skills that many assume to be exercised by team play is limited. Extejt and Smith (2009), for example, found no correlation between prior team sports participation at school or college and subsequent leadership skills. Holt et al. (2009), on the other hand, suggest that the attendant peer interaction, not the sports per se, was the most important factor in developing players' 'life skills'. ...
When considering the use of video games in education, it is common to focus on the students and educators involved. Less well documented is how those responsible for producing video games view the educational potential of the medium. Do game developers think their games have the capacity to develop useful skills in players? Do they believe games present players with opportunities to learn something about the world? Might developers consciously include such opportunities in their games? To explore these questions, industry personnel responsible for the commercial titles used in the previously described study were interviewed, revealing that developers do see educational potential in the games they create. The potential they identify aligns with much of the research on game-based learning, including the study on which this book is based, and the theories put forth by James Paul Gee. Developers identified a range of skills that games may exercise, including critical thinking and collaboration, and highlighted the affordances of games that facilitate learning, such as the provision of a safe space in which to fail and develop confidence. It is equally apparent, however, that commercial game developers are reluctant to make claims about any such potential that cannot be verified.
... While studies suggest that playing team sports may have positive effects on young people's self-esteem and social interaction (Eime et al. 2013), the evidence for sports' capacity to develop the broader set of skills that many assume to be exercised by team play is limited. Extejt and Smith (2009), for example, found no correlation between prior team sports participation at school or college and subsequent leadership skills. Holt et al. (2009), on the other hand, suggest that the attendant peer interaction, not the sports per se, was the most important factor in developing players' 'life skills'. ...
This book explores the efficacy of game-based learning to develop university students’ skills and competencies. While writing on game-based learning has previously emphasised the use of games developed specifically for educational purposes, this book fills an important gap in the literature by focusing on commercial games such as World of Warcraft and Minecraft. Underpinned by robust empirical evidence, the author demonstrates that the current negative perception of video games is ill-informed, and in fact these games can be important tools to develop graduate skills related to employability. Speaking to very current concerns about the employability of higher education graduates and the skills that university is intended to develop, this book also explores the attitudes to game-based learning as expressed by instructors, students and game developers.
Matthew Barr is Lecturer at the University of Glasgow, UK, where he convened the university’s first game studies course and founded the peer reviewed student game studies journal Press Start. He is currently Programme Director for the Graduate Apprenticeship in Software Engineering. He serves as Vice Chair of British DiGRA, sits on the Board of the Scottish Game Developers Association and is the current Chair of the BAFTA Scotland Games Jury.
... This finding drew disparity with the previous literature regarding the athlete demonstrating greater leadership ability than non-athletes (Dobosz & Beaty, 1999). Also, Extejt and Smith (2009) found no association between the number of sport participation and the level of any particular leadership skill. Yukelson, Weinberg, Richardson, and Jackson (1983) examined the collegiate athletes not having higher leadership compared to other college students. ...
People might mythically believe sport affecting on social behavior positively, and that an intensive participation could provide better social behavior to youth and society. In addition, some people have propagandized the myth to promote the positive utilization of sport. However, the literature has not provided an agreed consensus as to sport participation increasing prosocial behaviors and reducing antisocial behaviors. Given that, the present study attempted to examine the conflicting issue between the literature. Therefore, the purpose of this study is to examine the effect of sport participation on prosocial and antisocial behavior in the comparison between the elite and the recreational. To achieve the purpose of this study, survey questionnaires were distributed, and 589 responses were analyzed using a factors analysis, a one-way MANOVA. The results were as followed. First, compared to most of the literature not specifying factors of prosocial and antisocial behaviors, the present study identified social behavior factors using an existing questionnaire. Second, there were differences in social behaviors between the elite sport participant and the recreational sport participant. Third, the recreational sport participation and the elite sport participation differ on prosocial behavior especially in high leadership, social facilitation, and high group cohesion. Fourth, the elite sport participant and the recreational sport participant have no significant difference on antisocial behaviors.
... Analysing the manifestation of leadership capabilities in the sport activity, Extejt and Smith (2009) defined collaboration as team workeffective work with teams or their influence beyond the team: striving for organizational purposes; acts related with the regard of needs of other people and mutual assistance; unification and observation of agreements; coordination of personal goals with goals of the organization or team. In team sport, the collaboration can cause a special physical and positive emotional state when the internal needs are satisfied fully. ...
Background. Simultaneously manifested collaboration and competition capabilities are coordinated. This harmony is determined by social interdependency of participants of the activity. It is also true about the dancesport activity. Dancesport dancers mostly compete for higher results, but collaboration is obligatory in order to achieve that result. The problem question was what the educational presumptions of the coordination of collaboration and competition in the dancesport activity are. The research aim was to create the conceptual model of the educational presumptions of the coordination of collaboration and competition in the dancesport activity.
Research method was theoretical analysis and synthesis. The results of theoretical analysis are generalized and incorporated into the conceptual model.
Discussion and conclusions. The theoretical model of the educational presumptions of the coordination of collaboration and competition in dancesport compiled and presented on the basis of the analysis of scientific literature reveals the conceptual basis of the educational presumptions of the coordination of collaboration and competition in dancesport. Dancesport dancers act and strive for sport and personal goals by using collaboration and competition capabilities, coordinating them and reaching the higher form of coopetition (harmony). The model of the educational presumptions of the coordination of collaboration and competition in dancesport is based on the analysis of literature about the forms of the interpersonal interaction both in the social environment and sport activity, manifestation of discussed forms of the interaction and theory of empiric learning including capabilities.
... This finding shows that the students who choose the leadership course have higher scores in terms of behavior awareness and volition, constructive cognition, and task motivation. Extejt and Smith (2009), in a study on leadership development through participation in sports teams, found that the leadership skills of sports team participants differed from non-participants. Tekin and Zorba (2001) also stated that in sport and recreational organizations, sport x x ies.ccsenet.org ...
Self-leadership is a form of leadership that has emerged in the last quarter of a century. The purpose of this study is to determine whether there is a difference in self-leadership strategies between students who choose leadership course and do not choose. The sample of this research consisted of 144 sports management students in 2018; 35 female (24.3%) and 109 male (75.7%). The average age of students is 22.38 (sd=2.88). While 30 students (20.8%) stated that they chose leadership course, 114 students (79.2%) stated that they did not choose leadership course. In this study, the Turkish version of Abbreviated Self-Leadership Questionnaire (ASLQ) was used as a data collection tool, but original ASLQ was developed by Houghton et al. (2012). The Turkish version of the scale was adopted by Şahin (2015). As a result of the reliability analysis, the Cronbach’s alpha value was found to be .74. There was a significant difference between ASLQ total scores of students who choose the leadership course and do not choose (yes/no). There was a significant difference between students who choose the leadership course and do not choose (yes/no) and the subscale scores; behavior awareness and volition, constructive cognition, and task motivation. According to the results obtained through the analysis, hypothesis 1 and 2 were accepted.
... To develop such leaders, movement activity programs must provide not only opportunities for leadership but also explicit training and feedback so that adolescents can hone their leadership skills (Gould & Voelker, 2012 ). However, many sports teams do not provide these structural supports for youth leadership (Gould & Voelker, 2012 ), and, on average, few differences in leadership skills exist between athletes and nonathletes (Extejt & Smith, 2009 ). If movement activities are to promote PYD through the "Big Three," then they must provide and support youth leadership opportunities. ...
This book presents the results of a longitudinal 4-H study of youth development. The volume discusses how self-regulation and contextual resources (e.g., strong relationships with parents, peers, and the community) can be fostered in young people to contribute to optimal functioning throughout life. Each chapter examines a particular aspect of youth thriving, and offers findings on the role of positive development in a variety of outcomes. Contributors introduce a contemporary model of positive development for diverse youth, provide examples of effective youth development programs, and suggest applications for informing the next generation of policy and practice.
Among the featured topics:
• The regulation of emotion in adolescence.
• School engagement, academic achievement, and positive youth development.
• Peer relationships and positive youth development.
• Identity development in adolescence and the implications for youth policy and practice.
• Promoting adolescent sexual health in youth programming.
• A positive youth development approach to bullying.
Researchers in developmental psychology as well as educational policy and politics will gain from Promoting Positive Youth Development a new appreciation of young people's strengths and their centrality in creating effective youth programs and initiatives.
“This volume is destined to become the handbook for anyone interested in the bourgeoning field of positive youth development. Promoting Positive Youth Development presents a rich, theoretically grounded understanding of the landscape today’s youth, families and programs. The contributors provide clear, data-driven guidance regarding the types of programs and settings that are most beneficial to young people.”
Jean E. Rhodes, Ph.D.
Department of Psychology
University of Massachusetts,
Boston
... All this is in tune with the well- known Kolb's (1984) components of experiential learning: concrete experience; abstract conceptualization; reflective observation, and active experimentation.!Crust and Lawrence!(2006)!provided a review of leadership in sport in terms of the principal models used in teaching and learning. Extejt and Smith (2009) investigated the relationship between organized sports team participation and leadership skills.! Their findings showed! that few differences exist between sports participants and non-participants regarding the measured leadership skills and that increased levels of participation are not associated with differing levels of leadership skills. Goslin and Kluka (2014) explored the leadership experiences of females in Malawi in sport and their findings suggest that completing the sport leadership education programme positively affected not only individual self-worth but also the collective voice of female sport leaders. ...
This paper analyses, using the case study approach, the effectivity of the current structure of the Master Sport Management study programme and teaching and learning strategies that are applied in sports management studies in order to equip students with leadership skills. The students’ assignments analysis using the Atlas. ti software with the purpose of identifying their perception of the leadership concept in sport management after completing the core subjects of sport management studies was supplemented by graduates’ opinions with regard to the acquisition of leadership skills. Based on this analysis the reflection in terms of the appropriateness of the educational models currently used has been conducted. Findings indicate that the current structure of the study programme, as well as teaching and learning methods, should focus on the classification of different leadership situations and cases which are present in a variety of sport organizations (public, professional, non-profit) in the sport sector. The model for leading the changes in sport management programmes so to enhance the leadership spirit of students is suggested. The effectiveness of leadership education in sport can be also significantly improved by allowing students to spend sufficient time in elaborating the innovative approaches when resolving leadership issues, challenges and dilemmas.
... Pascarella and Smart (1991) found similar results, in which athletics was positively associated with leadership. However, in a more recent sample of 141 MBA students, there were no differences in leadership among those involved in organized sport and those uninvolved (Extejt & Smith, 2009). Other studies have indicated mere athletic team participation may not increase leadership traits across a playing season (Grandzol, Perlis, & Draina, 2010). ...
The present investigation examined differences between NCAA Division I female athletes and non-athletes concerning self-esteem and transformational leadership traits. Participants were 635 women who completed an online survey including the Student Leadership Practices Inventory and Rosenberg's Self Esteem Scale. A logistic regression analysis predicted athlete status from self-esteem and the leadership scales Model the Way and Enable Others to Act. Latent profile analysis revealed three distinct leadership and self-esteem profiles; differences in the profiles emerged among athlete and non-athlete groups. Female athletes are more likely than non-athletes to be categorized into profiles reporting higher levels of self-esteem and leadership characteristics. This paper adds to the growing literature on female athletes who are leaders.
... To develop such leaders, movement activity programs must provide not only opportunities for leadership but also explicit training and feedback so that adolescents can hone their leadership skills (Gould & Voelker, 2012 ). However, many sports teams do not provide these structural supports for youth leadership (Gould & Voelker, 2012 ), and, on average, few differences in leadership skills exist between athletes and nonathletes (Extejt & Smith, 2009 ). If movement activities are to promote PYD through the "Big Three," then they must provide and support youth leadership opportunities. ...
Most young people in the U.S. participate in some form of structured movement activity, such as sports or dance, and these activities have the potential to support positive youth development and continued engagement in healthy activity. In this chapter, we discuss the potential benefits and risks associated with youth participation in movement activities, potential barriers and facilitators to activity participation across diverse contexts, and ways to promote sustained participation. This chapter emphasizes that development takes place within an integrated system involving youth, their social relationships, and the multiple activities in which they participate. We examine how three key elements (positive sustained youth-adult relationships, life skill development, and opportunities for leadership) can be used to help movement-based programs promote positive youth development. In particular, we recommend that programs and policy makers should work collaboratively to provide developmentally appropriate and culturally relevant activities for young people that incorporate these three key elements, in order to better support positive youth development and healthy lifestyles.
... It is clear that a struggle still exists with defining leadership and with the aspect of determining who will serve as our next leaders (Billsberry, 2009). Also, the broader question regarding whether or not leadership can be learned at all, has received a lot of attention in both the academic world and the practitioner world alike (Extejt & Smith, 2009). As a result, the proper examination of leadership is ongoing and definitions of leadership are vast and ever changing (Watt, 2009). ...
This study leads the reader on a learning journey with the heroic metaphors derived from heroic myths of today's pop culture to the views shared by aspiring administrators. Viewing the students' leadership vision of self as hero provided insight to guiding students in their personal leadership journey. By naming and describing self as hero, future administrators examined and then revised their own mental models for leadership by translating pop culture characters from Spiderman to McGyver to their own heroic metaphor and vision of school leaders.
... It is clear that a struggle still exists with defining leadership and with the aspect of determining who will serve as our next leaders (Billsberry, 2009). Also, the broader question regarding whether or not leadership can be learned at all, has received a lot of attention in both the academic world and the practitioner world alike (Extejt & Smith, 2009). As a result, the proper examination of leadership is ongoing and definitions of leadership are vast and ever changing (Watt, 2009). ...
Understanding whether leadership can be learned is important as many colleges and universities attempt to develop future leaders through a variety of programmatic efforts. Historic leadership research argues leadership is an innate skill. While contemporary leadership research tends to argue that leadership can be learned. The purpose of this paper is to examine student leadership skill development during a leadership course at a regional, mid-western university. This project explored the effects on undergraduate students after a 16-week, forcredit academic course based on the Social Change Model of Leadership (SCM). This project was completed using a quasi-experimental design between two nonequivalent groups. Participants completed the Socially Responsible Leadership Scale as a pre/post-test. The findings suggested that student SCM skill-based knowledge did improve compared to students who did not receive the intervention and subsequently that post-industrial leadership skills associated with the SCM can be learned in a structured, academic course.
... It is clear that a struggle still exists with defining leadership and with the aspect of determining who will serve as our next leaders (Billsberry, 2009). Also, the broader question regarding whether or not leadership can be learned at all, has received a lot of attention in both the academic world and the practitioner world alike (Extejt & Smith, 2009). As a result, the proper examination of leadership is ongoing and definitions of leadership are vast and ever changing (Watt, 2009). ...
Although numerous women have contributed essays and research on servant leadership there is still a considerable gap in literature addressing feminist perspectives and issues of gender in servant-leadership. This theoretical paper attempts to fill that gap by presenting a discussion of servant-leadership that is informed through feminist scholarship. The intent is to build a theoretical foundation for conceiving servant-leadership as a gender-integrative approach to leadership. A further purpose is to propose gender-integrative discernment in leadership education programs and suggest using servant-leadership as a framework for discussing gender in leadership and organizations. Examples of implications for leadership education programs are discussed in terms of outcomes and assessment. Suggestions for course content are made.
... However, it has been found that athletic status was not related to adult business life success. Being a school leader or sport captain did (Extejt and Smith, 2009;Kuhn and Weinberger, 2005). It is also important to note that not all the consequences of being a youth leader are positive. ...
Organizational leaders are the determinants of the direction of a change so that to plan and implement organizational change, strong leadership is needed through leadership actions in influencing and directing organizational members to achieve change. This study aims to describe the role of leadership in change management in an organization. The method used is literature review. The results of this study are the importance of the role of leadership in management change. Change needs to be designed, engineered and managed by a strong, visionary, intelligent and developmental leadership. Abstrak Pemimpin organisasi merupakan penentu arah suatu perubahan sehingga dapat merencanakan dan melaksanakan perubahan organisasi, diperlukan kepemimpinan yang kuat melalui leadership tindakan dalam mempengaruhi dan mengarahkan anggota organisasi untuk mencapai perubahan. Penelitian ini bertujuan untuk mendeskripsikan peran kepemimpinan dalam manajemen perubahan dalam sebuah organisasi. Metode yang digunakan adalah literature review. Hasil studi ini adalah pentingnya peran kepemimpinan dalam perubahan
Las organizaciones deportivas sirven como plataforma para llevar a cabo transformaciones a nivel social, medio ambiental y económico y para promover el bienestar de las personas. De esta manera, se suscitan acciones sostenibles y en búsqueda del éxito organizacional se implementan mecanismos de regulación y se respeta la opinión de los grupos de interés. El objetivo de esta revisión sistemática es identificar y describir los modelos de responsabilidad social corporativa implementados en el sector deporte. Siguiendo la estructura del protocolo PRISMA se realizó una revisión sistemática en cuatro bases de datos (SportDiscus, Scopus, Scielo y Proquest), utilizando las palabras clave “corporate social responsibility”, “model”, “sport”, “measuring” y “sport organization”, el período de búsqueda fue de 10 años (2011-2020) y se seleccionaron un total de 15 artículos. Entre los resultados se encontró que los modelo de RSC en el sector deporte son escasos y los existentes se basan en escalas, cuestionarios y guiones de entrevista semiestructurada para conocer la opinión de los fanáticos, los deportistas y los gerentes. La evidencia científica indica la necesidad de implementar de manera efectiva los modelos de RSC porque son un canal de motivación, confianza y legitimidad con los deportistas, aficionados y grupos de interés, mejoran la imagen corporativa y la relación con la comunidad. Esta investigación presenta una línea de estudio para investigaciones futuras y sugerencias para que las organizaciones deportivas generen beneficios en los grupos de interés y promuevan valores. Abstract. Sports organizations serve as a platform to carry out transformations at a social, environmental and economic level and to promote the well-being of people. In this way, sustainable actions are raised and in search of organizational success, regulatory mechanisms are implemented and the opinion of stakeholders is respected. The objective of this systematic review is to identify and describe the corporate social responsibility models implemented in the sports sector. Following the structure of the PRISMA protocol, a systematic review was carried out in four databases (SportDiscus, Scopus, Scielo and Proquest), using the keywords "corporate social responsibility", "model", "sport", "measuring" and "sport organization ”, the search period was 10 years (2011-2020) and a total of 15 articles were selected. Among the results, it was found that CSR models in the sports sector are scarce and the existing ones are based on scales, questionnaires and semi-structured interview scripts to find out the opinion of fans, athletes and managers. Scientific evidence indicates the need to effectively implement CSR models because they are a channel of motivation, trust and legitimacy with athletes, fans and interest groups, improve the corporate image and the relationship with the community. This research presents a line of study for future research and suggestions for sports organizations to generate benefits for interest groups and promote values.
Resumen. Las organizaciones deportivas sirven como plataforma para llevar a cabo transformaciones a nivel social, medioambiental y económico y para promover el bienestar de las personas. De esta manera, se suscitan acciones sostenibles y enbúsqueda del éxito organizacional se implementan mecanismos de regulación y se respeta la opinión de los grupos de interés.El objetivo de esta revisión sistemática es identificar y describir los modelos de responsabilidad social corporativa implementadosen el sector deporte. Siguiendo la estructura del protocolo PRISMA se realizó una revisión sistemática en cuatro bases dedatos (SportDiscus, Scopus, Scielo y Proquest), utilizando las palabras clave «corporate social responsibility», «model»,«sport», «measuring» y «sport organization», el período de búsqueda fue de 10 años (2011-2020) y se seleccionaron un totalde 15 artículos. Entre los resultados se encontró que los modelo de RSC en el sector deporte son escasos y los existentes sebasan en escalas, cuestionarios y guiones de entrevista semiestructurada para conocer la opinión de los fanáticos, los deportistasy los gerentes. La evidencia científica indica la necesidad de implementar de manera efectiva los modelos de RSC porque sonun canal de motivación, confianza y legitimidad con los deportistas, aficionados y grupos de interés, mejoran la imagencorporativa y la relación con la comunidad. Esta investigación presenta una línea de estudio para investigaciones futuras ysugerencias para que las organizaciones deportivas generen beneficios en los grupos de interés y promuevan valores.Palabras Claves: modelo de gestión, modelo de evaluación, responsabilidad social, medición en el deporte, sostenibilidad.
Abstract. Sports organizations serve as a platform to carry out transformations at a social, environmental and economic leveland to promote the well-being of people. In this way, sustainable actions are raised and in search of organizational success,regulatory mechanisms are implemented and the opinion of stakeholders is respected. The objective of this systematic reviewis to identify and describe the corporate social responsibility models implemented in the sports sector. Following thestructure of the PRISMA protocol, a systematic review was carried out in four databases (SportDiscus, Scopus, Scielo andProquest), using the keywords «corporate social responsibility», «model», «sport», «measuring» and «sport organization «,the search period was 10 years (2011-2020) and a total of 15 articles were selected. Among the results, it was found that CSRmodels in the sports sector are scarce and the existing ones are based on scales, questionnaires and semi-structured interviewscripts to find out the opinion of fans, athletes and managers. Scientific evidence indicates the need to effectively implementCSR models because they are a channel of motivation, trust and legitimacy with athletes, fans and interest groups, improve thecorporate image and the relationship with the community. This research presents a line of study for future research andsuggestions for sports organizations to generate benefits for interest groups and promote values.Keywords: management model, evaluation model, social responsibility, measurement in sport, sustainability.
Researchers have asserted that offering intentional leadership roles to youth can help them to develop life skills (e.g., communication, decision-making); however, few physical-activity-based positive youth development programs provide youth these intentional leadership roles, and little research has explored the impact of these opportunities on youth who take them up. The purpose of this study was to understand the developmental experiences of youth leaders in a physical-activity-based positive youth development program. Sixteen youth leaders (Mage= 13.37, SD = 1.36) from 4 sites of the Start2Finish Running & Reading Club participated in semi-structured interviews to discuss their experiences as junior coaches. Fertman and van Linden’s (1999) model of youth leadership development was used to guide the data collection and analysis. Through deductive-inductive thematic analysis, 3 themes were constructed: (a) awareness: developing into leaders started with seeing potential through role models, (b) interaction: learning by doing and interacting with others helped youth to practice leadership abilities, and (c) mastery: taking on greater responsibility allowed for opportunities to refine leadership abilities and develop a variety of life skills. These themes helped to bring an understanding to the processes involved in leadership and life-skill development. Practical and research implications are discussed regarding leveraging youth leadership opportunities in youth programming.
The popularity of sports provides sponsors with a unique opportunity to reach large numbers of customers. The aim of this study was to examine and understand consumers’ perception about the sponsors’ sport-related CSR activities, and the potential impact of such perceptions on sponsor image, attitude toward the sponsor, and attitude toward a sport property. As such, two studies were conducted to examine the proposed hypothesis. A quasi-experimental pre-test, post-test design with an experimental and control group was employed. Study 1 employed a cross-sectional quantitative survey design conducted in a classroom setting in the U.S. Study 2 was conducted in a longitudinal research design by replicating Study 1 with participants recruited from 12 countries. These studies provide evidence that the type of information regarding an organization’s sport-related CSR activities and sponsorship activity influenced participants’ perception of sponsor image and attitude toward the sponsor.
This study investigates the validity and reliability of the Destructive Coaching Leadership Scale according to athletes. All athlete participants were asked to fill a personal information form and the Destructive Coaching Leadership Scale developmental version, which consists of 72 items. 360 athletes from several disciplines who have competed for one or more years with their team coaches asked to join to the study, 338 of participants answered the scale and personal information form, 18 of the filled forms were excluded by researchers. The Final research sample consisted of 320 active athletes (214 male and 106 female). According to the principal components factor analysis of five factors, which are I-Planning and Change Management, II-Fear of Failure-Pressure, III- Emotional Ambivalence, IV-Distrust and V-Democratic Behavior were extracted.
This chapter provides the reader with literature and resources for conducting leadership assessment in collegiate recreation and athletics. Current practices and strategies are shared.
Leadership in the United States Army is essential for successful completion of
domestic and international missions. Reserve Officer Training Corps (ROTC) programs
are used to effectively develop leadership skills within the Army. Physical training (PT)
is a mandatory component in ROTC, used to improve physical ability and prepare cadets
for the rigors of the “big Army” environment. Resiliency and selfless service
development are seen as critical elements of leadership, yet little is known about the
formal and informal experiences in ROTC PT that facilitate or hinder resiliency and
selfless service during early career preparation. The overall purpose of this dissertation
was to provide insight into the development of cadets’ resiliency and selfless service in
the context of PT. Two qualitative studies were used to address these issues.
The purpose of the first study was to investigate resiliency development in an
ROTC PT context. The Army recognizes five dimensions of resiliency, which maximize
solders’ fortitude and mental toughness. Failure, challenge, and support played
significant roles in cadets’ development of resiliency dimensions. Lack of support and
organization were the greatest contributors to lack of resiliency throughout the battalion.
Overall, ROTC PT improved specific dimensions of resiliency in effort to produce
successful leaders in the United States Army.
The purpose of the second qualitative study was to investigate selfless service
development in an ROTC PT context using Identity Fusion Theory- used in situations
where individuals are willing to make significant personal sacrifices on behalf of a group.
Results underscored how cadets’ identity became increasingly fused with the ROTC
organization through exposure to emotionally charged experiences. Fighting for a high
placement on the Order of Merit List facilitated peer competition, which both increased
potential for identity fusion and negative self-centric influences on selfless service.
Furthermore, results indicated that assigned leadership roles throughout the program were
also critical in evolving a cadet’s brain from self-centric to Army-centric (i.e. selfless
behavior).
Overall, results provided insight into resiliency and selfless service development
among United States Army ROTC cadets in PT. Implications for cadre and other leaders
as well as suggestions for future research are included.
Leadership concept is a relational process between leaders and followers in order that the leaders could influence on their followers, which is a common background in leadership definitions. Study and acquiring leadership for understanding efficiency and usefulness of organizations were important for decades. The research population was constituted of national teams' players who participated in national teams' camps for Asian competitions, and include 90 coaches and 473 athletes (men and women); so, sampling method was full calculated. Measurement instruments were three questionnaires of personal characteristics, MLQ Boss leadership style and Roberts and Balajio POSQ success perception. Results of the analyses showed that prediction of coaches' success was not possible by transformational and transactional leadership styles' elements and success perception of the athletes. There was no significant difference between leadership styles from view point of coaches and athletes. We could predict success perception of the athletes by leadership styles. There was a significant difference between gender of coaches and leadership styles of the coaches, and both spiritual effect and motivation in transformational leadership styles and management, based on active exceptions of transactional leadership styles' elements, were higher in men than women, and management based on passive exception in transactional leadership styles of women were higher than men. Athlete of individual fields considered more the spiritual effect that was one of the elements of transformational leadership styles. Higher spiritual effect and motivation in transformational leadership styles, there was increase on success perception of the athletes. Women were more self absorbed than men. Athletes of individual fields were more self absorbed than athletes of team fields.
Today’s sports commerce not only expands the number of international mega-sports events but also increases their value in
effecting social change and promoting world peace. As athletes and spectators come together in ever-larger numbers, governments
must collaborate with non-governmental, private, and non-profit sectors to develop and implement the business of sports commerce
benefiting host nations and local communities. This research identifies the relationship between sports commerce and peace
as worthy of greater study. This article examines the role of international sporting events in contributing to social change
in host countries and how these competitions may be able to create greater understanding among athletes and related individuals
and increase knowledge exchange on a larger scale. The research analyzes several mega-sports events, including the Olympics
and the role of the Special Olympics (SO) – the largest amateur sports organization in the world – dedicated to bringing sports
experiences to intellectually disabled athletes. This article highlights the transformative power of SO worldwide competitions
and finds peace through commerce principles in SO innovative policies and programs. Over four decades, the SO, and particularly
its World Games, have led to global initiatives for increasing self-confidence, self-esteem, social acceptance, health and
general well-being among intellectually disabled persons. This research offers insights into the ways in which other mega-sporting
events could adopt what is unique to SO. An Appendix outlines mega-sports events for future research on sports commerce and
peace.
Keywordsmega-sports-Olympics-peace through commerce-social change-Special Olympics-sports commerce and peace-sports tourism
This article presents the results of a survey of management educators on business leadership education. The management educators consulted here generally concurred that leadership requires a particular kind of education. Leadership education, like leadership itself, must rely on heuristic approaches such as mentoring, coaching, patterning, and, trial-and-error experience. Most educators agreed that individual personality traits provide at least part of the basis upon which leadership skills are built, and such characteristics reach stability by adolescence. Hence, a frame is established that drives how future managers view their roles, their style of communicating, and their modes of interaction with others. Clearly, these frames can change, and individuals can learn to view things differently. Managers, like educators, continue to grow socially, physically, and intellectually. However, this early grounding and foundation may strongly influence the choice of career or profession, the style or attitude toward work relationships, and the approach of managerial roles and interactions, including leadership roles.
This article reports on the use of assessment center (AC) methods for student outcome assessment for undergraduate business school students at a large state university. Using the model of a traditional managerial AC, our student assessment center (SAC) project sought to use this technology for measuring business student outcomes. The SAC consisted of a 5-hour combination of performance-based exercises and a battery of pencil-and-paper tests and relevant personality inventories to assess students' work readiness. A total of 754 junior and senior students completed the AC. Reliability coefficients of ratings of SAC exercises were consistent with those found in professional managerial ACs. There was some evidence for the content and construct validity of our SAC, and cross-sectional and longitudinal analyses demonstrated the SAC's concurrent and predictive validity. Strengths, weaknesses, and costs of using AC methods for student outcome assessment are discussed and suggestions are made for using ACs in higher education.
Leadership development is a fundamental responsibility of colleges and universities. In this article, the authors present the theoretical foundation of an innovative initiative, as well as criteria for assessing leadership development programs in higher education. They use the Student Leadership Development Institute at Rutgers University as a case study for demonstrating that leadership development initiatives should be systematic, multidisciplinary, and research oriented and have several experiential components.
Meta-analysis (Hunter, Schmidt, & Jackson, 1982) of 50 assessment center studies containing 107 validity coefficients revealed a corrected mean and variance of .37 and .017, respectively. Validities were sorted into five categories of criteria and four categories of assessment purpose. Higher validities were found in studies in which potential ratings were the criterion, and lower validities were found in promotion studies. Sufficient variance remained after correcting for artifacts to justify searching for moderators. Validities were higher when the percentage of female assessees was high, when several evaluation devices were used, when assessors were psychologists rather than managers, when peer evaluation was used, and when the study was methodologically sound. Age of assessees, whether feedback was given, days of assessor training, days of observation, percentages of minority assessees, and criterion contamination did not moderate assessment center validities. The findings suggest that assessment centers show both validity generalization and situational specificity. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Student-athletes were studied over 4 years at a highly selective liberal arts college and an Ivy League university. Students spending 10 or more hours per week in athletic activities had lower entering academic credentials and academic self-assessments than non-athletes, but the academic performance of athletes was not below what would be expected based on their entering profiles. Athletes surpassed non-athletes on sociability/extraversion and self-reported well-being in each annual wave of the study. Athletes were not isolated from the rest of the student body; they spent over 50% of their time with non-group members and belonged to non-athletic extracurricular groups every year. Athletes perceived group membership to pose greater difficulties to academic performance and involvements outside the group than did members of other types of extracurricular groups. Athletes drank more heavily on weekends that non-athletes, but did not differ in growth or well-being. Comparisons by athletic status were similar for men and women.
This paper is a synthesis of results from five separate studies examining how recent structural and philosophical changes in women’s intercollegiate sport programs may have altered the sport experience of female athletes. Based on both questionnaire and interview data, it was apparent that athletes participating in sport programs characterized by the greatest change (e.g., post-Title IX programs, programs of the 1980s, product-oriented sport models, and Division I programs of recent years) shared somewhat common experiences — with the presence of conflict being one of the most pervasive themes. Four types of conflict were identified: (a) value alienation, (b) role strain, (c) role conflict, and (d) exploitation. Each of these types of conflict is discussed and examples to substantiate the presence of each form of conflict are presented. Based upon the findings, it is suggested that the changing context and emphases of college sport may have exposed female athletes to different sets of circumstances, expec...
Our primary purpose in this study was to evaluate the criterion-related validity of an academic-based assessment center (AC), specifically in relation to early career progress. A total of 66 undergraduate business students participated in a day-long AC. The AC included a combination of in-basket, leaderless group discussion, case, interview simulation, and oral presentation exercises, as well as paper-and-pencil measures including Big Five personality variables. Assessment was performed using three trained assessors for each assessee. These assessees also participated in a follow-up survey, typically between 2 and 31/2 years following AC participation. We designed the survey to measure early career progress in the form of job satisfaction, number of promotions, and current salary. Analyses revealed that student grade point average (GPA) was generally not a good predictor of early career progress, with the exception of salary. In contrast, AC performance was most consistently predictive of both intrinsic and extrinsic aspects of career success, even after controlling for personality and GPA. Results are discussed in terms of their relevance to academically based assessment centers and the career success literature. Implications are drawn regarding the challenges and opportunities associated with the use of AC methodology in business schools.
Purpose
The authors introduce an experience‐based approach offering a comprehensive new way of developing leaders. It knits together on‐the‐job experience, life experience, and specific skill development, rather than presenting employees with a smorgasbord of classes and programs that is tenuously linked (if it is linked at all) to career development, succession planning, or business objectives.
Design/methodology/approach
The authors base their conclusions on previous Accenture research and their observations of leadership technology as used by organizations.
Findings
Advances in learning models, information technology, and leadership research strongly suggest that new approaches like experience‐based learning hold strong promise in helping companies meet the high performance challenge.
Research limitations/implications
The experience‐based approach bridges the gap between practice and performance through creative uses of information and communication technology. Research to validate and show the impact of the experience‐based approach compared to various alternatives would be welcome.
Practical implications
The experience‐based method can be adapted to the developmental needs and opportunities of leaders and potential leaders at all stages of their careers, and also to the changing needs of organizations operating in complex and uncertain environments. The goal of experience‐based leadership development is to equip employees to mine their experiences – continuously and intensively – for insight into what it takes to lead, what it takes to grow as a leader, and what it takes to cultivate the leader in others (peers and superiors as well as subordinates).
Originality/value
Today's challenge for organizations is to grow more leaders over a larger terrain and faster than ever before. Article explains how a program that uses learning models, information technology, and leadership research to link experience and leadership training can help companies produce higher quality leaders more efficiently.
This study analyzes the relationship between athletic participation as a high school student and subsequent psychosocial development, using data from a national probability sample of American youths in their sophomore and senior years. The analysis compared sports participation to social class background, cognitive aptitude, academic grade average, level of self-esteem, and racial background. The findings were consistent for both sexes, except that females were substantially more likely than males to have dropped out of sports by their senior year. Youths from disadvantaged backgrounds were less likely to become high school athletes in their sophomore year and more likely to have dropped out of athletics by their senior year. The data also showed that athletic participation was a weaker predictor of later alcohol use and level of self-esteem and that student athletes' educational attainment was higher than nonathletes. There was no clear association between athletic participation and either early marriage or early parenthood.
This paper investigates the usefulness of textbook and company approaches to developing managerial skills and competencies. It suggests that textbooks, based on an “experiential” approach to skill building, are contradictory in that they ultimately privilege predispositions over training in the practice of behaviours. The development of managerial skills therefore, is restricted by the individual's predispositions towards behaving in a certain way. In addition, the paper argues that the managerial competency approach used by many organizations, and also reflected in textbooks, fails to appreciate the predominance of the situation or context in determining how managers behave. Ultimately, the education of business students and managers, on courses at university and in-company, dealing with managerial skills are deficient because “skills” cannot be abstracted from either the person or the context. The idea of managerial competence as a fact of being is illusory, managers are always and constantly being competent or incompetent.
Examined the role of athletic participation in contributing to student affective development in 4 areas: satisfaction with college, motivation to finish the bachelor's degree, interpersonal skills, and leadership ability. Data were drawn from the 1985 follow-up survey (FUS) of the 1981 freshman cohort. 3,800 Ss responded to the FUS or approximately 32% of the original sample of 11,862. Results indicate that participation in intercollegiate athletics was associated with a high level of satisfaction with the overall college experience, motivation to earn a college degree, and the development of interpersonal skills and leadership abilities. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Incl. abstract, bibl. Educators have a comparative advantage over other professionals when it comes to leadership development. They should exploit it in the years ahead to improve the enterprise for which they are responsible. Whether they can capture the moment, take advantage of their deeper understanding of teaching and learning and skirt some of the expensive miscues that prevent others from being an effective force in leadership development remains to be seen. This article assembles and discusses the components necessary for making the most of the present set of circumstances. It explores the terrain of contemporary initiatives in leadership development, critiques the assumptions on which they are based, and makes a case for the more cost-effective deployment of experiential approaches to educating leaders.
Examining the impact of extra-curricular activities on the personal development of 149 high school seniors
- D. F. DeMoulin
Coaches’ expectations and beliefs regarding benefits of your sport experience
- J. Lesyk
Scholars and athletes
- E. Snyder