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Preferred leadership in sports
... For over 40 years, the multidimensional model of leadership (MDML; Chelladurai, 1978Chelladurai, , 1993Chelladurai, , 2007 has been one of the key frameworks to study leadership behaviours in sports contexts (Arthur & Bastardoz, 2020). The MDML outlines a pathway that links behaviour antecedents (situational, leader, and member characteristics), central mechanisms (required, actual, and preferred leader behaviour), and outcomes (satisfaction and performance). ...
... Central mechanisms act as the link between behaviour antecedents and outcomes. Its proposition is that the congruence between actual leader behaviours and the preferred and required behaviours of the followers will determine satisfaction and performance (Chelladurai, 1993(Chelladurai, , 2007Arthur & Bastardoz, 2020). ...
... It explored potential differences in preferred behaviours based on the level of competition (DI and DII) across the six behavioural coaching dimensions of the RLSSC: autocratic, democratic, positive feedback, situational considerations, social support, and training and instruction behaviours. Based on the MDML, which posits that preferred leadership behaviours are influenced by situational characteristics (Chelladurai 1993(Chelladurai , 2007 Arthur & Bastardoz, 2020), the hypothesis was that level of competition-based differences were likely to emerge. ...
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.
... Para determinar os comportamentos de liderança optamos pela Leadership Scale for Sport (LSS) desenvolvida por Chelladurai e Saleh (1978) (Gummer, Vogel, Kunz, & Roßmann, 2019). ...
... As variáveis dependentes do estudo foram definidas através do instrumento de recolha de dados utilizado no estudo que definem o comportamento de liderança: treino-instrução; suporte social; reforço; democrático e autocrático (Chelladurai e Saleh, 1978). O treino-instrução, carateriza-se pelo comportamento do treinador destinado a melhorar a performance dos atletas através da enfatização da instrução dos atletas para os aspetos corretivos do treino, bem com das componentes técnicas e táticas da modalidade. ...
... O treino-instrução, carateriza-se pelo comportamento do treinador destinado a melhorar a performance dos atletas através da enfatização da instrução dos atletas para os aspetos corretivos do treino, bem com das componentes técnicas e táticas da modalidade. O suporte social encontra-se associado à preocupação do treinador com o bem-estar individual dos atletas, procurando um bom ambiente de grupo e um bom relacionamento pessoal com os atletas (Chelladurai e Saleh, 1978). (Chelladurai e Saleh, 1978). ...
Coaches have a fundamental role in the holistic development of their athletes, and when we talk about adapted sports, this prerogative gains more relevance, since sports are a transforming vehicle in the athletes' lives. However, the theme of the leadership behaviors of coaches of athletes with intellectual disabilities is little scientifically explored. The main purpose of this study is to identify the coaches' self-perception and the athletes' perception about the leadership behaviors of the Special Olympics Portugal coaches. It is also intended to examine the relationship between self-perception and perception with the formal training of coaches. The research is descriptive and cross-sectional, with a sample consisting of 50 coaches and 94 athletes from the universe of Special Olympics Portugal. The sport leadership scale was the instrument used in the study, in the self-perception and perception versions. The results showed that, in the versions analysed, the coaches of athletes with intellectual disabilities showed more leadership behaviours in the dimensions of reinforcement, training, instruction and social support. The coaches with specific training in the area of disability have more appropriate behaviours to the specific characteristics and needs of the athletes.
... Another survey by Ignacio et al. (2017) on competitors' perceptions and coaches' behavior revealed that the coaches of male athletes used a more democratic behavior than the coaches of female athletes (Ignacio et al., 2017). According to the multidimensional leadership model, the coach is most effective when their behaviors match behaviors preferred by the athletes (Chelladurai & Saleh, 1978). ...
... Windsor (2005) found collegiate female soccer players preferred a more democratic style, where the coach encourages athlete involvement, provides positive feedback for behavior, and encourages and makes corrections for athletes after mistakes. These data confirmed those obtained by Chelladurai and Saleh (1978) and Sherman et al. (2000) that male athletes prefer more Autocratic and Social Support Behavior, and female athletes prefer more Democratic Behavior and positive feedback (Chelladurai & Saleh, 1978;Sherman et al., 2000). ...
... Windsor (2005) found collegiate female soccer players preferred a more democratic style, where the coach encourages athlete involvement, provides positive feedback for behavior, and encourages and makes corrections for athletes after mistakes. These data confirmed those obtained by Chelladurai and Saleh (1978) and Sherman et al. (2000) that male athletes prefer more Autocratic and Social Support Behavior, and female athletes prefer more Democratic Behavior and positive feedback (Chelladurai & Saleh, 1978;Sherman et al., 2000). ...
Introduction. The Olympic weightlifting training methodology is a powerful tool for developing motor abilities and overall fitness. In addition, it is well established that these activities have a positive effect on the physical development of adolescents. It is important that the preparation is conducted under professional coaching in sports clubs to guarantee the achievement of good sports performance without injuries. Methodology. The goal of this study is to identify the changes that occur in the physical performance of 13-15-year-old cadets (boys), under the influence of specialized training with the means of Olympic weightlifting. 30 weightlifters aged 14 on average participated in the experiment. The study was conducted in September 2021. Results. Based on the results, we can conclude that overall the structured specialized Olympic weightlifting training protocol positively affects explosive strength, speed, and flexibility in 13-15-year-old cadets. However, the results show significant between-group variability when stratified by age. Discussion and conclusions. Habitual Olympic weightlifting training is not a very popular activity among children and adolescents. It is generally considered risky and not appropriate for youngsters. However, our results painted a different picture, and based on them and our practical experience, in our opinion, if the methodology is properly modified, Olympic weightlifting is a powerful tool for the development of motor abilities in trainees of different age groups.
... Another survey by Ignacio et al. (2017) on competitors' perceptions and coaches' behavior revealed that the coaches of male athletes used a more democratic behavior than the coaches of female athletes (Ignacio et al., 2017). According to the multidimensional leadership model, the coach is most effective when their behaviors match behaviors preferred by the athletes (Chelladurai & Saleh, 1978). ...
... Windsor (2005) found collegiate female soccer players preferred a more democratic style, where the coach encourages athlete involvement, provides positive feedback for behavior, and encourages and makes corrections for athletes after mistakes. These data confirmed those obtained by Chelladurai and Saleh (1978) and Sherman et al. (2000) that male athletes prefer more Autocratic and Social Support Behavior, and female athletes prefer more Democratic Behavior and positive feedback (Chelladurai & Saleh, 1978;Sherman et al., 2000). ...
... Windsor (2005) found collegiate female soccer players preferred a more democratic style, where the coach encourages athlete involvement, provides positive feedback for behavior, and encourages and makes corrections for athletes after mistakes. These data confirmed those obtained by Chelladurai and Saleh (1978) and Sherman et al. (2000) that male athletes prefer more Autocratic and Social Support Behavior, and female athletes prefer more Democratic Behavior and positive feedback (Chelladurai & Saleh, 1978;Sherman et al., 2000). ...
According to a number of authors, athletes ‘perceptions and evaluations of their coach’s effectiveness and behavior (real and preferred) influence athletes’ behavior and performance. The aim of the present study is to examine coaching efficacy expectations and leadership style among Bulgarian football players. Methods: The research was done among 73 football players (female-28, male-45) aged between 16 and 26 years. In order to fulfill the aim, we used: 1) Coaching Efficacy Scale (CES), Feltz et al., 1999; 2) Revised Leadership Scale for Sport (RLSS), Zhang et. el., 1997. Results and discussion: The results from the variation analysis showed similar levels in some of the components of coaching efficacy and leadership style. The comparative analysis revealed significant differences depending on the gender of the game strategy subscales and the way the coach makes decisions. There are established significant differences in the preferred behavior of the coach from the players on the social support and positive feedback subscales. The correlation analysis did not reveal strong relationships between the coaching efficacy subscales and the leadership style subscales. Accordingly, our results differ from the data published in the literature. The results from the regression analysis reveal that coaching efficacy does not directly affect the subscales of the leadership style, which differs from what is reported in the literature.
... Another survey by Ignacio et al. (2017) on competitors' perceptions and coaches' behavior revealed that the coaches of male athletes used a more democratic behavior than the coaches of female athletes (Ignacio et al., 2017). According to the multidimensional leadership model, the coach is most effective when their behaviors match behaviors preferred by the athletes (Chelladurai & Saleh, 1978). ...
... Windsor (2005) found collegiate female soccer players preferred a more democratic style, where the coach encourages athlete involvement, provides positive feedback for behavior, and encourages and makes corrections for athletes after mistakes. These data confirmed those obtained by Chelladurai and Saleh (1978) and Sherman et al. (2000) that male athletes prefer more Autocratic and Social Support Behavior, and female athletes prefer more Democratic Behavior and positive feedback (Chelladurai & Saleh, 1978;Sherman et al., 2000). ...
... Windsor (2005) found collegiate female soccer players preferred a more democratic style, where the coach encourages athlete involvement, provides positive feedback for behavior, and encourages and makes corrections for athletes after mistakes. These data confirmed those obtained by Chelladurai and Saleh (1978) and Sherman et al. (2000) that male athletes prefer more Autocratic and Social Support Behavior, and female athletes prefer more Democratic Behavior and positive feedback (Chelladurai & Saleh, 1978;Sherman et al., 2000). ...
Enhancing motor skills has a significant impact on athletes’ field performance. Both sports depend on a combination of highlevels of physical, technical, and tactical ability. Тhe aim of this study was to examine the differences in the motor abilities and anthropometric characteristics of the football and basketball players aged 13-15 years. Thirty-six participants were divided in two groups (football players, (n=18; height:1.71 ± 8.5m; body mass: 20.1± 2.2 kg; age: 14.7 ± 0.3 years) and basketball players, n=18; height: 1.69± 10.9; body mass 3.4 ±20.6; age:0.7 ±14.1) aged 13-15 years old. Conducted motor abilities were 10m and 20m sprint, agility t-test, countermovement jump (CMJ), countermovement jump with arm swing (CMJa) and squat jump (SJ), while anthropometric characteristics were fat percentage, body mass index, muscle percentage, height, weight. Independent sample T-test revealed statistical significance only in fat percent-age (p=.003), muscle percentage (p=.002), agility (p=.000), and sprint (p=.000), while in the countermovement jump, countermovement jump with arm swing, squat jump, body mass index, height, and weight, there were no statistical significance. Athletes who play different sports have performed different results in agility test, speed test, fat percentage and muscle percentage. Football players achieved better results compared to basketball players, which is due to the character of the game, where players move within a wider space, as well as the different structure of the training process.
... Another survey by Ignacio et al. (2017) on competitors' perceptions and coaches' behavior revealed that the coaches of male athletes used a more democratic behavior than the coaches of female athletes (Ignacio et al., 2017). According to the multidimensional leadership model, the coach is most effective when their behaviors match behaviors preferred by the athletes (Chelladurai & Saleh, 1978). ...
... Windsor (2005) found collegiate female soccer players preferred a more democratic style, where the coach encourages athlete involvement, provides positive feedback for behavior, and encourages and makes corrections for athletes after mistakes. These data confirmed those obtained by Chelladurai and Saleh (1978) and Sherman et al. (2000) that male athletes prefer more Autocratic and Social Support Behavior, and female athletes prefer more Democratic Behavior and positive feedback (Chelladurai & Saleh, 1978;Sherman et al., 2000). ...
... Windsor (2005) found collegiate female soccer players preferred a more democratic style, where the coach encourages athlete involvement, provides positive feedback for behavior, and encourages and makes corrections for athletes after mistakes. These data confirmed those obtained by Chelladurai and Saleh (1978) and Sherman et al. (2000) that male athletes prefer more Autocratic and Social Support Behavior, and female athletes prefer more Democratic Behavior and positive feedback (Chelladurai & Saleh, 1978;Sherman et al., 2000). ...
Introduction. One of the main goals of the Olympic weightlifting training process is to ensure a healthy motor training regime. Those activities are aimed at achieving tangible positive effects on the body, as well as providing adequate conditions for the physical development of trainees. Preparation under professional coaching in sports clubs guarantees the achievement of good sports performance. Methodology. The goal of this study is to identify the changes that occur in the physical performance of children (boys), under the influence of specialized training with the means of Olympic weightlifting. Eighteen (18) weightlifters aged 13 participated in the experiment. The study was conducted in two stages: the baseline data were collected in June 2020, and the final measurements were in June 2022. Results. Based on the results, we can conclude that the structured, specialized Olympic weightlifting training protocol positively affects explosive strength of lower limbs, speed, and flexibility in 13-year-old children. Discussion and conclusions. Habitual Olympic weightlifting training is not a very popular activity among children. It is generally considered risky and not appropriate for youngsters. However, our results painted a different picture, and based on them and our practical experience, in our opinion, if the methodology is properly modified, Olympic weightlifting is a powerful tool for the development of motor abilities in children.
... In the light of viewing leadership in sports from a variety of aspects to reflect its multitude perspectives, Chelladurai and Saleh (1978) developed a five-dimensional description of the leadership styles for sports including autocratic, democratic, positive feedback, social support, and training and instruction believed to exist in athletics, this is the originality of MML. Chelladurai's (1978Chelladurai's ( , 1990Chelladurai's ( , 1993Chelladurai's ( , 2001 MML represented a significant advancement in the study of coaching leadership given its use of the rich leadership literature while being directly relevant to sport settings. ...
... 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. The results from this line of inquiry have been mixed (Aleksic-Veljkovic et al., 2016;Beam et al., 2004;Chelladurai & Saleh, 1978;LaForge et al., 2012;Lindauer, 2000;Pyun et al., 2010;Riemer & Chelladurai, 1995;Terry, 1984;Terry & Howe, 1984). For example, Terry (1984) discovered that team sport athletes preferred significantly more training and instruction, autocratic behavior, and positive feedback, but less democratic behavior and social support, than individual sport athletes. ...
... As mentioned before, the multi-dimensional model of coaching developed by Chelladurai and Saleh (1978) included Training and Instruction, Positive Feedback, Social Support, Democratic Behaviors, and Autocratic Behaviors. Leadership behavior exhibited by coaches will have a significant impact on individual athletes and teams (Amorose & Horn, 2001;Martin et al., 2001;Vealey et al., 1998). ...
... According to the Multidimensional Model of Leadership [20], leadership is seen within a relational interaction process, since it is proposed that the leader considers the situational characteristics, the leader's characteristics, and those of the members that make up the group. The team's performance and satisfaction are considered, the result of the leader working harmoniously in relation to these three aspects of leader behavior (required, actual, and preferred). ...
... To assess the coaches' leadership style, the Leadership Scale for Sport (LSS) [20] was used. The scale that assesses the athletes' perception of their coach's leadership style was used, and was applied in the English version. ...
... For this, a conceptual model, based on Attachment Theory [11] and the Multidimensional Model of Leadership (adapted from Chelladurai and Saleh [20]) was hypothesized (Table 1), in which the Attachment Style, Decision Style and Interaction Style correspond to the latent variables, which were combined, according to the theoretical hypotheses, into nine different models (three for each attachment style). The illustrative model shows four latent variables: attachment style, coach's decisionmaking style, coach's leadership interaction style, and mental toughness (Figure 1). ...
For a long time, competitive sport has focused only on aspects related to performance. However, studies in social psychology have indicated the importance of focusing on the human development of athletes, which can occur through training environments that promote psychological well-being. Thus, this study aimed to analyze the impact of the coach-athlete attachment style, mediated by the coach’s leadership style, on the mental toughness of athletes in the world beach volleyball context. Elite beach volleyball athletes (n = 65), participants of the World Tour 2018, were part of the study. The Coach-Athlete Attachment Scale (CAAS), Mental Toughness Index (MTI) and Leadership Scale for Sport (LSS) were used as instruments. For data analyses we used polychoric correlation and a bias-corrected factor score path analysis. Path analysis showed that perceived secure attachment was positively associated with athletes’ mental toughness (0.24; 0.31; 0.25), but leadership styles did not mediate this relationship. For athletes with anxious attachment profiles, the perception of autocratic leadership style was associated with athletes’ mental toughness (1.01; p = 0.03), when their interaction style is focused on coaching-instruction. It concludes that the secure attachment relationship can bring increases in levels of athletic mental toughness, whereas for athletes with insecure attachment, the autocratic style was shown to be associated with the highest levels of mental toughness.
... This function of instilling confidence in teams was also highlighted by Horney, Pasmore and O'Shea (2010) who studied agile leadership in a VUCA world. When a team goes through a period of unpredictability and the team's vision changes, Chelladurai (2007) recommends that the team leader expresses her/his confidence that the team members are capable of fulfilling that vision. Furthermore, Chelladurai (2007) notes that building confidence is a crucial leadership function in helping team members to perform better. ...
... When a team goes through a period of unpredictability and the team's vision changes, Chelladurai (2007) recommends that the team leader expresses her/his confidence that the team members are capable of fulfilling that vision. Furthermore, Chelladurai (2007) notes that building confidence is a crucial leadership function in helping team members to perform better. Marks et al. (2001) argue that a team's confidence can be negatively affected when the team experiences increased pressure and demands and that, in such times, a critical leadership function is confidence building. ...
... Burnes and Donnell (2011) mention the importance for a leader to recognise and respect team members' individuality otherwise she/he can weaken the confidence of team members. Chelladurai (2007) also report that it is in everyone's best interest if the leader "bestows individualised attention on the athletes" (p. 127). ...
... sports directors, managers, stakeholders; Peachey et al., 2015). Several leadership theories are proposed in the literature, often inspired by organizational psychology (Arthur & Bastardoz, 2020;Chelladurai, 1990Chelladurai, , 2007Cotterill et al., 2022;Peachey et al., 2015). These include, for example, the situational approach (Chelladurai, 2007), the social identity approach (Fransen et al., 2020Stevens et al., 2021), and transformational leadership theory (Arthur et al., 2017;Turnnidge & Côté, 2016). ...
... Several leadership theories are proposed in the literature, often inspired by organizational psychology (Arthur & Bastardoz, 2020;Chelladurai, 1990Chelladurai, , 2007Cotterill et al., 2022;Peachey et al., 2015). These include, for example, the situational approach (Chelladurai, 2007), the social identity approach (Fransen et al., 2020Stevens et al., 2021), and transformational leadership theory (Arthur et al., 2017;Turnnidge & Côté, 2016). Leadership research has traditionally placed the greatest focus on the study of leadership characteristics or processes under various conditions that can facilitate successful performance, goal achievement, or the welfare of followers or teams (e.g. ...
This scoping review aimed to identify the current state of knowledge on toxic leadership in high-performance sports and its consequences for mental health and performance at individual, interpersonal, and organizational levels. Abstract screening (n=768) and full-text review (n=83) resulted in the inclusion of 26 studies, predominantly conducted in North America and Europe. Studies used inconsistent defini-tions, theoretical frameworks, and methodological approaches to study darker or toxic leadership. Several antecedents and maintaining factors to toxic leadership were identified, such as individual leader characteristics, a performance-oriented culture, status/power structures, and a lack of reporting processes or consequences within organizations. The empirical literature provided initial support for the negative consequences of toxic leadership on athletes’ mental health, injuries, and motivation to remain in high-performance sports. Few studies have investigated the consequences of toxic leadership on sports organizations, staff or coaches. We conclude that research on toxic leadership in high-performance sports is in its early stages, with an underdeveloped understanding of how problematic leadership can be detected, prevented, and addressed to minimize their impact in sports. Researchers, governing bodies, and sports organizations must intensify their efforts to comprehend the emergence and persistence of toxic leadership within high-performance sports environments.
... Gender differences are a factor that needs to be studied in identifying how athletes interpret and make perceptions of coach leadership styles (Horn, 2002). Although the results of a study by Terry and Howe (1984) showed no differences in the preferred coach leadership style between male and female athletes, most studies in the field of sport found that men and women have different views on coach behaviour (Beam et al., 2004;Chelladurai & Arnott, 1985;Chelladurai & Saleh, 1978;Hastie, 1995;Martin et al., 1999;Sherman et al., 2000). ...
... Chelladurai (1980Chelladurai ( , 1984 proposed a multidimensional leadership model to examine leadership in sport more closely. This model was formed as a result of several studies of the ideal coach leadership style (Chelladurai & Saleh 1978). The Multidimensional Leadership Model combines ideas put forth by the leadership theories of Trait Leadership Theory, Behaviour Theory and Situation Theory to show the interaction of coaches and athletes in a sports environment. ...
... Conversely, group performance and player satisfaction are compromised when these behaviors are contradictory. Researchers have established a link between leadership behavior congruency, athlete satisfaction, and group performance (Chelladurai, 1978;1984;Chelladurai et al., 1988;Home & Carton, 1985;Riemer & Chelladurai, 1995;Schliesman, 1987;Weiss & Friedrichs, 1986). Collectively, these studies provide initial support for the leadership behavior mentioned. ...
... In addition, the sample represented a wide range of levels of competition, with 35% of respondents categorizing themselves as playing on a team classified as MLS Next or Girls Academy, 29.2% categorizing themselves as Elite Academy members, and 26.2% competing within the SoCal Development Soccer League platform. The Leadership Scale for Sports was the foundation for the questionnaire because it was designed to examine coaches' behaviors, the coaching style preferred by athletes, and specific sports (Chelladurai & Saleh, 1978). It was shortened to help reduce potential participant fatigue and time constraints. ...
The coach-athlete relationship and its educational effectiveness are ambiguous, with several perceptions of creating an engaging learning environment. Thus, understanding this relationship and analyzing its impact is essential to increasing enrollment and retention rates within institutions that associate with youth athletes. The study reviews existing literature on coach effectiveness and youth-athlete relationship and analyses primary datasets from elite academy soccer clubs in the San Diego and Orange County area. The results provide valuable information on athletes' and parents' decision(s) on what club they want to join based on the coach-athlete educational relationship and behaviors using a qualitative analysis approach. The assertions made in the study are based on our primary data and qualitative analysis using the theories of past authors'. Our findings serve as an archetype of behavioral-performance-and-sport-management tool(s) in providing the sports industry with a data-driven analysis of coach-athletes' educational and recreational relationship while understanding what drives retention. The study's primary contribution is that it offers information for youth sports organizations, adds to the existing literature on coach effectiveness, and provides practical recommendations to improve organizational effectiveness in youth athlete enrollment and retention rates within organizations affiliated with youth athletes and emphasizes these questions: what is the approximate distance from the club to your residence, and what is your reservation distance between a club and your residence.
... Without acknowledging Chelladurai and Saleh's (1978), groundbreaking formulation of a leadership scale that is widely used in sports, it is difficult to evaluate sports direction (LSS), based on the house's way goal idea from 1971. Athletes prefer to adopt behaviors during practice and training, and LSS is used to identify features and behaviors. ...
... 200 university athletes (male / females) who fulfill the criteria (HEC recognized universities of Lahore) will be included in the study by following Yaemeen, Leadership Development of Sports (LSS) has been used for a variety of purposes. The Multidimensional sports management model developed by Chelladurai & Saleh (1978), to determine whether certain leadership theories gained from the sports environment. The purpose of the development of LSS (Chelladurai & Saleh, 1980) was to try to deal with specific questions about leadership within the framework of sports according to model with regard to multidimensional (Salminen & Liukkonen, 1994). ...
The research intends to focus on players' perceptions regarding the impact of leadership qualities on sports participation among university athletes. The purpose of this research was to investigate how different dimensions of leadership behavior can help in increasing the sports participation of university athletes. By applying simple random sampling and using survey methodology, a total of 214 university athletes (male/female) were selected. These athletes belong to the sports sciences departments of different universities in Lahore. For this study, adapted questionnaires of the Leadership Scale for Sports Guidance Scale (LSS) developed by Chelladurai & Saleh (1990) and the Sports Participation questionnaire 'Ungt folk and Islandi (2010) have been used to get the opinion of the participants. The results of the study demonstrated a positive relationship between training and instruction, democratic behavior, and positive feedback with the sports participation of university athletes. On the basis of the results, it can be said that the designed hypotheses of this research have been proved. However, the regression analysis shows that the relationship between sports participation with the dependent variables is significantly positive. Overall this study can be concluded that leadership qualities promote all types of positive participation in sports persons and individuals.
... Beller (2008), stated a coach that can motivate their athlete toward teamwork when the coach provides solid instruction and training and at the same time encourages a democratic and fair play as well with good positive feedback. It is necessary to provide clear training and instruction to an athlete because it can improve athlete performance by emphasizing and facilitating training instruction about skills, technique, and tactics (Saleh, 2012). Athlete satisfaction derives from coaching behavior and not successful team performance (Abernathy, 2012). ...
... This contributes to employee performance and at the same, a coach can identify athletes' strengths and weaknesses during their training sessions. In addition, Saleh (2012), said training and instruction measure coaching behavior aimed to improve the athlete performance by emphasizing and facilitating hard and strenuous training, instructing them in terms of skills, techniques, and tactics. ...
... Washington Self-Description Questionnaire (Smoll et al., 1993); Sport Participation Questionnaire (Seefeldt et al., 1989) Quantitativenonrandomised Sport Motivation Scale ; Value Scale (Fredricks & Eccles, 2002); Intrinsic Motivation Inventory (McAuley et al., 1989); Echelle de Satisfaction de Vie (Blais et al., 1989); Passion Scale (Vallerand & Miquelon, 2007); Leadership Scale for Sports (Chelladurai & Saleh, 1978); Perceived Motivational Climate in Sport (Walling et al., 1993); Interpersonal relationship with the coach evaluation (Baard et al., 2004) Quantitativedescriptive Inventory) better win-loss records, more functional attributions, more positive expectancies, and valued wrestling success more than dropouts. Burton (1992) Explore the viability of two motivational models and dropout - Nicholls (1984) perceived ability model and Crandall's expectancy value model (1974). ...
... Questionnaire of Reasons for Attrition (Gould et al., 1982) Quantitativedescriptive Findings support the applicability of the BNT model as a framework to understand determinants of dropout in youth sport. Robinson & Carron (1982) Examine the relationship between sustained participation and dropout of young competitive Sport Competition Anxiety Test (Martens, 1977), Self-Motivation Inventory (Dishman et al., 1980), Self- Esteem Inventory (Rosenberg, 1965), Youth Opinion (Gould & Martens, 1979), Leadership Scale for Sport (Chelladurai & Saleh, 1978), Sport Cohesiveness (Martens, 1972) differences in personal attributes and perceptions of specific situational constructs. ...
Examined from Bio-Ecological System Theory’s PPCT model perspective, this study systematically reviewed how youth sport dropout literature has been theoretically framed; how dropout has been defined and measured; and, mapped all influential factors previously associated (or not) with dropout across and within youth sport. Peer-reviewed literature (N = 69 studies) published over four decades (1980–2021) residing within five databases was synthesised using a mixed-methods review approach. Existing identified studies examined single or multi-sport (male and female) youth sport contexts worldwide, at different participation levels, although predominantly local club-level. Prior studies predominantly adopted psychological-based theoretical frameworks; often didn’t define dropout; assessed dropout descriptively; and, focused upon the influence of psychological-based factors. From a PPCT perspective, competition structure, relative age (Process), sex, competence perception (Personal), parental socio-demographics, and conflicts with other activities (Context) were frequently identified as influential to dropout across contexts. Although not explicitly utilising the PPCT, sixteen studies examined factors across PPCT levels, with one identifying significant independent influences across the model. Future research is recommended to apply more encompassing (social-ecological) theoretical frameworks; specify dropout definitions and measures; and apply more advanced analytical methods. To help improve study methodological quality, the ‘Youth Sport Dropout - Study Checklist (YSD-SC)’ is presented.
... In addition, Saleh (2012) pointed out that training and instruction dimension measures coaching behavior aimed at improving the athlete's performance by emphasizing and facilitating hard and strenuous training; instructing them in the skills, techniques, and tactics of the sport; clarifying the relationship among the members; and instructing and coordinating the member's activities. Likewise, coaching behaviors in practice, at games, and away from the sport have strong influences on players and can impact both players' performances and continued participation. ...
... The overall mean of 3.97 has entailed that the level of athlete satisfaction in terms of training and instruction is very satisfied. This is supported by Saleh (2012) that training and instruction dimension measures coaching behavior aimed at improving the athlete's performance by emphasizing and facilitating hard and strenuous training; instructing them in the skills, techniques, and tactics of the sport; clarifying the relationship among the members; and instructing and coordinating the member's activities. ...
This study determines which domain in the coaching behavior of coaches significantly predicts athlete satisfaction. A quantitative non experimental design using correlational method was used in this study. A total of 179 respondents belonging to the randomly selected
high school and college athletes in UM Tagum College. The researcher utilized the two standardized questionnaires to measure the two variables. To measure coaching behavior, the researcher used the Coaching Behavior Scale for Sport and for the athlete satisfaction, Athlete Satisfaction Questionnaire was used. Result indicated that coaching behavior of athletes is high while satisfaction of athletes is much satisfied. There is a significant relationship between coaching behavior and athlete satisfaction. Physical training and conditioning,
technical skills, goal setting, competition strategies and personal rapport are domains in coaching behavior of coaches that significantly predicts satisfaction of athletes. On the other hand, mental preparation does not significantly predict athlete satisfaction. The findings of this study provide important inputs to the coaches to strengthen and develop to achieve extremely satisfaction of athletes.
... Bu sonuç, milli düzeyde rekabet eden sporcuların, daha bağımsız karar alma süreçlerine dahil olmayı ve daha esnek liderlik yaklaşımlarını tercih ettiklerini göstermektedir. Chelladurai (1993) ile Riemer ve Chelladurai (1995), deneyimli sporcuların daha az yönlendirmeye ihtiyaç duyduklarını ve özerkliğe dayalı liderlik tarzlarını daha olumlu değerlendirdiklerini ifade etmektedir. Bu bulgular, liderlik algılarının yalnızca bireyin sporcu statüsüne değil; aynı zamanda tecrübe düzeyi, psikolojik ihtiyaçlar ve antrenörle kurulan iletişim dinamiklerine bağlı olarak şekillendiğini göstermektedir. ...
Her iş sahasında olduğu gibi sporda da sporcuların performanslarını artıracak, antrenmanlarda ve müsabakalarda olumlu davranış geliştirmelerini destekleyecek, onları doğru hedeflere yönlendirebilecek liderlere ihtiyaç duyulmaktadır. Bu öngörüyle bu çalışmada başarılı sporcuların yetiştiği bir kulüpteki antrenörlerin davranış tarzının nasıl olduğu araştırılmıştır. Çalışmada nicel araştırma türlerinden “betimsel tarama” modeli kullanılmıştır. Çalışma bireysel ve takım sporu ile uğraşan bireyler tarafından yürütülmüştür (n=107). 140 Elit sporcusu olan kulüpte 107 sporcuya ulaşılmıştır. Çalışmamızda Gebze’de faaliyet gösteren Türkiye’nin en başarılı karatecilerinin yetiştiği Şamdan Karate Do Spor Kulübünde görev yapan antrenörlerin demokratik, tam serbesiyet ve otokratik antrenör davranışlarından ağırlıklı olarak hangisini uyguladıkları tespit edilmeye çalışılmıştır. Çalışmamızda parametrik testlerden bağımsız gruplar için t-testi ve Tek yönlü varyans(ANOVA) analizi testleri kullanılmıştır. Katılımcıların ölçeğin otokrat alt boyutundan aldıkları puan ortalamaları diğer liderlik tarzlarına kıyasla daha yüksektir. Sporcuların antrenörlerini değerlendirdikleri bu ölçekte, çoğu sporcunun kontrolün tamamen antrenörde olduğu ve kendilerinin pasif bir konumda kaldıkları otokratik antrenör tipiyle çalıştıklarını ifade ettikleri görülmüştür. Çalışmadaki diğer lider tarzları için alınan ortalama puanlar orta aralıktadır. Alt boyutlardaki ortalama puanlar dikkate alındığında, katılımcıların lider antrenörü değerlendirme düzeylerinin orta düzeyde olduğu söylenebilir. Bu da başarılı bir kulüp olan Şamdan Karate Do spor kulübü antrenörlerinin davranışlarının sporcuların özelliklerine göre değişiklik gösterdiği ve sadece bir liderlik tarzı değil tüm liderlik tarzlarının uygulandığına işaret etmektedir.
... Továbbá mivel a fiú és lány sportolók bizonyos tekintetben eltérő felfogással és elvárásokkal tekintenek edzőjükre (Amorose és Horn, 2000;Chelladurai és Saleh, 1978;Sherman és mtsai., 2000), fontosnak tartottuk az edző-sportoló kapcsolat feltárásánál a nemek szerepét is figyelembe venni. Az eredmények feltételezhetően jó alapot nyújthatnak majd az edző-sportoló kapcsolatrendszer további finomítására, ami növelheti a sportolók teljesítményét, valamint a sportághoz való kötődését is. ...
A tanulmány célja az edző-sportoló kapcsolat vizsgálata az utánpótlás-válogatott játékosok és a nem válogatott kézilabdázók (N = 82) összehasonlításában. A kutatást az indokolta, hogy az utánpótlás-korosztályokból a felnőtt korosztályba történő átmenet nem zökke nőmentes, sok buktatóval jár, ezért fontos a sikeres felkészítés érdekében a sportszakmai tényezők mellet a pedagógiai és az érzelmi tényezőket is átfogóbban vizsgálni. Központi alakja ennek a munkának az edző, ezért az edző-sportoló kapcsolat feltérképezése is kulcs fontosságú. A sportolók véleményét a CART-Q-kérdőív (Coach-Athlete Relationship Questionnaire, Jowett és Ntoumanis, 2004) segítségével értékeltük. A CART-Q-kérdőív kérdései az edző-sportoló kapcsolat három meghatározó jellemzőjét vizsgálják: „közel ség”, „elköteleződés”, „kiegészítés”. Az eredmények jelentős különbségeket mutatnak a válogatott játékosok és a nem válogatott kézilabdázók között. Legnagyobb különbséget az „elköteleződés” alskálában fedeztünk fel a két csoport között. A válogatott, bevált sportolók úgy érzik, sikerült szorosabb kapcsolatot kialakítaniuk edzőjükkel, és nagyobb elkötelezettséget mutattak edzőjük és a sportág iránt. Úgy gondolják, edzőjükkel kar öltve ígéretes sportkarrier elé néznek. Megvizsgáltuk továbbá a fiúk és a lányok közötti különbséget is. A két nem közti különbséget az „edzői viselkedés/kiegészítés” és a „közel ség” alskálákon figyeltük meg. Elmondható, hogy a lányok érzelmi szempontból sokkal közelebb állnak az edzőjükhöz, vagyis kedvelik az edzőjüket, megbíznak benne, tisztelik és nagyra értékelik edzőjük napi munkáját. A vizsgálat eredményei alapján ajánlott, hogy tovább kutassuk és fejlesszük az edzők pedagógiai kompetenciáit.
... 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.
... According to the multidimensional model of sport leadership, interpersonal connections are traditionally studied in relation to the coach's leadership (6). The paradigm states that the coach's actions have a direct impact on the performance, fulfilment and motivation of a team and its members. ...
Background
In the world of sports, motivation is an essential concept that can affect the sporting performance of athletes and help them accomplish their goals. The coach is regarded as an important individual with the ability to significantly influence the athlete’s motivation. To assess the impact of the coach-athlete relationship on motivation, the objective of this study was to evaluate the psychometric properties of the Malay version of the Coach-Athlete Relationship Questionnaire (CART-Q) for coaches and athletes.
Methods
A cross-sectional survey was conducted among the coaches and athletes in Malaysia. Data were collected using a convenience sampling approach over a 6-month period. The study was carried out in two phases using two independent samples of coaches and athletes to assess the construct validity and internal consistency of the Malay version of the CART-Q. The CART-Q consisted of 11 items measuring three constructs: i) closeness (four items), ii) commitment (three items) and iii) complementarity (four items). In phase 1, the subjects consisted of 211 coaches (21 years old–65 years old) from both sexes and from individual and team sports, ranging from levels 1 to 5. In phase 2, the subjects consisted of 362 athletes (12 years old–39 years old), also from both sexes and from individual and team sports. The statistical analyses performed included confirmatory factor analysis (CFA) to validate the translated version scale, composite reliability (CR), average variance extracted (AVE) and internal consistency (Cronbach’s alpha).
Results
In phase 1, the sample of coaches, with 190 males (90.0%) and 21 females (10.0%), had a mean age of 38.6 (SD = 8.74) years old. The major sport type was archery (19.0%). The CFA revealed adequate fit indices with all 11 items retained (root mean square error of approximation [RMSEA] = 0.059, comparative fit index [CFI] = 0.964, Tucker and Lewis Index [TLI] = 0.950, standardised root mean square residual [SRMR] = 0.037). The CR values were closeness = 0.874, commitment = 0.566 and complementarity = 0.757. The AVE values were closeness = 0.357, commitment = 0.194 and complementarity = 0.275. The Cronbach’s alpha values were closeness = 0.867, commitment = 0.553 and complementarity = 0.794. In phase 2, the sample of athletes, with 175 males (48.1%) and 189 females (51.9%), had a mean age of 20.2 (SD = 3.35) years old. The major sport type was archery (11.5%). The CFA revealed satisfactory fit indices with all 11 items retained (RMSEA = 0.092, CFI = 0.948, TLI = 0.924, SRMR =.038). The CR values were closeness = 0.893, commitment = 0.786 and complementarity = 0.949. The AVE values were closeness = 0.401, commitment = 0.253 and complementarity = 0.418. The Cronbach’s alpha values were closeness = 0.900, commitment = 0.772 and complementarity = 0.900.
Conclusion
Overall, the study findings supported the conclusion that the Malay version of the CART-Q has adequate psychometric properties to assess the perceptions of coaches and athletes regarding their relationship.
... Coaches are leaders and coaching-effectiveness can be maximized through understanding leadership. Within sport, one of the major models of leadership is the multidimensional model of sport leadership (Chelladurai & Saleh, 1978, 1980. This model provides a framework for examining the cognitive and affective processes that mediate an athlete's reaction to their coach's behavior. ...
The athleticism required in cheerleading has increased dramatically, yet the amount of training cheerleading coaches receive varies considerably. With the skill complexity increasing, one can speculate that sport injury anxiety would be present. Sport injury anxiety is a sport-specific anxiety that focuses on athletes’ apprehensions about sustaining an injury while participating in their sport. Specifically, a cheerleader’s perception of their coach’s behavior may influence their sport injury anxiety. The current study examined coaching behavior as a predictor of sport injury anxiety as well as differences in sport injury anxiety between sex, stunt position, and team type in cheerleaders. Participants included all-girl and coed collegiate teams and all-star teams. Participants completed an online survey consisting of the Leadership Scale for Sport and the Sport Injury Anxiety Scale. Results indicated the coach’s level of training and instruction was able to predict anxiety related to experiencing pain. Female cheerleaders had higher levels of anxiety related to being perceived as weak, experiencing pain, and having an impaired self-image compared to males. All-girl collegiate members had higher levels of anxiety related to losing athleticism, being perceived as weak, and experiencing pain. Coaches should be educated to help reduce sport injury anxiety especially in female cheerleaders.
... Similar results were found [33] when studying Boccia and Basketball athletes in wheelchairs who perceive higher levels of their coaches in democratic behaviour. However, we also researched the style of autocratic leadership, which is a style of command, centred on victory and task-oriented [34]. Here, our results do not indicate that autocratic style is associated with satisfaction with the lives of these athletes, however there is an association with the increase in positive and negative affections. ...
Introduction
Subjective well-being has numerous indicators of global well-being, however, the most important are life satisfaction and attachments, which can be both positive and negative. The leadership of the coach is an integral part of the process that cares for the relationship of the athlete and coach, where the coach has a fundamental role on the athlete, and consequently on his subjective well-being.
Objective
The study has the purpose to analyse if and in what way the Basic Psychological Needs—relationship, autonomy and social relationship (mediator 1, M1) and the autonomous motivation (mediator 2, M2) mediate the relationship of the variables of democratic style (independent variable, X) with subjective well-being–life satisfaction and positive attachment (dependent variable, Y).
Methods
In this cross-sectional study, participated 94 athletes with Intellectual and Developmental Difficulty (IDD), aged between 11 and 63 years (ẋ = 32.6 ± SD = 13.8 years) of both genders. Statistical analysis was performed using multiple serial mediation models, using the macro PROCESS for SPSS, version 3 (model 6), using the bootstrap method with 10000 samples.
Results and Conclusions
There is a mediation effect between those of basic psychological needs and autonomous motivation, exercised between the democratic leadership profile of the coach and the subjective welfare of the athlete. On the other hand, autocratic style has a significant direct effect on the increase in basic psychological needs and controlled motivation. However, the democratic style is more consistent in this type of analysis. Our results reinforce the importance of promoting a democratic leadership style on the part of the coach in their athletes, enhancing a direct effect on life satisfaction and positive attachment in athletes adapted with IDD members of the Special Olympics.
... Additionally, Chelladurai and Quek (1995) showed that both democratic and autocratic leadership styles could be successful in terms of winning depending on the team that they are applied to. Chelladurai and Saleh (1978) based on MML created the Leadership Scale for Sports (LSS), which has been used by the majority of studies about leadership styles in sports. ...
The aim of the present research was to investigate coaching behaviors in youth sports. Further, the aim was to examine how those behaviors were perceived among athletes of different sports, genders and ages. The Coaching Behavior Questionnaire was used to measure two behaviors: Supportiveness/ Emotional Composure and Negative Activation. The questionnaire was distributed to 100 athletes (M=11.8, SD=1.38) who were members of basketball and swimming academies in Thessaloniki, Greece. Results did not show any significant difference in how Supportiveness/ Emotional Composure was perceived between athletes of different sports and genders. Additionally, there was no significant difference in coaching behavior between athletes of different ages. However, the results showed that Supportiveness significantly dominates as coaching behavior in sports academies that were involved in this study. Finally, the research showed that Negative Activation of coaches is significantly more intense in team sports and among male athletes. Ερευνητική Συμπεριφορά Προπονητών στον Νεανικό Αθλητισμό: Διαφορές Μεταξύ Φύλου, Ηλικίας και Αθλήματος Γεώργιος Μάριος Παυλογιάννης Τμήμα Εκπαίδευσης, Πανεπιστήμιο του Umeå Περίληψη Ο σκοπός της παρούσας εργασίας είναι να ερευνήσει την συμπεριφορά προπονητών αθλητικών ακαδημιών και να συγκρίνει εκτιμήσεις αθλητών διαφορετικού φύλου, αθλήματος και ηλικίας. Το ερωτηματολόγιο Coaching Behavior Questionnaire χρησιμοποιήθηκε για να μετρηθούν δύο συμπεριφορές: η Αρνητική Ενεργο-ποίηση και η Υποστηρικτικότητα/Συναισθηματική Ψυχραιμία. Το ερωτηματολόγιο μοιράστηκε σε 100 αθλητές (Μ.Ο.=11.9, Τ.Α.=1.38), οι οποίοι ήταν μέλη ακαδημιών καλαθοσφαίρισης και κολύμβησης της Θεσσαλονίκης. Τα αποτελέσματα της έρευνας δεν έδειξαν σημαντική διαφορά όσον αφορά την Υποστηρικτικότητα ανάμεσα σε αθλητές από διαφορετικά αθλήματα και φύλα. Επίσης, δεν υπήρξε καμία σημαντική διαφορά στην συμπεριφο-ρά του προπονητή ανάμεσα σε αθλητές διαφορετικών ηλικιών. Η έρευνα έδειξε ότι γενικά η Υποστηρικτικότητα κυριαρχεί σαν προπονητική συμπεριφορά στις αθλητικές ακαδημίες, από τις οποίες προέρχονται οι συμμετέχο-ντες της έρευνας. Ακόμα, φάνηκε ότι η Αρνητική Ενεργοποίηση των προπονητών ήταν υψηλότερη σε προπονη-τές ομαδικού αθλήματος και σε προπονητές αγοριών συγκριτικά με τα ατομικά αθλήματα και τα τμήματα κορι-τσιών. Λέξεις κλειδιά: προπονητική συμπεριφορά, στυλ ηγεσίας, υποστηρικτικότητα / συναισθηματική ψυχραιμία, αρνητική ενερ-γοποίηση
... Leadership in Sport Scale. Se utilizó la versión de la escala de Chelladurai y Saleh (1980), la cual es una versión revisada de la escala original de 1978 desarrollada por estos mismos autores y que no comprobaron buenas evidencias de validez y fiabilidad (Chelladurai & Saleh, 1978). Esta escala posee 40 ítems subdivididos en 5 dimensiones: 1) Entrenamiento e instrucción (13 ítems), refleja una de las funciones importantes de un/a entrenador/a para mejorar el nivel de rendimiento del/de la deportista. ...
El objetivo de este estudio fue adaptar la versión el LSS-1 en deportistas argentinos. La investigación se realizó sobre 333 deportistas residentes en 12 provincias argentinas, con edades entre 16 y 63 años (M = 26,37 DE = 8,51) de 13 disciplinas deportivas distintas. Los resultados muestran que la traducción es clara y congruente. Los reactivos presentan un nivel de discriminación adecuado, a excepción de los ítems 6, 27, 34 y 40. El análisis factorial confirmatorio (AFC) no converge en la solución de 5 factores originales, por lo que se realizó un análisis factorial exploratorio (AFE) en el cual se descartaron los ítems 16 y 33 y se evidenció una estructura de 3 factores (comportamiento autocrático α =.54, entrenamiento e instrucción α = .94, comportamiento democrático α = .87) que explican el 43% de la varianza. Se presentan valores normativos, los cuales dan cuenta de la obtención de una versión adaptada con propiedades psicométricas aceptables que permite avanzar en los estudios sobre la medición del liderazgo en deportistas argentinos.
... Bu bağlamda teknik direktörlerin karşılaşılan problemler nezdinde ortaya koyacağı yaklaşımın, bir oyuncunun ya da bir takımın performansını direkt olarak etkileyeceği düşünülmektedir. Benzer şekilde, Chelladurai (2007) sporcularla güven ortamı oluşturarak, coşkularını ve morallerini yükselterek, cesaret ve adanmışlık örneği oluşturarak, zorlukları paylaşarak mükemmelliğe ulaşmaları için antrenörün ilham verici rolünün olduğunu ifade etmektedir. ...
Bu araştırmada, profesyonel futbol müsabakalarında erken ofansif oyuncu değişikliğinin müsabaka sonucu ve oyuncu psikolojisi üzerine etkilerinin incelenmesi amaçlanmıştır. Araştırmanın yöntemi, nicel ve nitel yöntemlerin bir arada kullanıldığı eş zamanlı karma yöntemler araştırması desenidir. Nicel kısımda, TFF 1. Lig’de 2017-2018 ve 2018-2019 sezonlarındaki toplam 612 maçta, takımların beraberlik veya mağlubiyet esnasında, erken evrede (ilk devre içerisinde ve devre arasında) gerçekleştirdikleri 345 ofansif oyuncu değişikliği incelenmiştir. Nitel kısımda; aynı sezonlarda, beraberlik veya mağlubiyet durumlarında erken evre ofansif oyuncu değişikliği gerçekleştiren dört teknik direktör, oyuna giren dört ofansif oyuncu ve oyundan çıkan dört oyuncu ile görüşülmüştür. Nicel kısmın verilerinin istatistiksel analizinde ki-kare testi kullanılmış, nitel kısımda ise ‘Yarı Yapılandırılmış Görüşme Formu’ verilerinin içerik analizi gerçekleştirilmiştir. Araştırma sonucunda, teknik direktörler gerçekleştirdikleri erken evre ofansif oyuncu değişikliklerini genel olarak maçın skoru ile ilişkilendirmiş ve ofansif oyuncuların oyuna dahil edilmesini skor üretebilme çabası olarak görmüşlerdir. Ancak ilgili sezonlarda beraberlik veya mağlubiyet durumlarında gerçekleştirilen oyuncu değişikleri sonrasında, oyuncuların %15,07’sinin katkı (gol ve/veya asist) sağladığı, %84,93’ünün ise katkı sağlamadığı belirlenmiştir. Oyuna giren ofansif oyuncular ideal performanslarını olumsuz yönde etkileyen faktörleri; motivasyon eksikliği, konsantre olamama, hissedilen baskı, yetersiz ısınma, oyunun temposuna uyum sağlayamama olarak ifade etmişlerdir. Bununla birlikte, oyuna giren ofansif oyuncuların katkı sağladığı müsabakalarda takımın puan kazanmasının, katkı sağlamadığı müsabakalarda ise takımın aldığı puanda bir değişiklik olmamasının anlamlı düzeyde yüksek olduğu tespit edilmiştir (p<0,05). Erken evre ofansif oyuncu değişiklikleri ile oyundan çıkartılan oyuncular ise hem psikolojik hem de sosyal olarak olumsuzluklarla karşılaştıklarını ifade etmektedirler. Özellikle ilk devre içerisinde oyundan çıkarılmak, oyuncular tarafından daha kötü olarak tanımlanmıştır. Ayrıca oyundan çıkan oyuncular; özgüven kaybı, kendini değersiz hissetme, teknik direktörüne olan güven kaybı, hata yapmaktan korkmak, sorumluluk almaktan kaçınmak, aynı değişikliğe tekrar maruz kalma kaygısı ve odaklanamama gibi nedenlerle, değişikliğe uğradıkları maçtan sonraki antrenmanlarda ve gelecek müsabakalarda performanslarının olumsuz yönde etkilendiğini belirtmişlerdir. Sonuç olarak, erken evre ofansif oyuncu değişikliklerinin gerek müsabaka sonucu gerekse oyuncular üzerindeki çok boyutlu etkileri göz önüne alındığında, teknik direktörlerin bu tarz değişiklikleri yalnızca skor odaklı değil farklı yönleriyle de değerlendirerek gerçekleştirmesinin daha yararlı olabileceği düşünülmektedir.
... Test-retest reliability of these questions has shown to be high (Kappa > 0.9) and the questionnaire has proven to be a valid measure of children's sport frequency [57]. We classified children's sports participation as team sports or individual sports using the classification system of Chelladurai and Saleh [58], which classifies sports according to the degree to which performance outcomes depend on involvement of other group members [59]. Sports that are characterised by a high level of interdependence were classified as team sports (e.g., ball sports), whereas sports that are performed highly independent (e.g., dance) were classified as individual sports [59]. ...
This study examined relations of primary school children’s perceived physical competence and sports participation (frequency and type) with social acceptance in the regular classroom and physical education (PE) and whether these relations differed depending on the type of sport children participated in (team vs. individual sports). In total, 182 children (48.9% boys, mean age 9.90 years, SD = 1.23) filled out questions on their perceived physical competence and sports participation and indicated three peers with whom they liked/disliked working in PE and the regular classroom. Multilevel structural equation models in Mplus showed that frequency of sports participation was positively related to social acceptance in the context of PE. Additionally, for children in team sports, the frequency of sports participation was related to their social acceptance in PE, whereas for children in individual sports, perceived physical competence was related to social acceptance in PE. No relations were found in the regular classroom. Relations of perceived physical competence and sports participation with social acceptance seem to depend on the school context and the type of sport involved. In designing PE classrooms, children’s physical competence and sports participation seem essential factors to take into account to provide all children with positive social experiences.
... The CAR has been an emerging field of research since the early 2000s (Jowett, 2003;Jowett & Cockerill, 2002;Jowett & Meek, 2000;Jowett & Ntoumanis, 2004). Although sport researchers have examined interpersonal behaviors on leadership (Chelladurai & Saleh, 1978) and behavioral interactions (Smith et al., 1977), until the early 2000s there was a lack of a conceptual framework in competitive sport that helped to explain the CAR (Wylleman, 2000). Therefore, in the early 2000s, numerous frameworks such as Wylleman's conceptual model (Wylleman, 2000) and Poczwardowski's conceptual model (Poczwardowski et al., 2002) were created to help explain the CAR (Jowett & Poczwardowski, 2007). ...
The purpose of this study was to systematically review the variables associated with the coach–athlete relationship (CAR) from the coaches’ perspective. Three databases were searched; 57 studies published between January 2000 and May 2021 met the inclusion criteria. Correlates ( n = 35) were grouped into three categories: coach variables, athlete variables, and coaching behaviors. Variables positively associated with the coaches’ perspective of the CAR included coaching satisfaction, the teaching of life skills, and engaging in need-supportive behaviors. Negative correlates included coaching burnout, athletes’ avoidant attachment style, and coaches’ controlling behaviors. Aside from coach satisfaction, many of the relationships mentioned came from only one or two studies; therefore, replication studies are needed examining CAR from the coaches’ perspective. In conclusion, the better coaches report CAR to be, the more they also report fostering a caring and autonomy-supportive environment, teaching life skills, and being satisfied with their coaching experience.
... In the Western world, the multileadership model is often used, which emphasizes situational factors and players' preferred leadership behaviors (training and instruction, democratic behavior, autocratic behavior, social support, and rewarding behavior). 32,33 However, in Chinese society, these factors work together to form an indigenous leadership style, that is, paternalistic leadership. Paternalistic leadership is the leadership style that is common among Chinese people. ...
This study examines coaching leadership behaviors among top-division university badminton teams in Taiwan. Our analytical framework is based on the concepts of Confucianism and its values regarding the behaviors proposed by Mencius that comprise the “Five Cardinal Relationships” (Wulun). As Confucianism is the basis for the Chinese order, Wulun is a unique cultural phenomenon in Chinese society that dominates role norms and duties. A total of 10 relationships based on the relationships associated with Wulun shape the relationship networks of Chinese individuals and thus the behaviors of individual Chinese people. Methodologically, 10 interviews were conducted with two coaches, two player coaching assistants and six players from two first-division university badminton teams in Taiwan. Paternal leadership is a style of leadership associated with authority, discipline, fatherly benevolence and strong morals. First, our results indicate that on Taiwanese sports teams, the leadership behavior of a coach must meet the expectations associated with Wulun relationships. If there is a threat to the image required to play this role, authoritarian leadership becomes the most commonly used style. Second, when a coach consciously demonstrates benevolent and virtuous leadership, relationships have the potential to evolve into friendships. Third, when a coach delegates power to an assistant, the assistant's leadership style becomes rather similar to that of the head coach, thereby maintaining harmony in relationships.
... Thus, practically if the aim is to maintain effective communication via CM and Op and high-quality relationships via the 3Cs, nurturing psychological safety may be crucial. While there is research that has shown that men and women prefer different styles of leadership (e.g., Chelladurai & Saleh, 1978;Cruz & Kim, 2017;Singh et al., 2012) and approaches of relationship and communication (e.g., de Haan & Norman, 2020;Gosselin, 2002;Longshore & Sachs, 2015), this study did not find gender differences. Thus, this finding suggests that both genders value open communication, managing conflict with the coach, psychological safety in the group within which athletes operate, in addition to coach-athlete relationship quality. ...
In this study, we investigated the notion that giving voice to athletes is an important aspect to creating a psychologically safe environment which can then feed into maintaining good quality coach-athlete relationships where every athlete feels heard, valued, and connected. 379 athletes completed a multi-section questionnaire that assessed their (a) capacity to be open and manage conflict with their coaches, (b) perceptions of psychological safety within their team or group, and (c) perceptions of the coach-athlete relationship quality. Structural equation modelling revealed that openness and conflict management positively predicted psychological safety which, in turn, positively predicted coach-athlete relationship quality. Psychological safety was found to explain the association between athletes’ communication (i.e., capacity to be open, honest and transparent as well as manage interpersonal conflict effectively) and coach-athlete relationship quality regardless of athletes’ gender. These findings highlighted that if athletes have the capacity to have candid discussions and can navigate conflict with their coaches, then it is possible to feel psychologically safe and thus able to engage in risky interpersonal interactions (e.g., raise concerns, admit mistakes) within their group context without fear of intimidation and humiliation. Furthermore, it was revealed that such a psychologically safe group environment fostered athletes’ trust and respect, as well as commitment and cooperation with their coach. The discussion provides links to theory, research and practice.
... In addition, the sample represented a wide range of levels of competition, with 35% of respondents categorizing themselves as playing on a team classified as MLS Next or Girls Academy, 29.2% categorizing themselves as Elite Academy members, and 26.2% competing within the SoCal Development Soccer League platform (see Table 1). The Leadership Scale for Sports was the foundation for the questionnaire because it was designed to examine coaches' behaviors, their coaching style preferred by athletes, and specific sports (Chelladurai & Saleh, 1978), and it was shortened to help reduce potential participant fatigue and time constraints. ...
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.
... La LSS (Leadership Scale for Sport) desarrollada por Chelladurai y Saleh, (1978) permite identificar los estilos de interacción (entrenamiento-enseñanza, apoyo social y refuerzo) y los estilos de decisión (democrático y autocrático) del líder a partir de la preferencia o la percepción de los subordinados o también a partir de la auto-percepción del líder. La escala permite también evaluar el nivel de congruencia de los comportamientos e identificar los que más contribuyen para el mejoramiento del desempeño y de la satisfacción. ...
The current Organic Law for the Improvement
of Educational Quality (LOMCE 8/2013),
mentions in one of its terms (L): “The
development, at school, of the values that
promote effective equality between men and
women, thus like the prevention of gender
violence”. This is a sample of the need for
teaching and acquisition of values at school.
To date, a tool capable of evaluating attitudinal
content and / or values in the area of physical
education has not been found. The intention
of this work is to adapt and validate the Values
Questionnaire in Team Sports (CUVADE) (Ruiz
Omeñaca, 2017) to respond to this problem.
For the same, the study is being carried out
with a sample of more than 300 students from
the Community of Madrid, in the stage of
Secondary Education.
... grade, I explored the perceptions of youth football players' (aged 13-15 years) perceived and preferred leadership (i.e., coaching) behaviour and its relationship to satisfaction and performance (Johnsson, 2001). Although the Leadership Scale for Sport (Chelladurai & Saleh, 1978, 1980 has been shown to have factorial validity, during the research process, I challenged the survey's validity because of the potential ambiguity relating to how young players interpreted the questions. In the field of sports management, a wider range of approaches is embraced. ...
... They devote themselves intensely in practice and sacrifice something in the process for win in the competition (Chelladurai, 2007). For another, recreational sport participants are to pursue pleasure mostly. ...
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.
... Within coaching process, great emphasis is placed on the coach's ability to observe and recall all the critical discrete incidents from a sport performance (Borrie et al., 2002) and Franks and Gary (1986). Chelladurai and Saleh (1978) effective coaching behaviour varies across specific contexts as the characteristics of athletes and the prescribed situation change. The context of the sport situation and characteristics of the coach and the athletes themselves dictate appropriate leadership behaviour. ...
The major purpose of this study was to investigate the relationship between sport organizational management practices and coaching leadership style of Ethiopian primer league football clubs. To this end descriptive survey method were employed. The data collected by two Questionnaires the first one from sport organizational management practices and the second one Leadership Scale for Sport (LSS) from selected football club players. Assess the validity and reliability of the questionnaires by areas of professional expertise. The target population of this study were all 14 Ethiopian primer league football club players. Based on Ethiopian football federation rules and regulations 25 players registered for one year computation 25x14(N=350).The researcher selected only 4(28.57%) top two and bottom tow clubs from 2015/2016 computation year by using purposive sampling techniques. The total number of participants in this study was 4x25(N=100). The research approach applied for this study were quantitative approach in nature. The Statistical Package for Social Science (SPSS) version 20 used for data analysis Depending on the nature of the basic questions, appropriate statistical techniques such as mean, standard deviation, ANOVA (analysis of variance) ,and Pearson correlation were used for data analysis. The level of significance is set at 0.05. The researcher assumption/hypothesis was: - There is no significant difference in sport organizational management practices, Perceive and Prefer of coaching leadership behaviour of player’s indices in Ethiopian premier league football clubs. The study findings indicated that, there is significant difference between clubs and sport organizational management practice, there is significant difference between clubs and perceive coaching leadership style and there is no significant difference between clubs and prefer coaching leadership style. Finally there was positive relationship in sport organizational management practice, perceive and prefer of coaching leadership behaviour.
... Stewart & Taylor (2000) reported male athletes accept the coaching behavior, which is considered hard, rude, and not supportive but not to the women athletes. A few researcher reported male are preferred more on Autocratic behavior than women (Chelladurai & Saleh, 1978;Sherman et al., 2000;Terry, 1984). It aligns with the finding which showed coaching behavior among male are more on negative personal rapport because of the nature of the behavior of the male athletes itself. ...
The coach's actual conduct is thought to be influenced directly by his or her personal characteristics, such as age, gender, appearance, skill, and experience, as well as the demands of the situation. However, the coach's behavior set by both the organisational structure and the environment, and include factors including sport, team size or level, role variability, and playing conditions. This study aims to investigate on the different of perceived coaches’ behaviour in terms of gender and type of sports among athletes in Federal Territory Sports Council, Sukan Malaysia (SUKMA) 2021 contingent. The research design of the study is quantitative research design. Total number of 468 samples was randomly selected from Federal Territory Sports Council, Sukan, Sukan Malaysia (SUKMA) 2021 contingent. The instrumentation used in this study is questionnaire which is Coaching Behavior Scale for Sport. The statistical analysis used is Independent t-test. The results showed significance result in the factor of negative personal rapport between gender and significance result showed in the technical skills between types of sports. In conclusion, depending on the pandemic scenario, all genders have a good view of coaches' actions, except for a negative personal rapport. Different types of sports exhibited similar perceptions of coaching behavior, except for technical skills, where individual athletes reported higher positive feedback than team athletes.
... Many of these instruments have focused on measuring coach's behaviors (either self-reported or as perceived by their athletes). As reviewed by Myers et al. (2006), the most prominent instruments include the Coaching Behavior Assessment System (CBAS;Smith et al., 1977), the Leadership Scale for Sports (LSS; Chelladurai & Saleh, 1978, 1980, and a Decision Style Questionnaire (DQS; Chelladurai & Arnott, 1985). While these instruments have been designed for the use with coaches, they have also been used to evaluate athletes' perceptions of their coaches (for review, see Horn, 2002). ...
The purpose of this study was to develop and validate the Coaching Athlete Purpose Scale (CAPS), designed to measure alignment between coaching purpose and the athlete-centered outcomes of competence, confidence, connection, and character (the 4Cs) Following literature review, a pool of items was developed and submitted for content validation to a panel of experts These items were tested in four independent studies with intercollegiate coaches in the United States (N = 1347) In Study 1, initial factor structure was examined through exploratory factor analysis In Study 2, the factorial structure was confirmed and the scale was further optimized for length Confirmatory factor analyses were used in Studies 2, 3, and 4 to further assess psychometric properties and to test measurement invariance across sex, NCAA Division, employment status, and position The final items of the scale were tested using a correlated-factor model, a bifactor model, and a second-order model within both the confirmatory factor analysis and exploratory structural equation modeling (ie, Full-ESEM and Set-ESEM) frameworks Overall, results provided strong evidence of construct validity and reliability, suggesting the 15-item CAPS as a practical research and formative assessment tool for checking alignment between coaching purpose and athlete-centered outcomes
... Leadership behaviors were assessed using the Leadership Scale for Sport (LSS) (Chelladurai and Saleh, 1978). The original version of the LSS was chosen for use in this study, as the revised LSS was substantially longer and has not demonstrated substantially better psychometric properties (Chelladurai, 2007;Walach-Bista, 2014). ...
Researchers suggest that sport participation among athletes with disabilities promotes healthier lifestyles, increases self-esteem, and enhances peer acceptance. Ideally, coaches should be confident in teaching skills, tactics, and sportsmanship, while exhibiting appropriate leadership behaviors in order to positively impact the psychosocial development of any athlete. Thus, the present research examined sources of coaching efficacy that predict leadership behaviors in coaches who work with athletes who have physical disabilities. Seventy international Paralympic coaches of female and male sport teams completed a modified version of the Coaching Success Questionnaire-2, the Coaching Efficacy Scale and the Leadership Scale for Sports. Regression models indicated that total coaching efficacy was a significant predictor of instructional and positive feedback leadership behaviors, with prior success also being a significant predictor of instructional behavior.
A specific aspect of the multidimensional model of leadership, athletes' satisfaction as a function of their perceptions of leaders' behaviors and type of sport, was studied. 152 wrestlers indicated their perceptions of their coaches' leadership as measured on training and instruction, democratic, autocratic, social support, and positive feedback and reported their satisfaction with leadership. Analysis indicated that, with the exception of the autocratic behavior subscale, the perceived leadership subscales had satisfactory internal consistency reliability. Consistent with the perceived leadership of other athletes, wrestlers perceived their coaches to be high on positive feedback, high on training and instruction, and low on autocratic behavior. Also, wrestlers who so perceived their coaches showed greater satisfaction with leadership.
The present study aimed to analyze the relationship of transformational coach leadership with team identification and group cohesion, and its subsequent positive outcomes. Also, to examine the role of team identification and group cohesion in explaining the impact of the coach’s transformational leadership on perceived team performance and intention to return. Adopting a longitudinal design, a total of 260 male soccer players aged between 13 and 18 years (M = 15.84, SD = 1.30) participated in the study, completing measures at the middle and end of the season (two months apart). The Structural Equation Modeling (SEM) showed that: (1) transformational leadership was positively related to team identification and task cohesion; (2) team identification was positively associated to social and task cohesion, and intention to return; (3) only task cohesion showed a significant and positive relationship with intention to return and perceived team performance; (4) team identification positively mediated the relationship between transformational coach leadership and social and task cohesion, and intention to return; and (5) only task cohesion acted as a positive mediator between the transformational coach leadership and intention to return, and perceived team performance. Therefore, results suggest that transformational coach leadership is an important variable to consider with youth players in order to achieve individual and team positive consequences in the team sports context.
The objective of this research was to investigate the correlation between coach leadership style, coach-athlete relationships, motivation,
Resumen del Capítulo:
Desde la aparición del concepto Inteligencia Artificial (IA), hace más de 60 años, su desarrollo ha sido extraordinario, permeando distintas áreas del quehacer humano. Tanto es así que a nivel mundial diversos gobiernos han tomado conciencia del poder transformador de la IA para sus economías, servicios públicos, mercados laborales y educación en general.
Reconociendo este poder, así como los conflictos a los que puede verse asociada, es que las naciones se han visto en la necesidad de generar estrategias integradas, que permitan dirigir la instalación de la IA en los diversos espacios de desarrollo.
Chile se encuentra entre los países que han desarrollado una política de IA que busca integrarse en el sistema productivo, estudiar las implicancias éticas y legales de su utilización, así como las formas en las que se debería incorporar al sistema educativo. Si bien la literatura en este ámbito es aún limitada y novedosa, la incorporación de la IA a la educación ha sido considerada como un punto de conflicto (Qu, Zhao y Xie, 2021)
pero también de oportunidades.
Este trabajo tiene como objetivo desarrollar una propuesta de formación que actualice el conocimiento las competencias tecnológicas de los docentes en el ámbito del Pensamiento Computacional e Inteligencia Artificial.
Resumen del libro:
En la actualidad, la innovación docente y la implementación de metodologías activas son fundamentales para lograr una educación de calidad. Las metodologías activas se están convirtiendo en una parte fundamental de la educación moderna, especialmente en la era digital en la que vivimos.
Estas metodologías se enfocan en la participación activa de los estudiantes en el proceso de aprendizaje, con el fin de que puedan desarrollar habilidades y competencias útiles para su vida en el mundo laboral y social. Además, fomentan la creatividad, la innovación y el pensamiento crítico, habilidades esenciales en el mundo actual. Algunas de estas metodologías incluyen el aprendizaje basado en proyectos, el aprendizaje en línea, el aprendizaje móvil y el aprendizaje adaptativo.
A comunidade técnica e científica está consciente do papel da atividade física na motivação e do bem-estar que dela advém para o praticante, e que o aprofundar destes conhecimentos para atletas com Dificuldade Intelectual e Desenvolvimental de Desporto Adaptado é apresentado, enquanto um trunfo para criar estratégias por parte dos seus treinadores. Neste estudo transversal participaram 94 atletas com Dificuldade Intelectual e Desenvolvimental, com idades compreendidas entre os 11 e 63 anos (ẋ=32.6 ± SD=13.8 anos), de ambos os géneros. O estudo teve como finalidade, analisar se e de que forma as Necessidades Psicológicas Básicas – relação, autonomia e relação social e a Motivação Autónoma medeiam a relação das variáveis do Estilo Democrático com o Bem-estar subjetivo – satisfação com a vida e, afetos positivos. A análise estatística foi realizada através de modelos de mediação serial múltipla, usando o macro PROCESS para o SPSS, versão 3 (modelo 6), através do método bootstrap com 10000 amostras. Verifica-se a existência de um efeito de mediação entre as Necessidades Psicológicas Básicas e a Motivação Autónoma, exercidas entre o perfil de liderança Democrático do treinador e o Bem-estar subjetivo do atleta. Por outro lado, o Estilo Autocrático tem um efeito direto significativo no aumento das Necessidades Psicológicas Básicas e da Motivação Controlada. Contudo, o Estilo Democrático apresenta-se mais consistente neste tipo de análise. Os nossos resultados reforçam a importância de promover um estilo de liderança democrático por parte do treinador nos seus atletas, potenciando um efeito direto sobre Satisfação com a vida e os Afetos positivos nos atletas de Desporto Adaptado com Dificuldade Intelectual e Desenvolvimental Integrantes do Special Olympics. Palavras-chave: Desporto Adaptado; Dificuldade Intelectual e Desenvolvimental; Liderança; Bem-Estar Subjetivo
Welche Wahrnehmungsprozesse laufen in einem Sportspiel wie ab? Wie und wann fällt z. B. die Entscheidung für Passen oder Torschuss? Wie entsteht Angst im Turnunterricht, und wie lässt sie sich abbauen? Wie kann man erreichen, dass sich Menschen einen bewegungsaktiveren Lebensstil aneignen? Fördert Schulsport die Persönlichkeitsentwicklung von Kindern und Jugendlichen? Welche Persönlichkeitsmerkmale weisen erfolgreiche Sportler auf? Auf welche Art und Weise gelingt es dem Menschen, Neues zu lernen? Wie verändert sich der Mensch im Lebenslauf, wie lassen sich diese Veränderungen erklären, und welche Rolle spielen dabei sportliche Aktivitäten? Wie muss ein Fußballteam zusammengestellt werden, damit es möglichst erfolgreich ist? – Mit Fragen dieser Art befasst sich die Sportpsychologie. Das vorliegende Kapitel gibt einen Überblick über die wichtigsten Grundlagen der Sportpsychologie.
Antrenörler, sporcularıyla yakın iletişim ve etkileşim kurarak onları belirlenen hedeflere yönlendirmek durumunda olan spor liderleri olarak kabul edilirler. Spor Fakültelerinin Antrenörlük Eğitimi bölümleri, lisanslı antrenör yetiştiren bölümler olmakla birlikte, bu okullardaki Beden Eğitimi ve Spor Öğretmenliği ile Spor Yöneticiliği bölümü mezunlarına da antrenör lisansı verilmektedir. Hâlbuki bu bölümlerde antrenörlük ve liderlik becerisine ilişkin farklı içerikte ve sayıda alana özgü öğretim programları uygulanmaktadır. Bu durumun öğrencilerin antrenörlüğe yaklaşımlarını ve beraberinde antrenör davranış tercihlerini farklı biçimlerde etkilemesinin kaçınılmaz olacağı düşünülmektedir. Ayrıca alan yazında sporcu ya da öğrenci sporcuların antrenör davranış tercihlerinin çeşitli değişkenler esasında farklılaştığı ortaya konulmaktadır. Bu bağlamda, çalışmanın amacı Spor Bilimleri Fakültesi öğrencilerinin antrenörlük davranış tercihlerinin cinsiyet, bölüm, sınıf düzeyi, bir spor kulübünde aktif spor yapmış/yapıyor olma ve liderlik becerisine ilişkin bir ders alıp almama durumlarına göre farklılık gösterip göstermediğinin incelenmesi amaçlanmaktadır. Betimsel bir desenin kullanıldığı nicel bir araştırma olarak tasarlanan araştırmanın çalışma grubunu 2020-2021 akademik yılında Türkiye'deki çeşitli spor fakültelerinin Antrenörlük Eğitimi, Beden Eğitimi ve Spor Öğretmenliği ile Spor Yöneticiliği bölümlerinde okuyan 498 üniversite öğrencisi oluşturmaktadır. Araştırma sonuçları, Spor Fakültesi öğrencilerinin antrenör davranış tercihlerinin cinsiyet, spor kulübünde aktif spor yapmış/yapmakta olma ve öğrenim görülen bölüm değişkenleri açısından anlamlı farklılık göstermediğini ortaya koymuştur. Ancak liderlik becerisine ilişkin ders alma değişkeni ile sınıf düzeyi açısından bakıldığında, gruplar arasında istatistiksel olarak anlamlı bir farklılığa rastlanmıştır. Farkların liderlik becerisine ilişkin ders alanlar ve birinci-üçüncü sınıflar ile birinci-ikinci sınıflar arasında birinci sınıflar lehinde olduğu sonucuna ulaşılmıştır. Araştırma sonuçları alan yazın temelinde tartışılmış ve uygun önerilerde bulunulmuştur.
Araştırmanın amacı, Türkiye'nin çeşitli üniversitelerinde halk oyunları ekiplerinde aktif olarak oyuncu olan öğrencilerin, antrenör liderlik davranışları algılamalarını ve başarı motivasyonlarını çeşitli değişkenler açısından incelemektir. Araştırmanın evrenini 2014-2015 yılında üniversiteler arası halk oyunları yarışmalarına katılan lisanslı oyuncular oluşturmaktadır. Araştırmanın örneklemini ise, 2014-2015 yarışma sezonunda üniversite sporları federasyonu halaylar grup yarışmasına katılan halk oyuncular ile aynı yıl yarışmaya katılan Karabük Üniversitesinin lisanslı halk oyuncuları oluşturmuştur. Araştırmaya 152 kadın ve 136 erkek olmak üzere toplam 288 oyuncu gönüllü olarak katılmıştır. Araştırmada veri toplama araçları olarak, araştırmacı tarafından geliştirilen "Kişisel Bilgi Formu", Chelladurai ve Saleh (1980) tarafından geliştirilen "Sporda Liderlik Ölçeği" ve Willis (1982) tarafından geliştirilen "Başarı Motivasyonu Ölçeği" kullanılmıştır. Elde edilen verilerin değerlendirilmesinde istatistiksel yöntem olarak frekans analizi ve ikiden fazla bağımsız grubun karşılaştırılması için de Kruskal Wallis H-Testleri kullanılmıştır. Araştırma sonucunda, oyuncuların antrenör liderlik davranışı algılamalarında, halk oyunlarıyla ilgilenme süresi ve antrenörün yeterlilik durumu değişkenine göre istatistiksel olarak anlamlı bir fark bulunamamıştır. Oyuncuların başarı motivasyonu düzeylerinde ise halk oyunlarıyla ilgilenme süresi değişkenine göre istatistiksel olarak anlamlı bir fark bulunurken, antrenörün yeterlilik durumu değişkenine göre anlamlı bir fark bulunamamıştır. Anahtar kelimeler: Halk oyunları, liderlik davranışları, başarı motivasyonu. ABSTRACT This study aims to investigation in terms of various variables of trainer's leadership behaviours detection and success motivation of dancers in folk dance teams at various universities in Turkey. The target population of the study played in folk dance teams at their universities and joined the competitions in 2014-2015 competition. The sample of the study consists of folk dance players who joined a halay group competition of the university sports federation in 2014-2015 competition season and the licenced players of Karabük University who joined the competition in the same season. In total, 288 players consisting of 152 female players and 136 male players voluntarily participated in the study. "Personal Informatıon Form" developed by the researcher, "The Scale of Leadership in Sport" developed by Chelledurai and Saleh (1980) and "The Scale of Success Motivation" developed by Willis (1982) were used as data collection tools. For the evaluaton of the obtained data, frequency analysis as statistical method, and Kruskal Wallis H-Test to compare more than two groups were used. As the result of the study, no statistically significiant difference was found according to the variables of time to deal with folk dance and qualification status of the trainer. Morever, there is no statistically significiant difference in folk dancers' success motivation levels according to the variables of qualification status of trainer, but a statistically significiant difference was found in success motivation levels according to the variables of time to deal with folk dance.
Within this paper we propose a need to better understand what is meant by a person-centred approach to coaching and in particular, to consider the intention that drives coach behaviours. Much of the extant coaching literature focuses on pedagogical models and theories of learning. Without detracting from this important body of work, we suggest that a holistic approach requires a greater focus on coaches’ inter- and intra-personal knowledge. In this paper, video stimulated recall was used to guide interviews with Alpine ski coaches, to explore their thought processes and intentions behind person-centred delivery. The findings suggest these coaches adopted other-centred intentions that are facilitated by an accurate self-assessment, a big picture perspective and a willingness to learn. Consequently, the concept of humility is proposed as a guiding principle for person-centred coaching, and a conceptual model is presented as a solution to the challenges we identify throughout the paper.
Resumo: O presente estudo trata o tema Comportamentos de Liderança no Esporte, abordando de forma mais específica e aprofundada os comp ortamentos de liderança dos treinadores desejados pelos atletas da modalidade Judô. A pesquisa caracteriza-se de forma qualitativa-descritiva apresentando como objetivo descrever e analisar as percepções e significados atribuídos aos comportamentos e atitudes adotados no estilo de liderança do treinador de judô. Com base no Modelo Multidimensional de Liderança no Esporte, elaborou-se uma entrevista semiestruturada com três questões para cada uma das quatro categorias. Foram entrevistados 21 atletas da Seleção Brasileira Sênior de Judô que participaram do Campeonato Mundial de Baku 2018. Através da análise de conteúdo realizamos o enquadramento e interpretação das entrevistas utilizando as categorias definidas a priori: Comportamento Autocrático x Democrático; Feedback Positivo; Suporte Social; Treino e Instrução e, a posterior a categoria Treinador de Clube x Treinador de Seleção. Os resultados evidenciaram a preferência dos atletas na tomada de decisão dos treinadores de forma autocrática e valorização dos feedbacks fornecidos pelos atletas com relação ao estresse físico. Em ordem hierárquica de importância, o Suporte Social configurou-se como o estilo de interação mais desejado, seguido do Feedback positivo e treino e Instrução. Os atletas revelam em suas afirmações que os treinadores de seleção são menos próximos a eles e possuem menor conhecimento de suas características. Nas considerações podemos dizer que o Feedback Positivo do treinador só terá êxito se conhecer as características individuais de cada
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