Leadership

Question 1

WHAT IS LEADERSHIP

Answer 1

Leadership is “the process whereby an individual influences a group of individuals to achieve a common goal

Question 2

LEADERS VERSUS MANAGERS

Answer 2

 A manager takes care of such things as scheduling, budgeting, and organizing.  A leader provides vision and is more concerned with the direction of an organization, including its goals and objectives-Similar jobs as managers, Culture vision.

Question 3

HOW LEADERS ARE CHOSEN

Answer 3

 Appointed or prescribed leaders are individuals appointed by some authority to a leadership position (e.g., health club manager, coach, head athletic trainer).  Emergent leaders are individuals who emerge from a group and take charge (e.g., captain of an intramural team, student leader of an exercise class).-More effective than leaders that are appointed Sometimes tied with experience, or ability

Question 4

APPROACHESTO STUDYING LEADER

Answer 4

 Trait approach  Behavioral approach  Situational approach  Interactional approach

Question 5

THE TRAIT APPROACH

Answer 5

Key question:What personality characteristics are common in great leaders?  Results: Leaders have a variety of personality characteristics.There is no particular set of personality traits that make a leader successful.-Intelligence assertiveness, independence and confidence

Question 6

THE BEHAVIORAL APPROACH

Answer 6

Key question:What are the universal behaviors (not traits) of effective leaders? Consideration behaviours-Follow rules , initiator behaviours Best kind of leaders show both  Leaders in nonsport settings: Successful leaders use both consideration (focus on friendship, mutual trust, respect) and initiating (focus on rules, goals, and objectives) structures.  Leaders in sport—instruction and demonstration: Effective coaches focus on the positive while providing clear feedback and technical instruction.-Showing players how to behave  Coaches versus peer leaders-Explication demonstration Imitation (copy)  Coaches exhibit mostly training and instruction and autocratic behavior.-More verbal praise to the bench then to top line  Peer leaders display social support, positive feedback, and democratic behavior.

Question 7

THE SITUATIONAL APPROACH

Answer 7

 Effective leadership is much more dependent on characteristics of the situation than on the traits and behaviors of the leaders in those situations.  Not widely endorsed by itself, but it was important in facilitating our understanding of leadership because it showed that situational features have a major influence on leader success. 

Question 8

The interactional approach

Answer 8

 Personal and situational factors need to be considered in order to understand effective leadership.  Implications  No one set of characteristics ensures successful leaders (but characteristics are important).  Effective leader styles or behaviors fit the specific situation.  Leadership styles can be changed.-Depending on environment Training vs performing, age Not changing characteristics but changing behaviour Task-oriented leaders are effective in very favorable or unfavorable situations.  Relationship-oriented leaders are effective in moderately favorable situations. -Type of leadership is contingent on the environment being more or Less favourable Contingency model 

Question 9

Relationship in The interactional approach

Answer 9

 Relationship- and task-oriented leaders compared  A relationship-oriented leader focuses on developing and maintaining good interpersonal relationships; a task-oriented leader focuses on setting goals and getting the job done.  The effectiveness of an individual’s leadership style stems from its “matching” the situation. (continued) A lot of skill- relationship orientated coach. Help to Work together Less skilled- more task orientation

Question 10

SPORT-ORIENTED INTERACTIONAL APPROACHES TO LEADERSHIP

Answer 10

 Cognitive–mediational model  Multidimensional model 

Question 11

COGNITIVE–MEDIATIONAL MODEL OF SPORT LEADERSHIP

Answer 11

 Coach leadership behaviors are a function of their own personal characteristics, which are mediated by situational factors and the meaning athletes attribute to those coaching behaviors. -Will respond well to coach if they think the coach’s behavior is acceptable for the situation -Made me respond better? How I respond determines how I perceive the coach’s actions

Question 12

Way of evaluating Leaders in sport

Answer 12

reactive and spontaneous behaviors  CBAS(CoachingBehaviorAssessmentSystem)  Facilitating positive coaching behaviors (frequent use of reinforcement and mistake-contingent encouragement) ensures greater enjoyment, higher self- esteem, and lower dropout rates in young athletes. -Learning tool for coaches to better match behaviours to environment

Question 13

CATEGORIES OF COACHING BEHAVIOR ASSESSMENT SYSTEM (CBAS)

Answer 13

 Reactive behaviors  Spontaneous behaviors

Question 14

CATEGORIES OF COACHING BEHAVIOR ASSESSMENT SYSTEM (CBAS)  Reactive behaviors

Answer 14

Reinforcement-What behaviour responding to error  Mistake-contingent encouragement  Mistake-contingent technical instruction  Punishment  Punitivetechnicalinstruction  Ignoringmistakes  Keeping control

Question 15

CATEGORIES OF COACHING BEHAVIOR ASSESSMENT SYSTEM (CBAS) (CONTINUED)  Spontaneous behaviors

Answer 15

Caused by the coach  General technical instruction  General encouragement  Organization  General communication 

Question 16

BEHAVIORAL GUIDELINES FOR COACHES

Answer 16

 On the basis of 25 years of research, Smoll and Smith (2001) provide some guidelines for coaching young athletes:  Do provide reinforcement immediately after positive behaviors and reinforce effort as much as results.  Do give encouragement and corrective instruction immediately after mistakes. Emphasize what the athlete did well, not what the athlete did poorly. Continuous timing is best for controlling behaviour  Don’t punish when athletes make a mistake. Fear of failure is reduced if you work to reduce fear of punishment.  Don’t give corrective feedback in a hostile,demeaning, or harsh manner;thatis likely to increase frustration and build resentment. -Be clear about the behaviour you are looking at When you have started yelling you have lost your attention  Do maintain order by establishing clear expectations. Use positive reinforcement to strengthen the correct behaviors rather than punishment of incorrect behaviors.  Don’t get into the position of having to constantly nag or threaten athletes to prevent chaos.  Do use encouragement selectively so that it is meaningful. Encourage effort but don’t demand results.  Do provide technical instruction in a clear, concise manner and demonstrate how to perform the skill whenever possible.

Question 17

THE MULTIDIMENSIONAL MODEL OF SPORT LEADERSHIP

Answer 17

 Leader effectiveness in sport can vary depending on the characteristics of the athletes and constraints of the situation.  Optimal performance and satisfaction are achieved when a leader’s required, preferred, and actual behaviors are consistent.  Required by organization , preferred by the athlete and what coach actually does are consistent Without preferred you can still have optimal performance but don’t feel satisfied

Question 18

LEADERSHIP IN THE PURSUIT OF EXCELLENCE

Answer 18

 Leaders who help individuals and teams pursue excellence “transform” the person by facilitating attributes like self-efficacy and competitiveness.  At the same time, leaders create a situation or environment that supports a compelling vision, key goals, and productive motivational climates.  Know how to get the most out of the player Self advocacy Must be flexible, always c Able to change to get what they need in the moment

Question 19

GUIDELINES FOR LEADERSHIP IN THE PURSUIT OF EXCELLENCE

Answer 19

 Creating a compelling vision for people to follow- Strong vision , stay within your vision  Inspirational communication (instilling pride, enhancing morale)- How to manipulate characteristics to get strong movement towards vision  Intellectual stimulation (followers understand the big picture behind what they are doing)-Easier to do when you know why the behaviour is need for the vision. Make sure followers get it so they are more accepting of the behaviours you show  Individualized attention and supportive behavior  Personal recognition  Demanding and directing behaviors  Promotion of self-efficacy and esteem  Emphasis on winning (emphasizing the importance of winning but not winning at all costs)  Fostering competitiveness in the team  Instilling task and ego orientations and climates (balancing a strong emphasis on task goals while also integrating ego goals in an appropriate fashion)  The provision of cognitive, emotional, and technical training  Facilitating flow-Flow experiences strengthen intrisic motivation

Question 20

LEADERSHIP SCALE FOR SPORT (LSS) DIMENSIONS

Answer 20

Designed for multidimensional model  Training (instructive behaviors)  Democratic behavior (decision-making style)  Autocratic behavior (decision-making style)  Social support (motivational tendencies)  Positive feedback (motivational tendencies) Contingent on performance 

Question 21

ANTECEDENTS OF LEADERSHIP

Answer 21

 Age and maturing  Gender  Nationality  Type of sport  Psychological Characteristics

Question 22

ANTECEDENTS OF LEADERSHIP  Age and maturing

Answer 22

Older atheses prefer autocratic, social support 10-17- prefer democratic styles with positive feedback

Question 23

ANTECEDENTS OF LEADERSHIP Gender

Answer 23

Male prefer training and instructive behaviours and autocratic coaching styles females per democratic, allow them to have decisions, do not respond well to autocratic coaches, relationship focused

Question 24

ANTECEDENTS OF LEADERSHIP Nationality

Answer 24

Canada training and instruction technique democratic

Question 25

ANTECEDENTS OF LEADERSHIP Type of sport

Answer 25

Interactive- autocratic coaches, don’t like democratic because to many inputs. Things like running is collaborative

Question 26

ANTECEDENTS OF LEADERSHIP  Psychological Characteristics

Answer 26

With internal show strong focus for training and instruction External prefer autocratic coaching behaviours High trait anxiety prefer positive social behaviours relationship based Men are the same regardless of anxiety

Question 27

CONSEQUENCES OF LEADERSHIP

Answer 27

 Satisfaction  Cohesion  Performance  Intrinsic Motivation

Question 28

CONSEQUENCES OF LEADERSHIP Satisfaction

Answer 28

Coach- athlete capabilities in design style, generous social support of the coach, rewarding, and democratic decisions are generally associated with hire statisfatction of athletes

Question 29

CONSEQUENCES OF LEADERSHIP  Cohesion

Answer 29

Cohesion Coaches with high in training and instructional information, democratic behaviour, social support, relationships and positive feedback and low autocratic behaviours have terms with greater cohesion Exercise leaders exhibiting more task related behaviours and providing task specific reinforcement were associated with more cohesive exercise groups

Question 30

CONSEQUENCES OF LEADERSHIP Performance

Answer 30

Performance losing teams need more social support from their leaders to sustain motivation

Question 31

CONSEQUENCES OF LEADERSHIP Intrinsic Motivation

Answer 31

Intrinsic motivation Autocratic (controlling) coaching styles are associate with lower levels of intrinsic motivation and perceived competence Coaching styles affect intrinsic motivation and competence and influence athletes motivation and persistence , effort

Question 32

Categories of Effective leadership

Answer 32

1

Question 33

LEADER QUALITIES

Answer 33

Effective leaders have integrity, flexibility, loyalty, confidence, accountability, candor, preparedness, resourcefulness, self-discipline, and patience. No profile but these are accepted characteristics  Effective leaders mobilize and focus the physical, mental, and emotional energy resources of themselves and of team members toward the team objectives. Leader directs vision Must know how to manipulate to get others to follow 

Question 34

LEADERSHIP STYLE

Answer 34

 Democratic or autocratic  Leader’s decision-making style Level of acceptance from group  What is the best style for the situation? When the leader is giving what the athletes prefer but what’re prescribed 

Question 35

SITUATIONAL FACTORS of leadership style

Answer 35

 Team or individual- team more autocratic  Interactive( task orientated) or coactive-  Team size- Larger the team, less effective a democratic coach  Available time-Less time , need to be more task orientation. Autocratic style coaching  Traditional leadership style-Every sport has a culture of it, way of behaving in it. - Situational constraint 

Question 36

FOLLOWER QUALITIES

Answer 36

 Experience- Maturity depends on what coach they will want Knowing what you have done in pressure situations, what has work and what haven’t  Gender  Ability  Age,experience,maturity-Young athlete that is mature or vice versa  Nationality  Personality-Hostile or intervert?, hard with team sports