Week 1 Flashcards
(20 cards)
What is leadership?
The behavioural processes of influencing individuals and groups towards set goals. Usually 4 parts;
- a process
- influence
- a group of people
- taking action to a common goal
What is the mediational model?
Early years coaching important as likely to have greatest impact on long term participation.
Underlying principle: effects of coach behaviour is mediated through the meaning that athletes give to their coaches behaviours.
Coach behaviour –> athletes perceptions and recall –> athletes evaluative reactions
What are some coach individual distance variables?
Coaching goals/motives Behavioural intentions Perceived coaching norms Self monitoring Gender If prioritised winning, more likely to show punitive, authoritarian behaviours
What is the effect of coach perceptions of players attitudes?
Likely to behave differently toads athletes they believe to have a negative attitude compared to those with a positive.
What are some situational factors (leader)?
Nature of sport Level of competition Practice vs game Previous success/failure Intra Team actions Current game status e.g. tend to show more punitive behaviour when loosing.
What are some players individual difference variables?
Age Sex Perceived coaching norms Sport specific achievement Competitive trait anxiety Self esteem Trait anxiety - higher trait anxiety likely to interpret coach behaviour as a threat
What are some situational factors (player)?
Nature of sport Level of competition Previous success/failure Present game/practice outcomes In high pressure situations athlete more aware of pressure relevant cues
What are the distinguishing features of the mediational model?
Offers model of coach behaviour in youth sport
Uses an observational model
Emphasises player evaluative reactions (important because will sometimes have very good leader that just doesn’t fit with group)
What are the two categories of coach behaviour?
Reactive - responses to desirable performances, mistakes or misbehaviours
Spontaneous - initiated by coach without reference to preceding events
What are the categories of the coach behaviour assessment system (CBAS)
Desirable performance - ignored, reinforced
Mistake error - encouragement, instruction, punishment, ignoring mistake, punitive technical instruction
Misbehaviours - keeping control
Game related - general technical instruction, general encouragement, organisation
Game irrelevant - general communication
What are reactive behaviours (class 1)?
Reinforcement - positive reaction to good play
Non reinforcement - failure to respond to good performance
Encouragement - given following mistake
Technical instruction - how to correct a mistake
Punishment - negative reaction to mistake
Punitive technical instruction - technical instruction given in a hostile manner
Ignoring - failure to respond to player mistake
Keeping control - reactions interned to maintain order
What are spontaneous behaviours (class 11)?
General technical instruction - general instruction of technique it following a mistake
General encouragement - not following a mistake
Organisation - administrative behaviour that sets the stage for play by assigning responsibilities
Good communication - interactions with players unrelated to the game
Summarise the Smith, Zane, Smoll and Coppel (1983) study?
31 baseball coaches
182 male coaches
Results;
- 40% instruction, 44% instruction, 3% punitive responses
- relationship found between mistake contingent instruction and liking for sport/coach
- self esteem correlated negatively with general technical instruction
What are the three main behavioural dimensions?
Supportiveness (reinforcement, mistake contingent encouragement)
Instructiveness (technical instruction, mistake contingent instruction)
Punitiveness (punishment, punitive instruction)
What are the general relationships between behavioural dimensions and coach athlete relationship?
High levels of supportiveness associated with greater liking for coach/teammates and higher enjoyment
Punitive actions negatively associated with liking the coach and persisting with the sport
Athletes liking their coaches correlated positively with self esteem
What are the two behavioural components of the coaching behaviour questionnaire?
Negative activation - coaching behaviours that make athletes feel tense, uptight, distracted
Supportiveness - coaching behaviours that’s make atheist feel in control
What is coach effectiveness training (CET)?
Intervention programme to changing coaching behaviours in ways that would enhance youth athlete sport experience
Focus on enjoyment
Emphasise positive approach
Establish positive norms
Compliance with team roles (involve athletes in decisions)
Be aware of own behaviours
Summarise the Smith et al (1979) study on CET?
31 little league coaches, 325 youth athletes
Trained coaches consistently differed;
- viewed as more supportive/less punitive
- players exhibited greater increases in self esteem
- higher intra-team attraction
- youths wth lower self esteem reacted more positively
Athletes with trained coaches displayed;
- decreased competitive anxiety
- increased self esteem
- reduced attrition rates
What is the mastery approach to coaching? (MAC)
Foundational work on the mediational model has led to a new MAC intervention
MAC is reacted to CET but influenced by achievement goal theory
MAC provides specific behavioural guidelines for a mastery-involving motivational climate
What parts of the mediational model might we want to develop/expand?
Not broken down into verbal/non verbal responses
Doesn’t account for the magnitude of reinforcement
Quality/duration of instruction
Nothing about inspiring followers
Doesn’t assess athletes evaluative reactions to behaviours
