Week 3 Flashcards
(49 cards)
1
Q
Where does leadership fit on the course map?
A
Team structure
2
Q
What is leadership?
A
The behavioural processes through which one person influences others towards attaining a goal
3
Q
What has sport research focused on?
A
- vast majority has focused on the coach and less on the athletes
4
Q
Athlete leadership
A
An athlete occupying a formal or informal role within a team, who influences a group of team members to achieve a common goal
5
Q
How are leaders differentiated?
A
- Roles
- Formality
- Traits/attributes/behaviours
6
Q
Two major roles of all leaders (Bales and Slater)
A
- The task (instrumental)
- The subordinates/social (expressive)
7
Q
What did Rees and Segal say about the roles of a leader?
A
The best leaders have a combination of the task and subordinates
8
Q
Three main roles of leaders (Loughead)
A
- Task leaders
- Social leaders
- External leaders
9
Q
Types of informal leaders (Cope et al)
A
- Non-verbal
- Verbal
10
Q
Non-verbal informal leaders
A
Leads by example, hard work, dedication
11
Q
Verbal informal leaders
A
Leads on and off field verbally
12
Q
Fransen’s et al’s 4-role categorization
A
On field
1. Task leader
2. Motivational leader
Off field
3. Social leader
4. External leader
13
Q
Task leader
A
- in charge on field
- helps team focus on goals and in tactical decision making
- gives advice during games and adjusts them
14
Q
Motivational leader
A
- biggest motivator on field
- encourages teammates
- puts heart into players who are discouraged
- steers emotions on the field in the right direction to perform optimally as a team
15
Q
Social leader
A
- promotes good relations with team
- cares for a good team atmosphere
- assists with conflict
- good listener and trust by teammates
16
Q
External leader
A
- link btwn the team and people outside
- representative of team towards club management
- communication with media or sponsors
- communicate guidelines of the club management to team
17
Q
What has the 4-role leadership categorization shown?
A
- higher confidence
- identity
- final ranking
18
Q
Social network analysis study findings
A
- the more athletes within each category, the more cohesion
- only 2% of athletes found to fulfil all four **
19
Q
Formal leader
A
- prescribed or awarded (ie. captains)
20
Q
Informal leader
A
- emerge based on interactions btwn teammates and the demands of the task
(ie. feedback when they speak up such as listening)
21
Q
Importance of informal leaders
A
- 44% of athletes indicated that the team captain was not the best leader in any of the four roles
- 50% of teams indicate best leaders to be the formal ones while 50% suggest they are informal leaders
22
Q
How many leaders should we have?
A
- 19% of roster would be formal and 66% informal
23
Q
What are leadership traits?
A
- personality traits that are stable over time
24
Q
Stable leadership traits
A
- one approach to consider leadership traits
- leaders found to be more dominant, ambitious, competitive and responsible
25
What did Moran and Weiss break traits down into?
1. Instrumentality traits
2. Expressive traits
26
Instrumentality traits
- independent
- persistent
- confident
27
Expressive traits
- emotional
- empathetic
- kind
- helpful
28
What are leadership attributes?
- characteristics that may change over time
29
What are leadership attributes to consider?
- age and tenure (ie. the vets)
- previous experience and popularity
- skill level
- good rapport
30
Type of behaviours
- can be task based (ie.communication)
- role modeling (ie. work ethic, controlling emotions)
- social based (ie. empathy, caring, trustworthiness)
31
Most important approach to leadership to consider?
Behaviours
32
Identity leadership athletes...
1. Created
2. Embodied
3. Advanced
4. Embedded
33
Created
Establishing and demonstrating what it means to be a good teammate (ie. hard work)
34
Embodied
Acted in ways that reinforced being a good teammate
35
Advanced
- prioritizes team interests
- supports teammates
- contribute to harmony
- involve all
36
Embedded
- reinforce and encourage a shared identity of us
- demonstrates impresariorship
37
Why does athlete leadership matter?
- satisfaction
- cohesion
- performance
- team confidence
- team resilience
- conflict
38
Cultural architects
- the behaviours and characteristics of athlete leaders impact the team environment and set the tone
- organizations and coaches need to carefully consider the leadership in their teams
39
Can we develop leadership?
Given that athlete leaders seem to be differentiated based on behaviours, there is support that they are not born, leadership can be taught
40
Leadership development intervention example
MHSAA captain's leadership training program
41
What did they learn from the MHSAA captain's leadership training program?
- move from lecture to facilitation
- emphasize the learning of leadership (ie. its a process)
- importance of selecting the right athletes for the program
42
Leadership development program for NCAA Div. 1 vball teams (Voight) stages 1-5
- what is being a leader
- personal commitment to the role
- self-reflection
43
Leadership development program for NCAA Div. 1 vball teams (Voight) stages 5-10
- plan future behaviours
- leadership and team objective consensus
- establish formal roles across the teams
- begin being a leader
44
Leadership development program for NCAA Div. 1 vball teams (Voight) stages 10-15
- process feedback (captain reflections, coach hits and misses, team feedback)
- identifying hot spots for potential issues
- consistent follow ups, evaluations, debriefs
45
Leadership development program for NCAA Div. 1 vball teams (Voight) challenges and lessons learned
- talking about change vs actually seeing change
- ensuring all member contributions are recognized
- identifying and using your own leadership style
- benefiting from the hits and misses reflective processes of opportunities
46
Leadership development program for NCAA Div. 1 vball teams (Voight) suggestions for improvements
- including more team members than only captains
47
Leadership development program with Canadian Female varsity athletes challenges (Duguay, Louhead, Munroe-Chandler)
- being comfortable with engaging in leadership behaviours
- following through with leadership behaviours
- actually seeing the change that everyone was talking about
48
Leadership development program with Canadian Female varsity athletes suggestions for improvement (Duguay, Louhead, Munroe-Chandler)
- having guest speakers
- more team building activities
- have more workshops
- more team/situation specific
49
Take home message
1. Diff ways to differentiate leaders from non-leaders (roles, attributes, behaviours)
2. Behaviours may be the most telling (leadership can be learned)
3. Case studies demonstrate the potential to implement leadership
