Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Kin574 Sport & Exercise Psych > 12. Leadership > Flashcards

12. Leadership Flashcards

You may prefer our related Brainscape-certified flashcards:
Sports Trivia flashcards Psychology 101 flashcards GRE® Psychology flashcards
1
Q

How do leaders show up?

A

Emphasis on behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Leadership
Sports Team Examples

A

Formal and informal
* How were formal and informal leaders chosen?
* How did they show leadership – emphasis on behavior

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Leadership
Influences on Leadership Style

A
  • Often don’t teach leadership skills specifically
  • Adolescents model parents and coaches
  • Stereotypes
    o i.e. have to be the most technically skilled, extroverted, mentally tough
  • experience level
    o credentials
  • confidence
    o demeanor, attitude, reactions to errors/adversity (taking responsibility)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Leadership
Qualities

A

Self-sacrificing when needed, at minimum non-self-serving – have to trsut they have team’s best interest at heart

Dynamic:
* understand different people on the team operate differently, need to be influence/motivated in different ways
* understand their way may not be the best way, open to options

Adaptable: if something isn’t working, willing to switch it up rather than be attached to their initial ideas

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Leadership
Objective of Leadership

A
  • Must have common goal, must have everyone rowing in the same direction
  • Situation and context matters
    o ex
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Leadership
Objective of Leadership: Organizational Psychology

A

in organizational psychology (House) outlined that there is a path, or direction with which groups of people place value on a particular goal or objective depending on the situation
* in other words, what is at stake

research findings:
* certain qualities that were attractive in a certain group
* certain path, direction, in which groups place value on particular goal or objective  = higher morale, higher work ethic toward goal

without leadership, intent and work from group will be less defined and therefore less effective in aggregate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Leadership
Multidimensional Model of Leadership: Founding Researcher

A

Chelladurai

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Leadership
Multidimensional Model of Leadership: Overview

A

Behavioral process of influencing individuals and groups toward set of objectives or goals
* Usually led by single person (coach or instructor)

3 antecedents of leader behavior
* *antecedents required to start transformation (see chart)
* 1. Situation characteristics
* 2. Leader characteristics
* 3. Follower/member characteristics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Leadership
Multidimensional Model of Leadership: Antecedents Breakdown

A
  1. Situation characteristics
    * What is the context
  2. Leader characteristics
    * Age, gender, race/ethnicity, personality, experience
  3. Follower/member characteristics
    * Experience, maturity level, ability
    * Ex) how long they’ve been in sport, position, capabilities, maturity. How much do they know the sport, its nuances, have they experienced adversity to know how to navigate, etc
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Leadership
Transformational Leadership

A
  • “support others to reach higher levels of achievement” (Bass & Riggio)
  • Nurturing potential (of sport skill and leadership abilities)
  • Developing others to reach another level of achievement personally and collectively
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Leadership
Leader Behaviors in Detail

A
  1. Required
    * What is supposed to be done based on situational and team member characteristics
    o Ex) if you’re not aware of team dynamics and how they operate, you will miss the mark. Must understand team norms, expectations, etc
  2. Actual
    * What the leaders actually do
  3. Preferred
    * What team members would like for the leaders to do
    * Influenced by situational factors and athlete characteristics
    o Situational factors - can occur during game and practice
    o Athlete characteristics – each player may want different things from coach
  4. Perceived
    * Piece of a model created by Smith & Smoll
    * What do athletes think their coaches do vs what do coaches think they do
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

**

Leadership
Mediators: General Categories

A

Social norms:
* things that the team may do or understand that aren’t explicitly said each practice

Cultural Factors:
* things that are no-no’s in your sport
* i.e. sportspersonship, shake hands after the game

Environment:
* high or low anxiety inducing

Personality:
* introvert or extroversion, autonomy to make decicions on the team

Competence Levels

Personality Trait
* i.e. aggression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Leadership:
Mediator: Definition

A

Factor that influences a particular outcome. (factor you are not originally measuring)

  • In the field: certain perceptions, i.e. confidence levels of athletes, related to how they perform
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Leadership
Leader Behaviors

A
    1. Required
    1. Actual
    1. Preferred
    1. Perceived
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Leadership:
Mediators: Example

A

category: Cultural trait
situation: not high-fiving (bad sportspersonship)

potential mediator: does this then impact aggression toward that player in the next game, either heightening if angry about disrespect or lowering if want to avoid conflict with edgy player

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Measurement of Coach Behavior
Leader Regard on Performance

A

Findings indicate that the higher a team regards their leader (i.e., coach), the better they perform (Charbonneau et al., 2001)

Examples:
* how did they lead when you won vs when you lost
* how did they deal with adversity from refs, or toxic players on your team

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

5 Sub-Scales of Leadership Scale (LSS):
Components

A
  1. Training & Instruction
  2. Democratic Behavior
  3. Autocratic Behavior
  4. Social Support
  5. Positive Feedback
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Measurement of Coach Behavior:
Measurement Scales

A

Leadership in Sports Scale (LSS): (Chelladurai & Saleh, 1980)

  • Measures athlete perceptions of coaches’ behavior
  • And what athletes want from a leader
  • 40 items and 5 subscales
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

5 Sub-Scales of Leadership Scale (LSS):
Component 1

A

Training & Instruction:

  • aimed at improving athlete’s performance
  • instructing in skills, techniques and tactics
  • clarifying relationships between team members
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

5 Sub-Scales of Leadership Scale (LSS):
Component 2

A

Democratic Behavior

  • allow greater participation by athletes in decisions pertaining to group goals, practice methods, game tactics, and strategies
  • preferred/expeced more often with female coaches

ex:) coach will ask you how it went vs telling you it didn’t go well so you can get familiar with assessing

21
Q

5 Sub-Scales of Leadership Scale (LSS):
Component 3

A

Autocratic Behavior:

  • involved independence in decision-making, emphasizes personal authority of leader
  • athletes sometimes prefer autocratic behavior in highly competitive, interdependent team sports
  • —- has better vantage, experience, singular voice amongst many to call shots efficiently/effectively
22
Q

5 Sub-Scales of Leadership Scale (LSS): Component 4

A

Social Support:

  • concern for welfare of individual athletes
  • positive group atmosphere

ex) whethter they grew/learned, liked coming to practice, etc

23
Q

5 Sub-Scale of Leadership Scale (LSS):
Component 5

A

Positive Feedback:

  • Reinforces an athlete by recognizing and rewarding good quality performance
  • note: the more elite, the less poistive feedback given/expected
24
Q

Multidimensional Model of Leadership: Founding Researcher

A

adapted from Chelladurai

25
Q

Multidemensional Model of Leadership: Overview

A

Transformational leadership –>
(connects to each 1, 2, 3)
1. Situational Characteristics
2. Leader Characteristics
3. Member Characteristics
–>
4. Required Behavior
5. Actual Behavior
6. Preferred Behavior

–>
Member satisfaction / Group Performance

(Know arrows…
dotted lines, solid lines, directrions)

26
Q

Athletes as Leaders
(Caron et al., 2016)

A
  • motivation: central to role
  • support: building personal relationships, understanding their backgrounds, creating welcoming/nurturing team envioronment
  • communciation: with both teammates and coaches deemed crucial
    — regular contact (supported by tech)
    — acted as intermediaries
  • accomodation: importang given diverse range of abilities
  • decision making; often democratic style, involving teammates
  • promoting independence: encouraged teammates to push boundaries and develop self-sufficiency in daily living tasks, taking pride in teammates progress in this area

** felt role was similar to non-disabled athletes (leaders)

27
Q

Athlete-leader skills/traits linked to team dynamics (Cohesion):
(Caron et al., 2016)

A
  • democratic leadership style: = enhanced feelings of ownership and belonging among teammembers, contributing to task/social cohesion
  • motivation, support, and communication: establish positive team environment where athletes feel valued and connected
  • social gatherings: organized outside of formal sports setting = key strategy
  • familiarity
28
Q

Levels of Autocratic Behavior

A
  1. Autocratic I: coach solves problem alone, using info they already have
  2. Autocratic II: coach obtains info from players but makes decision alone
  3. Consultative I: coach consults with players individually but makes decision alone
  4. Consultative II: coach consults with player as a group but makes decision alone
  5. Group (democratic): coach shares the problem with the players, and coach and players make decision jointly
29
Q

Measurement of Coach Behaviors: CBAS

A

Coaching Behavior Assessment System (CBAS): Smith, Smoll, & Hunt
- measures actual coaching behaviors through observation
- CBAS-PBS assesses athlete perceptions of coach behaviors

30
Q

Measurement of Coach Behaviors: CFQ

A

Coaching Feedback Questionnaire (CFQ): Amorose & Horn
- athlete perceptions of types of feedback received from coaches
- praise and reinforcement
- instruction

31
Q

Measurement of Coach Behavior: Coaching Behavior Assessment System

CBAS Dimensions of Observed Behavior

A

Reactive & Spontaneous Behaviors

32
Q

Measurement of Coach Behavior: Coaching Behavior Assessment System

CBAS Dimsnsions of Observed Behavior: Reactive

A
  • reinforcement
  • non-reinforcement
  • mistake-contingent encouragement
  • mistake-contingent technical instruction
  • punishment
  • punitive technical instruction
  • ignoring mistakes
  • keeping control
33
Q

Measurement of Coach Behavior: Coaching Behavior Assessment System

CBAS Dimsnsions of Observed Behavior: Spontaneous

A
  • general technical instruction
  • general encouragement
  • organization
  • general communication
34
Q

Coach Behavior
(Mageau & Vallerand, 2003)

A
  • autonomy-supportive
  • — ex)
  • enabling involvement
  • — ex)
  • structure through coaching
  • — ex)
35
Q

Transactional v Transformational Leadership

A

transactional: feels like exhange for goods and services

transormational: impact is a lot more prolonged/profound

36
Q

Transactional Leadership

A
  • ensuring things are done right
  • contingent reward: recognize and reward followers for good performance
  • management by exception: recognizes followers’ mistakes
  • — wait for mistakes to occur to correct action (passive)
  • — monitors mistakes and corrects concurrently (active)

** think of it more like a checklist; playing by and following the rules

37
Q

Transformational Leadership

A
  • promoting positive behaviros; changing the lives of those they lead
  • can help transform others into leaders as well
  • four leaders behaviors that influence followers’ values, needs, awareness, and performance
  • — 1. idealized influence
  • — 2. inspirational motivation
  • — 3. intellectual stimulation
  • — 4. individualized consideration
38
Q

Transformational Leadership: Behavior 1

A

Idealized Influence
- lead by example
- authentic

  • abcdefghijklmnopqrstuv
39
Q

Transformational Leadership: Behavior 2

A

Inspirational Motivation:
- convey optimism and enthusiasm
- followers adopt a shared vision
- make everyone feel like part of the group

40
Q

Transformational Leadership: Behavior 3

A

Intellectual Stimulation:
- encouage followers to be creative
- solve problems in innovative ways
- encourage questions
- *optimally challenged

41
Q

Transformational Leadership: Behavior 4

A

Individualized Consideration:
- showing care
- listening, compassion, empathy.

42
Q

Outcomes of Transformational Leadership on Athletes

A
  1. Self Efficacy: feel that the leader is confident in them
  2. Well-being: psychological and physiological
  3. Performance: changese athletes perceptions of what they are doing, high/significance/importance of the task
  4. Attitudes: enjoyment
  5. Group Outcomes: cohesion, trust in leader impacts team performance
    //
    - timeline matters: how long does this take to transpire
    - mediator: depneding on what time of sesaon, athletes perceive coach as being different than at other times
43
Q

Coach-Athlete Relationships

A

3+1C Framework
(Sophia Jowett)

44
Q

Coach-Athlete Relationships

3+1C Framework

A

Initial 3C Model:
- Athletes’ and coaches’ perceptions of:
- — Closeness: emotional & affective bonds
- — Commitment: desire to maintain the relationship
- — Complementarity: engages in friendly, support, and reciprocal behaviors

+1C:
- Co-Orientation: being on the same page, simlarity in behavior and philosophy/views

45
Q

Coaching Efficacy

A

Extent to which coaches believe they have the capacity to affect the learning and performance of their athletes
(feltz, chase, moritz, sullivan)

46
Q

Coachign Efficacy Factors

A
  1. Game Strategy
  2. Motivation
  3. Teaching Technique
  4. Character Building (stonger for coaches of youth, HS, or DIII collegiate teams)
47
Q

Coaching Efficacy Sources

A
  • extent of coaching experience/preparation
  • — past experience in coach
  • — development
  • — knowledge to prepare team
  • — mental skills use
  • prior success (win/loss record)
  • perceived skill of athletes and player improvement
  • school/community support
48
Q

Coaching Efficacy Outcomes

A
  • coaching behavior
  • — use more praise, encouragement
  • more efficient
  • player/team satisfaction
  • player/team performance
  • player/team efficacy
  • lower levels of coach burnout
49
Q

Leadership Wrap Up

A
  • leadership style can impact quality of the expereince for athletes and performance
  • coaches and athletes need to be taught how to be effective leaders
  • — dependent on the situation
  • — dependent on coach/leader characteristics
  • — dependent on athlete characteristics

Kin574 Sport & Exercise Psych (12 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions