Brainscape's Knowledge GenomeTM

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


See full index

Sport Psychology 2 > Chapter 11: Leadership > Flashcards

Chapter 11: Leadership Flashcards

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

“Born Leader”: trait approach (list 2 theories and describe)

A
  1. Great Person Theory (Galton): intelligent, physical size, health, talkative, willing to dominate others, confident, charisma
  2. Great Coach Theory: tough, authoritarian, handle public pressure, organized, detail-oriented
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

“Leaders Are Made”: universal-behaviourist approach (what does it stipulate)

A

Become leader by learning situational beh.

  • understand sport
  • provide instruction
  • emphasize effort, improvement, realistic expectations
  • permission to make mistakes
  • dev. norms among team members (support, rules)
  • dev. trust, mutual respect, rapport with athletes
  • be fair, decisive
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

“Right Person at Right Time”: interactionist approach (list 3, describe in diff. cards)

A
  1. Contingency Model of Leadership (Fiedler)
  2. Multidimensional Model of Sport Leadership
  3. Path-Goal Theory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Contingency Model of Leadership (Fiedler) (1/3 interactionist theories)

A
  • Leader effectiveness (productivity, morale) = appropriate match of leadership style to “situation favourability”
    + Life Cycle Theory = effective leadership depends on maturity of followers
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Task-Oriented Leadership

A
  • “get job done”, initiate structure, group goals
  • Situation = ambiguity, need control!
  • athlete maturity = as it increases, less task-orientation needed
  • Time = beginning of season
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Relationship-Oriented Leadership

A
  • open communication, consideration, concern for athlete
  • Situation = tasks clear, need cohesion
  • athlete maturity = moderate levels; less rel.-orientation at high and low levels
  • Time = mid-season
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Multidimensional Model of Sport Leadership (1/3 interactionist theories)

A
  • leadership effectiveness / follower satisfaction based on matching of athlete needs to coach beh.
  • Required/Prescribed Beh. + Preferred Beh. + Actual Beh. = Ideal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Apply It: What are the Leadership Decisions for Situation?

A
  • interactive (task, autocratic) / coactive (relationship, democratic)
  • size: larger, less time = more autocratic
  • leadership traditions - consistency or change
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Apply It: What are the Leadership Decisions for People/Followers?

A
  • skill level - more positive feedback for less skilled and females
  • consider styles of desired instruction
  • personal and group goals
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Types of Communication (2 + a and b for point 2)

A
  1. Intrapersonal: internal dialogue within ppl
  2. Interpersonal: external dialogue btwn. ppl
    a. Verbal
    b. Nonverbal
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Sandwich approach (verbal communication)

A

positive-instruction-positive-instruction

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Receiving Messages - Listening (3)

A
  1. Aware
    - attentive, engaged, block out distractions, nod, provide ear
  2. Supportive
    - eye contact, show interest, open body position
  3. Active
    - acknowledge, attend to specifics, clarify, give feedback
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

4 types of Nonverbal Communication (describe in diff. cards)

A
  1. Facial Expressions
  2. Kinesics
  3. Haptics
  4. Proxemics
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Facial Expressions: 6 types (1/4 types of Nonverbal Communication)

A

happy, sad, surprise, anger, fear, disgust

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Kinesics (1/4 types of Nonverbal Communication)

A

Body movements involving no contact

  • Postures: perceived affective meaning
  • Gestures: understood meaning of presented/moved body parts
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Why are facial expressions and kinesics important?

A

Able to read and respond to athletes:

  • Instruction - interest, understanding, when cannot use words
  • Intensity of activity - easy, fatigue
  • Anxiety/arousal
  • Motivation - like/dislike, distraction
  • Strategy - read opponent, use of eye contact
17
Q

Haptics: describe and 6 types (1/4 types of Nonverbal Communication)

A
  • where, when and how person touches another

- types: playful, positive affect, control, ritualistic, task-related, aggressive

18
Q

Proxemics: describe and 4 types (1/4 types of Nonverbal Communication)

A
  • distance btwn. ppl

- types: public, social, personal, intimate

19
Q

Path-goal theory (1/3 interactionist theories)

A

effective leaders motivate members to achieve goals by providing “well-lighted path” (providing clear rewards for achieving goals and removing obstacles)

20
Q

Why are haptics and proxemics important?

A
  • “touch training” - improve kinaesthetic awareness
  • encourage sportsmanship
  • rituals and roles (huddle, captain chest butt)
  • trust
  • build cohesion
  • generate enthusiasm
  • social support indicators
  • arousal induction
  • injury diagnosis, treatment
21
Q

2 styles of leadership

A
  1. Transformational: based in motivating and inspiring followers
  2. Transactional: based in task-oriented behs. - setting goals, monitoring beh., providing rewards and correcting errors
22
Q

Leadership Scale for Sports: examines diff. types of leadership behs. (5)

A
  1. training/instructional beh.
  2. democratic beh. regarding decision making
  3. autocratic beh. regarding decision making
  4. social support as motivator
  5. positive feedback as motivator
23
Q

Model of leadership behaviour

A

athletes perceive how coach behaves in particular way and their perception and recall of beh. influences their evaluation of beh.

24
Q

Coaching behaviour assessment training

A

assesses coaches’ REACTIVE BEHS. and SPONTANEOUS BEHS. (responses initiated by coach irrespective of athlete’s beh.)

25
Q

Coach effectiveness training

A

program designed to teach youth coaches how to help motivate youth athletes to give max. effort and dev. skills, give positive reinforcement and strengthen team cohesion

26
Q

Model of coach efficacy

A

describes value of coaches having belief they are able to effectively lead team to perform well, including:

  1. ability to motivate athletes
  2. understand game strategy
  3. teach relevant skills in sport
  4. build character

Sport Psychology 2 (6 decks)

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