Chapter 11: Leadership Flashcards
“Born Leader”: trait approach (list 2 theories and describe)
- Great Person Theory (Galton): intelligent, physical size, health, talkative, willing to dominate others, confident, charisma
- Great Coach Theory: tough, authoritarian, handle public pressure, organized, detail-oriented
“Leaders Are Made”: universal-behaviourist approach (what does it stipulate)
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
“Right Person at Right Time”: interactionist approach (list 3, describe in diff. cards)
- Contingency Model of Leadership (Fiedler)
- Multidimensional Model of Sport Leadership
- Path-Goal Theory
Contingency Model of Leadership (Fiedler) (1/3 interactionist theories)
- Leader effectiveness (productivity, morale) = appropriate match of leadership style to “situation favourability”
+ Life Cycle Theory = effective leadership depends on maturity of followers
Task-Oriented Leadership
- “get job done”, initiate structure, group goals
- Situation = ambiguity, need control!
- athlete maturity = as it increases, less task-orientation needed
- Time = beginning of season
Relationship-Oriented Leadership
- 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
Multidimensional Model of Sport Leadership (1/3 interactionist theories)
- leadership effectiveness / follower satisfaction based on matching of athlete needs to coach beh.
- Required/Prescribed Beh. + Preferred Beh. + Actual Beh. = Ideal
Apply It: What are the Leadership Decisions for Situation?
- interactive (task, autocratic) / coactive (relationship, democratic)
- size: larger, less time = more autocratic
- leadership traditions - consistency or change
Apply It: What are the Leadership Decisions for People/Followers?
- skill level - more positive feedback for less skilled and females
- consider styles of desired instruction
- personal and group goals
Types of Communication (2 + a and b for point 2)
- Intrapersonal: internal dialogue within ppl
- Interpersonal: external dialogue btwn. ppl
a. Verbal
b. Nonverbal
Sandwich approach (verbal communication)
positive-instruction-positive-instruction
Receiving Messages - Listening (3)
- Aware
- attentive, engaged, block out distractions, nod, provide ear - Supportive
- eye contact, show interest, open body position - Active
- acknowledge, attend to specifics, clarify, give feedback
4 types of Nonverbal Communication (describe in diff. cards)
- Facial Expressions
- Kinesics
- Haptics
- Proxemics
Facial Expressions: 6 types (1/4 types of Nonverbal Communication)
happy, sad, surprise, anger, fear, disgust
Kinesics (1/4 types of Nonverbal Communication)
Body movements involving no contact
- Postures: perceived affective meaning
- Gestures: understood meaning of presented/moved body parts
Why are facial expressions and kinesics important?
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
Haptics: describe and 6 types (1/4 types of Nonverbal Communication)
- where, when and how person touches another
- types: playful, positive affect, control, ritualistic, task-related, aggressive
Proxemics: describe and 4 types (1/4 types of Nonverbal Communication)
- distance btwn. ppl
- types: public, social, personal, intimate
Path-goal theory (1/3 interactionist theories)
effective leaders motivate members to achieve goals by providing “well-lighted path” (providing clear rewards for achieving goals and removing obstacles)
Why are haptics and proxemics important?
- “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
2 styles of leadership
- Transformational: based in motivating and inspiring followers
- Transactional: based in task-oriented behs. - setting goals, monitoring beh., providing rewards and correcting errors
Leadership Scale for Sports: examines diff. types of leadership behs. (5)
- training/instructional beh.
- democratic beh. regarding decision making
- autocratic beh. regarding decision making
- social support as motivator
- positive feedback as motivator
Model of leadership behaviour
athletes perceive how coach behaves in particular way and their perception and recall of beh. influences their evaluation of beh.
Coaching behaviour assessment training
assesses coaches’ REACTIVE BEHS. and SPONTANEOUS BEHS. (responses initiated by coach irrespective of athlete’s beh.)
Coach effectiveness training
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
Model of coach efficacy
describes value of coaches having belief they are able to effectively lead team to perform well, including:
- ability to motivate athletes
- understand game strategy
- teach relevant skills in sport
- build character
