Leadership Flashcards
WHAT IS LEADERSHIP
Leadership is “the process whereby an individual influences a group of individuals to achieve a common goal
LEADERS VERSUS MANAGERS
A manager takes care of such things as scheduling, budgeting, and organizing. A leader provides vision and is more concerned with the direction of an organization, including its goals and objectives-Similar jobs as managers, Culture vision.
HOW LEADERS ARE CHOSEN
Appointed or prescribed leaders are individuals appointed by some authority to a leadership position (e.g., health club manager, coach, head athletic trainer). Emergent leaders are individuals who emerge from a group and take charge (e.g., captain of an intramural team, student leader of an exercise class).-More effective than leaders that are appointed Sometimes tied with experience, or ability
APPROACHESTO STUDYING LEADER
Trait approach Behavioral approach Situational approach Interactional approach
THE TRAIT APPROACH
Key question:What personality characteristics are common in great leaders? Results: Leaders have a variety of personality characteristics.There is no particular set of personality traits that make a leader successful.-Intelligence assertiveness, independence and confidence
THE BEHAVIORAL APPROACH
Key question:What are the universal behaviors (not traits) of effective leaders? Consideration behaviours-Follow rules , initiator behaviours Best kind of leaders show both Leaders in nonsport settings: Successful leaders use both consideration (focus on friendship, mutual trust, respect) and initiating (focus on rules, goals, and objectives) structures. Leaders in sport—instruction and demonstration: Effective coaches focus on the positive while providing clear feedback and technical instruction.-Showing players how to behave Coaches versus peer leaders-Explication demonstration Imitation (copy) Coaches exhibit mostly training and instruction and autocratic behavior.-More verbal praise to the bench then to top line Peer leaders display social support, positive feedback, and democratic behavior.
THE SITUATIONAL APPROACH
Effective leadership is much more dependent on characteristics of the situation than on the traits and behaviors of the leaders in those situations. Not widely endorsed by itself, but it was important in facilitating our understanding of leadership because it showed that situational features have a major influence on leader success. 
The interactional approach
Personal and situational factors need to be considered in order to understand effective leadership. Implications No one set of characteristics ensures successful leaders (but characteristics are important). Effective leader styles or behaviors fit the specific situation. Leadership styles can be changed.-Depending on environment Training vs performing, age Not changing characteristics but changing behaviour Task-oriented leaders are effective in very favorable or unfavorable situations. Relationship-oriented leaders are effective in moderately favorable situations. -Type of leadership is contingent on the environment being more or Less favourable Contingency model 
Relationship in The interactional approach
Relationship- and task-oriented leaders compared A relationship-oriented leader focuses on developing and maintaining good interpersonal relationships; a task-oriented leader focuses on setting goals and getting the job done. The effectiveness of an individual’s leadership style stems from its “matching” the situation. (continued) A lot of skill- relationship orientated coach. Help to Work together Less skilled- more task orientation
SPORT-ORIENTED INTERACTIONAL APPROACHES TO LEADERSHIP
Cognitive–mediational model Multidimensional model 
COGNITIVE–MEDIATIONAL MODEL OF SPORT LEADERSHIP
Coach leadership behaviors are a function of their own personal characteristics, which are mediated by situational factors and the meaning athletes attribute to those coaching behaviors. -Will respond well to coach if they think the coach’s behavior is acceptable for the situation -Made me respond better? How I respond determines how I perceive the coach’s actions
Way of evaluating Leaders in sport
reactive and spontaneous behaviors CBAS(CoachingBehaviorAssessmentSystem) Facilitating positive coaching behaviors (frequent use of reinforcement and mistake-contingent encouragement) ensures greater enjoyment, higher self- esteem, and lower dropout rates in young athletes. -Learning tool for coaches to better match behaviours to environment
CATEGORIES OF COACHING BEHAVIOR ASSESSMENT SYSTEM (CBAS)
Reactive behaviors Spontaneous behaviors
CATEGORIES OF COACHING BEHAVIOR ASSESSMENT SYSTEM (CBAS) Reactive behaviors
Reinforcement-What behaviour responding to error Mistake-contingent encouragement Mistake-contingent technical instruction Punishment Punitivetechnicalinstruction Ignoringmistakes Keeping control
CATEGORIES OF COACHING BEHAVIOR ASSESSMENT SYSTEM (CBAS) (CONTINUED) Spontaneous behaviors
Caused by the coach General technical instruction General encouragement Organization General communication 
BEHAVIORAL GUIDELINES FOR COACHES
On the basis of 25 years of research, Smoll and Smith (2001) provide some guidelines for coaching young athletes: Do provide reinforcement immediately after positive behaviors and reinforce effort as much as results. Do give encouragement and corrective instruction immediately after mistakes. Emphasize what the athlete did well, not what the athlete did poorly. Continuous timing is best for controlling behaviour Don’t punish when athletes make a mistake. Fear of failure is reduced if you work to reduce fear of punishment. Don’t give corrective feedback in a hostile,demeaning, or harsh manner;thatis likely to increase frustration and build resentment. -Be clear about the behaviour you are looking at When you have started yelling you have lost your attention Do maintain order by establishing clear expectations. Use positive reinforcement to strengthen the correct behaviors rather than punishment of incorrect behaviors. Don’t get into the position of having to constantly nag or threaten athletes to prevent chaos. Do use encouragement selectively so that it is meaningful. Encourage effort but don’t demand results. Do provide technical instruction in a clear, concise manner and demonstrate how to perform the skill whenever possible.
THE MULTIDIMENSIONAL MODEL OF SPORT LEADERSHIP
Leader effectiveness in sport can vary depending on the characteristics of the athletes and constraints of the situation. Optimal performance and satisfaction are achieved when a leader’s required, preferred, and actual behaviors are consistent.  Required by organization , preferred by the athlete and what coach actually does are consistent Without preferred you can still have optimal performance but don’t feel satisfied
LEADERSHIP IN THE PURSUIT OF EXCELLENCE
Leaders who help individuals and teams pursue excellence “transform” the person by facilitating attributes like self-efficacy and competitiveness. At the same time, leaders create a situation or environment that supports a compelling vision, key goals, and productive motivational climates.  Know how to get the most out of the player Self advocacy Must be flexible, always c Able to change to get what they need in the moment
GUIDELINES FOR LEADERSHIP IN THE PURSUIT OF EXCELLENCE
Creating a compelling vision for people to follow- Strong vision , stay within your vision Inspirational communication (instilling pride, enhancing morale)- How to manipulate characteristics to get strong movement towards vision Intellectual stimulation (followers understand the big picture behind what they are doing)-Easier to do when you know why the behaviour is need for the vision. Make sure followers get it so they are more accepting of the behaviours you show Individualized attention and supportive behavior Personal recognition Demanding and directing behaviors Promotion of self-efficacy and esteem Emphasis on winning (emphasizing the importance of winning but not winning at all costs) Fostering competitiveness in the team Instilling task and ego orientations and climates (balancing a strong emphasis on task goals while also integrating ego goals in an appropriate fashion) The provision of cognitive, emotional, and technical training Facilitating flow-Flow experiences strengthen intrisic motivation
LEADERSHIP SCALE FOR SPORT (LSS) DIMENSIONS
Designed for multidimensional model Training (instructive behaviors) Democratic behavior (decision-making style) Autocratic behavior (decision-making style) Social support (motivational tendencies) Positive feedback (motivational tendencies) Contingent on performance 
ANTECEDENTS OF LEADERSHIP
Age and maturing Gender Nationality Type of sport Psychological Characteristics
ANTECEDENTS OF LEADERSHIP Age and maturing
Older atheses prefer autocratic, social support 10-17- prefer democratic styles with positive feedback
ANTECEDENTS OF LEADERSHIP Gender
Male prefer training and instructive behaviours and autocratic coaching styles females per democratic, allow them to have decisions, do not respond well to autocratic coaches, relationship focused
ANTECEDENTS OF LEADERSHIP Nationality
Canada training and instruction technique democratic
ANTECEDENTS OF LEADERSHIP Type of sport
Interactive- autocratic coaches, don’t like democratic because to many inputs. Things like running is collaborative
ANTECEDENTS OF LEADERSHIP Psychological Characteristics
With internal show strong focus for training and instruction External prefer autocratic coaching behaviours High trait anxiety prefer positive social behaviours relationship based Men are the same regardless of anxiety
CONSEQUENCES OF LEADERSHIP
Satisfaction Cohesion Performance Intrinsic Motivation
CONSEQUENCES OF LEADERSHIP Satisfaction
Coach- athlete capabilities in design style, generous social support of the coach, rewarding, and democratic decisions are generally associated with hire statisfatction of athletes
CONSEQUENCES OF LEADERSHIP Cohesion
Cohesion Coaches with high in training and instructional information, democratic behaviour, social support, relationships and positive feedback and low autocratic behaviours have terms with greater cohesion Exercise leaders exhibiting more task related behaviours and providing task specific reinforcement were associated with more cohesive exercise groups
CONSEQUENCES OF LEADERSHIP Performance
Performance losing teams need more social support from their leaders to sustain motivation
CONSEQUENCES OF LEADERSHIP Intrinsic Motivation
Intrinsic motivation Autocratic (controlling) coaching styles are associate with lower levels of intrinsic motivation and perceived competence Coaching styles affect intrinsic motivation and competence and influence athletes motivation and persistence , effort
Categories of Effective leadership
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LEADER QUALITIES
Effective leaders have integrity, flexibility, loyalty, confidence, accountability, candor, preparedness, resourcefulness, self-discipline, and patience. No profile but these are accepted characteristics Effective leaders mobilize and focus the physical, mental, and emotional energy resources of themselves and of team members toward the team objectives. Leader directs vision Must know how to manipulate to get others to follow 
LEADERSHIP STYLE
Democratic or autocratic Leader’s decision-making style Level of acceptance from group What is the best style for the situation? When the leader is giving what the athletes prefer but what’re prescribed 
SITUATIONAL FACTORS of leadership style
Team or individual- team more autocratic Interactive( task orientated) or coactive- Team size- Larger the team, less effective a democratic coach Available time-Less time , need to be more task orientation. Autocratic style coaching Traditional leadership style-Every sport has a culture of it, way of behaving in it. - Situational constraint 
FOLLOWER QUALITIES
Experience- Maturity depends on what coach they will want Knowing what you have done in pressure situations, what has work and what haven’t Gender Ability Age,experience,maturity-Young athlete that is mature or vice versa Nationality Personality-Hostile or intervert?, hard with team sports 
