Assessing leadership styles of coaches and testing the augmentation effect in sport (original) (raw)
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The purpose of this study was to providing a relationship modeling for the effect o f transformational-transactional leadership styles of coaches on athletes' satisfaction and commitment in the Iranian handball pro league. The coaches' leadership style was measured by Multifactor Leadership Questionnaire (MLQ), players' satisfaction was measured by Athlete's Satisfaction Questionnaire (ASQ) and players' commitment was measured by (SCMS). These Questionnaires was distributed between 218 athletes after determining validity by confirmatory factor analysis and reliability by Alpha Cronbach coefficient ("=0.95 for MLQ, "=0.95 for ASQ and "=0.90 for SCMS). Descriptive statistics was used to data analysis and in order to apply (SEM), univariate regression and multivariate multiple regression were utilized to predict athletes' satisfaction and commitment from transformational-transactional leadership styles of coaches. The results show that transformational leadership with (ß=0.66) and transactional leadership with (ß=0.19) can predict athletes' satisfaction. Also transformational leadership with (ß=0.53) and transactional leadership with (ß=0.44) can predict athletes' commitment. In addition laissez–fair leadership with (ß=-0.31) can predict athletes' satisfaction and could not predict athletes' commitment. We can implicate that transformational leadership more than transactional leadership can predict athletes' satisfaction and commitment. So the results suggest to coaches to improve transformational characteristics in their own leadership style.
Psychological Reports, 2020
The purpose of this investigation was to examine the factorial validity and measurement invariance of the short version of the Leadership Scale for Sports (LSS; Chelladurai & Saleh, 1980 ): coaches’ perceptions of their own behavior, athletes’ preferences and athletes’ perceptions of their coaches’ behavior. This validation will allow researchers to minimize time demands on participants. Three independent samples of athletes ( n1 = 373; n2 = 817; n3 = 246) and two samples of coaches ( n1 = 115; n2 = 351) were studied to examine the factorial validity and measurement invariance of the 25-item version of the LSS (LSS-25; Chiu et al., 2016 ). Findings indicated that a 15-item version (LSS-15) fits the data better than the LSS-25. The LSS-15 showed factorial validity and proved to have adequate reliability, convergent validity and discriminant validity. Multiple-group confirmatory factor analysis showed that its factor structure was invariant across two independent samples and across ge...
Frontiers in Psychology, 2020
Athlete leadership researchers have typically investigated three dimensions of athlete leadership behaviors, which include the meta-categories of task-, social-, and externaloriented leadership. More recently, motivational leadership was added as a fourth dimension. Researchers in organizational leadership have advanced another dimension, referred to as change-oriented leadership (Yukl, 2012). Therefore, in the present study, we tested a four-dimensional model that includes the dimensions of task-, social-, external-, and change-oriented leadership. Two samples of 161 athletes and 69 coaches rated every player on their team on the four-dimensional model and on perceived athlete leadership effectiveness. A multilevel regression analysis showed that all four dimensions of athlete leadership significantly predicted perceived athlete leadership effectiveness for players and three dimensions (i.e., social-, task-, and change-oriented leadership) for coaches. These results support the importance of change-oriented leadership in relation to athlete leadership.
Investigating the Coaches Leadership Style as a Predictor of Student-Athlete Satisfaction.pdf
Gustl B. Pido, 2018
The purpose of this study was to determine the preferences of athletes to their coaches’ coaching leadership style, to find out the athletes’ satisfaction, and to investigate the differences in athletes’ satisfaction among the different demographic factors, and lastly, to examine the relationship of coaching leadership style between coaching style and athlete satisfaction. A descripted correlational design used in this study. A total of 100 student-athletes (males = 52; females = 48) completed the Revised Leadership Scale for Sports and the Athlete Satisfaction Questionnaire. In determining the preferences of athletes in coaches’ leadership behavior and athletes’ satisfaction, the descriptive statistical analysis was used to illustrate the means and standard deviation of each variable. The study employed multiple regression analyses as a main analytical tool. Regression Analyses were utilized to determine the relationship of coaching leadership behavior on athlete’s satisfaction. The coaching leadership behaviors were set as the independent variables while the athlete satisfaction as the dependent variable. In additional, in determining whether significant differences exist in the athletes’ satisfaction of the respondents according to the demographic factors, the Factorial Analysis of Variance (ANOVA) was used. Statistical Package for Social Science (SPSS) was used in the analysis. The result of this study showed that there is a significant relationship between coaching leadership style and athlete satisfaction. Specifically, the democratic behavior and situational consideration coaching leadership styles are significant predictors of athletes’ satisfaction and regarding athletes’ satisfaction and demographic factors show that there is a significance difference in athletes’ satisfaction in terms of age. The findings of this study suggest that the coaches should provide democratic behavior and situational consideration and allow athletes to participate in the formulation of team goals, practice methods, and game strategies in order to increase the levels of satisfaction and decrease quitting among athletes.
Coaching Leadership Styles and Athlete Satisfactions Among Hockey Team
2009
Successful coaching is the ability to treat athletes respectfully. Athletes have varied talents and each deserves respect for his/her uniqueness. Coaches need to vary their style with every athlete. The same training program does not suit everybody. Each athlete needs to be motivated differently. Chelladurai’s Multidimensional Model of Leadership, which applies specifically to sport, recognizes the importance of leadership style: 1) actual leader behavior 2) leader behavior preferred by athlete and 3) required leader behavior. The degree of congruence among these three components determines athlete’s satisfaction and performance. A Revised Leadership Scale for Sport (RLSS), developed by Zhang, Jensen and Mann (1997); a scale that examines style of coaching behaviors; 1) autocratic, 2) democratic, 3) positive feedback, 4) training and instruction 5) social support and 6) situational consideration behaviors is also used. The items of the Athlete Satisfaction Questionnaire (Chelladurai...
International Journal of Human Movement and Sports Sciences, 2022
Leadership style is a critical factor in achieving success in any field or goal. In sport, it is necessary to consider the complementarity between the coach’s leadership style and sporting satisfaction to achieve team success. In this study, we examine this factor using 194 male football players from public university teams. The research methodology aims to examine the multidimensional model of leadership style to understand the relationship between the five types of leadership styles training and instructions, social support, positive feedback, democratic leadership and autocratic leadership and athletes’ satisfaction. Both aspects were captured through (i) the Leadership Scale of sports to assess leadership style and (ii) the Athlete Satisfaction Questionnaire to assess athlete satisfaction. SPSS was used in statistical analysis of data. From the correlation results, the relationships between all facets of leadership style (training and instruction, autocratic style, democratic style, social support, and positive feedback) and athlete satisfaction are significant. Furthermore, multiple regression analysis found that autocratic leadership was negatively associated with athlete satisfaction. In contrast, a positive relationship was found for the styles of training and guidance, democratic leadership, social support and positive feedback. The relationship between the coaches’ leadership style and the athletes’ satisfaction is underlined by the results of this research. The leadership style practised by the coach, with which the athletes are satisfied, achieves the desired goal of promoting quality education.
Frontiers in Psychology, 2021
There is a growing body of the literature highlighting the positive impact of transformational leadership behaviours across contexts, including sport. However, there is a lack of knowledge of this relationship within elite sport settings. Thus, the purpose of the present study was to examine the relationship between elite youth athletes’ perceptions of coaches’ transformational coaching-behaviours and variables that have been linked to transformational leadership in other settings (i.e., group cohesion, motivational climate, self-regulation of learning and athlete satisfaction). Norwegian elite youth soccer players (n = 753) selected into the national talent development program completed questionnaires to measure the variables of interest. Using structural equation modelling, results revealed a positive path from transformational leadership to both task and social cohesion, task-oriented motivational climates, self-regulation of learning and athlete satisfaction. Finally, a negative...
Perceptual and Motor Skills
In this study, we investigated whether athletes’ perceptions of coaches’ leadership differ according to their perceptions of individual and team goal achievement and their sport performance. We collected data at the beginning and end of the sport season from 180 soccer players (aged 16–18 years). We evaluated three leadership areas (transformational, transactional, and decision-making) and the participants’ perceptions of individual and team performance during the sport season. Our results showed that (a) athletes with perceptions of higher individual goal achievement evaluated their coaches more positively, (b) athletes with perceptions of higher team goal achievement started the sport season with a less positive evaluation of their coaches but ended the season with a more positive coach evaluation, and (c) athletes with higher sport performance evaluated their coaches less positively in two domains of transformational leadership but ended the season by attributing less negative fe...