Sport Psych Exam 2 Chap 9
Any type of leader has two
- a) to ensure that the demands of the organization are satisfied in that the group meets its goals and objectives and (b) to ensure that the needs of the group members are satisfied.
From Studying previous approaches to leadership and combining them these researchers think in the interactional approach to studying leadership:
1)no one set of characteristics ensures successful leadership. Investigators believe that great leaders have had in common personality traits appropriate to leadership roles and distinct from nonleadership roles. However, leaders have not been predicted solely by their personality traits. 2) Effective leadership styles or behaviors fit the specific situation. 3) Leadership styles can be changed. For example people can learn either styles For example, relationship-oriented leaders develop interpersonal relationships, keep open lines of communication, maintain positive social interactions, and ensure that everyone is involved and feeling good(consideration function) On the other hand, task-oriented (initiating structure) leaders primarily work to get the task done and meet their objectives
Part of Multidimensional model of sport leadership Actual Leader Behavior
: is simply the behavior that the leader exhibits, such as initiating structure or being considerate. According to Chelladurai (1993), the leader's characteristics, such as personality, abil- ity, and experience (box 2 in figure 9.2), affect these behaviors directly. Actual behavior is believed to be indirectly affected by group preferences and what the situation dictates.
The behavioral approach to studying leadership:
: these people focus on finding out what behaviors are used by successful leaders. They argue that anyone could become a leader by simply learning the behaviors of other effective leaders.
Explain the multidimensional model of sport leadership. pg 236
According to the multidimensional model of sport leadership, group performance and member satisfaction depend on how well three types of leader behavior—required, preferred, and actual—mesh with the antecedent characteristics of the situation, the leader, and the members. Positive outcomes, better performance, and group satisfaction typically occur if the three types of leader behavior are congruent. That is, if a coach or other leader uses behaviors prescribed for the particular situation that are consistent with the preferences of the members, optimal performance and member satisfaction will result.
Explain the cognitive-mediational model of leadership. pg 236
According to this model, athletes' perceptions of coach behaviors primarily determine players' reactions and responses to these behaviors. However, in the interactional model tradition, player and coach behaviors are influenced by situational factors as well as individual-difference characteristics of both the coaches and the players.
Discuss the four components of effective leadership. pg 236
Effective leadership in sport depends on the qualities of the leader, leadership style, situational factors, and characteristics of the followers. But how these four interact really determines what makes a leader effective.
emergent leaders.
Leaders who emerge from the group to take charge such as with captains of intramural or club teams. Many leaders who emerge are more effective than appointed leaders because they have the respect and support of team or group members. They probably have special leadership skills, lots of experience, or high ability in the particular sport or exercise.
prescribed leaders.
Usually leaders and coaches are appointed by someone in authority.For example, in health clubs, owners choose the managers, and in schools, the principal chooses the teachers. Similarly, in college sport, the athletic director commonly selects coaches.
A leader
does stuff a manager does but also provides vision and goals for the team
Part of Multidimensional model of sport leadership Preferred Leader Behavior:
Group members have preferences for specific leader behaviors. Personality variables as well as age, gender, and experience influence a member's preference for coaching and guidance, social support, and feedback.
Part of Multidimensional model of sport leadership Required Leader Behavior:
In many situations, the organizational system itself dictates behaviors, and people are expected to con- form to the established norms.
Trait Approach to studying leadership
In this approach people thought that there was leadership traits- which were relatively stable personality dispositions, such as intelligence, assertiveness, independence, and self-confidence one could have which made them a good leader. Proponents of this theory say that people with these traits will be great leaders regardless of the field they are leading. This approach lost favor when people took survey and found that leaders have a variety of traits, there are no specific traits that make a leader successful. Some traits may be helpful to have but they are not essential to being a successful leader.
contingency model of leadership pg 222
People can change from a relationship-oriented style to a task-oriented style and vice versa, depending on the situation.A physical education teacher in an inner-city school that lacks facilities, leadership, and community support might have to be very task oriented because her situation might be seen as very unfavorable. Getting things done and setting goals would override developing positive interpersonal relations. In contrast, a physical education teacher in a lower-middle-class school where the facilities are poor but the community support is good (moderately favorable situation) might be more effective as a relationship-oriented leader.
Another interactional model developed specifically for sport or physical activity is the multidimensional model of sport leadership
Similar to the Smith and Smoll model discussed previously, Chelladurai's model posits that leader effectiveness in sport will vary depending on the characteristics of the athletes and constraints of the situation (see figure 9.2 on page 212). ACTUALLY PG 226 LOOK AT IT FOR GOD'S SAKE! antecedents-> leader behavior-> consequences
Antecedents are:
Situational charcterisitics which influence required behavior and preferred behavior, Leader charcteristics which influence actual behavior of leader And member characterisitcs which influence Required behavior and preferred behavior
The situational approach to studying leadership:
These researchers believe Effective leadership is much more dependent on characteristics of the situation than on the traits and behaviors of the leaders in those situations. This argument was based on evidence that organizational leaders often have less power than people think, that differences between candidates who become lead- ers are reduced through selection, and that differ- ences between leaders will be negated by situational demands (Vroom & Jago, 2007). While few contemporary leadership researchers endorse the situational approach in and of itself, it was important in facilitating our understanding of leader- ship because it showed that situational features have a major influence on leader success.
The interactional Approach to studying leadership:
Trait and behavioral approaches emphasize personal factors at the expense of considering the interaction between people and their situational constraints (see chapter 2). Many researchers in industry and general psychology have proposed interactional models of leadership
Using the behavioral approach researchers at Ohio state university developed the Leader Behavior Description Questionnaire to describe how leaders in non-sport fields behave.
Using the questionnaire, the research-ers found that most of what leaders do falls into two categories: consideration and initiating structure. Consideration refers to friendship, mutual trust, respect, and warmth between the leader and subordinates. Initiating structure refers to such behaviors as setting up rules and regulations, channels of communications, procedural methods, and well-defined patterns of organization to achieve goals and objectives. These two categories are distinct but also compatible. For instance, successful leaders tend to score high on both consideration and initiating structure
To use the Cognitive Mediational Mode of Leadership there was a need to objectively assess the actual behavior of coaches in natural field settings, the Coaching Behavior Assessment System (CBAS) was developed.
With this system, several carefully trained observers record the behaviors of the coaches, noting on portable tape recorders the situations in which the behaviors occurred. These behaviors turn out to be either reactive or spontane- ous (see "Categories of Coaching Behavior From the Coaching Behavior Assessment System"). Reactive behaviors are responses to a specific player behavior, as when a coach instructs after an error. Spontaneous behaviors, on the other hand, are initiated by the coach. For example, a coach might yell encouragement to his players as they go onto the field. two-thirds of all observed coaching behaviors were found to be positive, falling into the categories of ■■ positive reinforcement ("You really got down on that ground ball. Keep up the good work."), ■■ general technical instruction ("Keep your head down when you complete your golf swing"), and ■■ general encouragement ("Keep up the good work!").
Cognitive Mediational Model of Leadership:
a theoretical model of leadership behavior (it is interactional) that emphasizes relation- ships among situational, cognitive, behavioral, and individual difference variables. The effects of the coaches behavior are due to the coaches own personal characteristics, which are mediated not only by situational factors but also by the meaning that athletes attribute to those coaching behaviors. IN ESSENCE, players' attitudes toward their coaches and sport experience are affected by their perception and recall of the coaches' behaviors
personal and situational factors (antecedents) that influence leadership
age and maturity (young athletes under 13 prefer less autocratic coaches but older ones over 14 to 17 prefer more autocratic coaches), gender (femaes prefer more democratic coaching than males), nationality, and types of sport and psychological characterisitics (ex: athletes with an external locus of control preferred autocratic coaching behaviors)
good quality of succesful leaders
integrity, flexibility, loyalty, confidence, accountability, candor,preparedness, resourcefulness self-discipline, and patience,
Transformational leadership
occurs when the leader takes a visionary position and inspires people to follow that vision and supportively work with each other to excel. It involves having the ability to motivate and inspire followers to achieve new heights. These are Chella- durai's (2007) leadership guidelines for the pursuit of excellence:pg 228 LOOK AT IT
A manager takes care
of such things as scheduling, budgeting, and organizing, whereas a leader is concerned more with the direction of an organization,
Although the autocratic and consultative-group decision styles are the ones that most coaches prefer,
the choice will still depend on the personality of the coach and the situation
According to Fiedler's (1967) research as he developed his contingency model of leadership (he is an interactionalist
the effectiveness of leadership depends equally on the leader's style of interacting with the group and on the favorableness of the situation. Specifically, Fiedler argued that a task-oriented leader is more effective in either very favorable or unfavorable situations; a relationship-oriented leader is more effective in moderately favorable situations. Highly skilled players just need a coach with a relationship oriented style, while unskilled players need the firm leadership of a coach with a task oriented style. The effectiveness of an individual's leadership style stems from matching the style to the situation.
Leadership is
the process whereby an individual influences a group of individuals to achieve a common goal
A leader should be sensitive to the specific situation and environment. Leaders need to consider several situational factors that are relevant to planning for effective leadership in sport
■ Is the sport a team or an individual sport? Teamsport athletes typically prefer more autocratic leaders than do individual-sport athletes. ■■ Is it an interactive (e.g., basketball) or coactive (bowling) sport? Interactive-team athletes prefer more task-oriented leaders than do coactive team athletes. ■■What is the size of the team? As the group size increases, it becomes more difficult to effectively use a democratic leadership style. ■■How much time is available? When little time is available, a task-oriented leader is more desirable. ■■Does the group have a particular leadership tradition? A group that has a tradition with one style of leadership will typically have difficultychanging to another style of leadership.
Five primary styles of decision making are used in sport by coaches:
■■ Autocratic style. The coach solves the problem herself using the information available at the time. ■■ Autocratic-consultative style. The coach obtains the necessary information from relevant players and then comes to a decision. ■■ Consultative-individual style. The coach consults the players individually and then makes a decision. The decision may or may not reflect the players' input. ■■ Consultative-group style. The coach consults the players as a group and then makes a decision. The decision may or may not reflect the players' input. ■■Group style. The coach shares the problem with the players; then the players jointly make the decision without any influence from the coach.
