Multidimensional Model of Coach Leadership - Lecture 3 PDF

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Multidimensional Model of Coach Leadership - Lecture 3 -Prof Sophia Jowett...

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Multidimensional Model of Coach Leadership The Multidimensional Model of Coach Leadership (Chelladurai & Carron, 1978) The multidimensional model has integrated, extended and applied popular leadership theories to sport contexts. -

Fielder’s (1967) contingency model of leadership effectiveness.

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Evan’s (1970) and House’s (1971) path-goal theory of leadership.

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Obsorne and Hunt’s (1975) adaptive-reactive theory of leadership.

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Yukl’s (1971) discrepancy model of leadership.

The multidimensional model brings the following together:

- Situation. - Leader. - Members.

The Multidimensional Model of Coach Leadership It consists of the following basic components: -

Leader behaviours.

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Antecedents of leader behaviours.

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Outcomes of leader behaviours.

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Influence of transformational leadership.

Transformational Leadership: 1. Charisma – a quality that makes followers to develop an emotional attachment to the leader. 2. Idealised influence – behaviours that promote a leader’s vision, mission and beliefs. 3. Inspiration – through the leaders’ confidence followers are able to live up to the high expectations the leader sets for them. 4. Intellectual stimulation – the leader creates an environment that nurtures creative and proactive, innovative thinking. 5. Indvidualised consideration – provide one-to-one attention and open channels of communication.

(Bass, 1985; Bass & Aviolo, 1990)

Leadership Scale for Sports (LSS) (Chelladurai & Saleh, 1980) -

Training and Instruction (13 items): Coaching behaviours aims at improving the athlete’s performance by emphasising hard work, instruction of skills, techniques and tactics of the sport, clarifying the relationships among members (instructional behaviours).

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Democratic behaviour (9 items): Coaching behaviours allow greater participation by athletes in decisions pertaining to group goals, practice methods, and game tactics (decision making style) Autocratic behaviour (5 items): Coaching behaviours involve independent decision making and stresses personal authority (decision making style).

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Social support (8 items): Coaching behaviour is characterised by a concern for the welfare of individual athletes, positive group atmosphere and warm interpersonal relationships with members.

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Positive feedback (5 items): Coaching behaviour reinforces an athlete by recognising and rewarding good performance (motivational tendencies).

The LSS can be used to measure: -

Athletes’ preferences for specific coach behaviours.

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Athletes’ perceptions of their coaches’ behaviour.

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Coaches’ perceptions of their own behaviours.

Research: Antecedents 

Individual differences o

Male athletes prefer their coaches to be more autocratic yet more supportive than female.

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Male & Female athletes perceived the female coaches to be more democratic and socially supportive than the male coaches.

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Preferences of athletes for training and instruction (task-oriented) behaviour and social support (relationship oriented) varied with athletic maturity (operationalised in terms of level of competition).

Consequences Satisfaction -

Dwyer & Fischer (1990) found that wrestlers were more satisfied with their coaches if the coaches were perceived to exhibit:

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Higher levels of positive feedback and training & instruction.

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Lower levels of autocratic behaviour.

Social support and democratic behaviour did not contribute to feeling satisfied with coach’s leadership.

Consequences Performance -

Horne and Carron (1985) reported that as perceptions of positive feedback increased, so did athletes’ perceptions of their own level of performance.

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Weiss and Friedrichs (1986) found that perceived social support was the strongest predictor of a team’s win-loss record.

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Serpa et al. (1991) reported that members of the first-place team at the 1988 world championships perceived greater levels of autocratic behaviour, and less positive feedback, social support and democratic behaviour that did players in the last placed team.

Congruence Hypothesis Riemer & Toon (2001) -

Aim: To test the tenet that athletes’ satisfaction is a function of the congruence between the leadership behaviour preferred by athletes and the actual leadership behaviour exhibited. o

148 tennis players (77 women & 71 men).

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LSS preferred and “actual” (perceived) & ASQ (Riemer & Chelladurai, 1998).

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Hierarchical multiple regression analyses employed.

The results did not support the congruence hypothesis that satisfaction is dependent on the congruence between preferred and actual behaviours.

Leadership & Motivation & Commitment -

Athletes with higher IM perceived their coaches to exhibit a leadership style that emphasized training an instruction and high in democratic behavior and low in autocratic behavior. (Amorose & Horn, 2000).

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Over a season, increases in athletes’ level of intrinsic motivation were associated with athletes’ perceptions that their coaches exhibited high frequencies of training and instruction behavior, and low frequencies of autocratic behavior and social support. (Amorose & Horn, 2001).

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Andrew & Kent (2007) found also that sport commitment was associated with coach leadership behaviours.

Leadership & Team Cohesion Westre, K. R., & Weiss, M.R. (1991) -

Coaches who were perceived as engaging in higher levels of social support, training and instruction, positive feedback, and a democratic style were associated with higher levels of task cohesion within their teams.

Gardner and colleagues (1996, 2010). -

Coaches who were perceived as high in training and instruction, democratic behavior, social support, and positive feedback, and low in autocratic behavior, had teams that were more cohesive.

Evaluation: -

Notion of congruence.

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Required, Preferred and Actual behaviours.

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Performance (Outcome).

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Overall model testing.

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Descriptive research.

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Context of coach behaviour.

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University athletes .

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Validity & Reliability of LSS.

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The inclusion of “Transformational Leadership.”

Practical Considerations... -

Effective (actual) coach leadership requires a consideration of coaches required and preferred behaviours. o

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These behaviours are affected by the situation, leader and follower characteristics.

Transformational coach leadership is likely to affect actual, required and preferred behaviours by moderating the situation, followers and coaches’ characteristics.

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Success and satisfaction can be influenced by the leadership behaviours coaches manifest....