Week 3 Flashcards

(53 cards)

1
Q

Where does leadership fit on the course map?

A

Team structure

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2
Q

What is leadership?

A

The behavioural processes through which one person influences others towards attaining a goal
- INFLUENCING individuals and groups toward set goals

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3
Q

What has sport research focused on?

A

vast majority has focused on the coach/management and less on the athletes

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4
Q

Athlete leadership

A

An athlete occupying a formal or informal role within a team, who influences a group of team members to achieve a common goal
- sometimes influence decisions their coach is making
***not enough to be named a leader, must have some sort of influence over others

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5
Q

How are leaders differentiated?

A
  1. Roles (motivating? scoring?)
  2. Formality (C on jersey)
  3. Traits/attributes/behaviours
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6
Q

Two major roles of all leaders (Bales and Slater)

A

1.The task (instrumental)
- responsibility to task, work towards achieving those root level goals
2. The subordinates/social (expressive)
- responsibility towards team needs and success

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7
Q

Overlap between instrumental and expressive leadership

A

there is some overlap, doesn’t need to be one or the other
- athlete leaders who are both scoring goals and responding to their team needs (have social relationships)

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8
Q

What did Rees and Segal say about the roles of a leader?

A

The best leaders have a combination of the task and subordinates

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9
Q

Three main roles of leaders (Loughead)

A
  1. Task leaders
  2. Social leaders
  3. External leaders
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10
Q

External leaders

A

people good outward facing
- media, responsible for community engagement, acting on behalf of the team but not in the task or social ways
- informal leaders

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11
Q

Types of informal leaders (Cope et al)

A
  1. Non-verbal
  2. Verbal
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12
Q

Non-verbal informal leaders

A

Leads by example, hard work, dedication

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13
Q

Verbal informal leaders

A

Leads on and off field verbally

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14
Q

Fransen’s et al’s 4-role categorization

A

On field
1. Task leader
2. Motivational leader
Off field
3. Social leader
4. External leader
***any leader falls into these 4 categories

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15
Q

Task leader

A
  • in charge on field
  • helps team focus on goals and in tactical decision making
  • gives advice during games and adjusts them
    ***the one calling the shots, can rely upon scoring goals
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16
Q

Motivational leader

A
  • biggest motivator on field
  • encourages teammates
  • puts heart into players who are discouraged
  • steers emotions on the field in the right direction to perform optimally as a team
    ***coach often relies on them for bringing inspiration
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17
Q

Social leader

A
  • promotes good relations with team
  • cares for a good team atmosphere (dressing room)
  • assists with conflict besides the field
  • good listener and trust by teammates
    ***drives team culture, group chats, team dinners
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18
Q

External leader

A
  • link between the team and people outside
  • representative of team towards club management
  • communication with media or sponsors
  • communicate guidelines of the club management to team
    ***person speaking on behalf of the teams
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19
Q

What has increased fulfilment of the 4-role leadership categorization shown?

A
  • higher confidence
  • identity
  • final ranking
    ***the more people we have serving these roles, the better
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20
Q

Social network analysis study findings

A
  • the more athletes within each category, the more cohesion
  • only 2% of athletes found to fulfil all four **
  • only 19% out of 4500 served the 2 out of 4 roles on a team
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21
Q

Main point with the study

A

***More distribution across the 4 roles, the better

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22
Q

Formal leader

A

prescribed or awarded (ie. captains)
- most research done on them

23
Q

Informal leader

A

emerge based on interactions between teammates and the demands of the task
(ie. feedback when they speak up such as listening)

24
Q

Importance of informal leaders

A
  • 44% of athletes indicated that the team captain was not the best leader in any of the four roles
  • 50% of teams indicate best leaders to be the formal ones while 50% suggest they are informal leaders
    ***need to be less formal leaders than informal
25
How many leaders should we have?
ideally 19% of roster would be formal and 66% informal - leadership quantity alone may not be related to team success
26
What are leadership traits?
personality traits that are stable over time
27
Stable leadership traits
- one approach to consider leadership traits - leaders found to be more dominant, ambitious, competitive and responsible ***personality things you carry with you over time
28
What did Moran and Weiss break traits down into?
1. Instrumentality traits 2. Expressive traits
29
Instrumentality traits
- independent - persistent - confident ***geared towards task
30
Expressive traits
- emotional - empathetic - kind - helpful ***geared towards relations with teammates
31
What are leadership attributes?
characteristics that may change over time
32
What are leadership attributes to consider?
- age and tenure (ie. the vets) - major - previous experience and popularity (ex. status) - skill level - good rapport (most important)
33
Good rapport
Need to be well-liked and have good rapport to be a successful leader - playing time, age, team tenure, or sport experience are not the most important, it was the amount the team felt connected to the leader that made the leader successful
34
Type of behaviours
- can be task based (ie.communication) - role modelling (ie. work ethic, controlling emotions) - social based (ie. empathy, caring, trustworthiness)
35
What helps with behaviours?
Strong intrapersonal skills (how well you view yourself) and strong interpersonal skills
36
Most important approach to leadership to consider?
Behaviours
37
Identity leadership athletes…
1. Created 2. Embodied 3. Advanced 4. Embedded ***a sense of us
38
Created
Establishing and demonstrating what it means to be a good teammate (ie. hard work)
39
Embodied
Acted in ways that reinforced being a good teammate
40
Advanced
- prioritizes team interests - supports teammates - contribute to harmony - involve all
41
Embedded
- reinforce and encourage a shared identity of us - demonstrates impresariorship (only used in the context of identity leadership)
42
Why does athlete leadership matter?
- increased satisfaction - increased cohesion - increased performance - increased team confidence - increased team resilience - decreased conflict ***the more high-quality athlete leadership, the better
43
Cultural architects
- the behaviours and characteristics of athlete leaders impact the team environment and set the tone - organizations and coaches need to carefully consider the leadership in their teams ***athlete leaders being described as these
44
Can we develop leadership?
Given that athlete leaders seem to be differentiated based on behaviours, there is support that they are not born, leadership can be taught - most important is behaviours, which we can teach
45
Leadership development intervention example
MHSAA captain’s leadership training program
46
What did they learn from the MHSAA captain’s leadership training program?
- move from lecture to facilitation - emphasize the learning of leadership (ie. its a process) - importance of selecting the right athletes for the program
47
Leadership development program for NCAA Div. 1 vball teams (Voight) stages 1-5
- what is being a leader - personal commitment to the role - self-reflection
48
Leadership development program for NCAA Div. 1 vball teams (Voight) stages 5-10
- plan future behaviours - leadership and team objective consensus - establish formal roles across the teams - begin "being" a leader
49
Leadership development program for NCAA Div. 1 vball teams (Voight) stages 10-15
- process feedback (captain reflections, coach hits and misses, team feedback) - identifying hot spots for potential issues - consistent follow ups, evaluations, debriefs
50
Leadership development program for NCAA Div. 1 vball teams (Voight) challenges and lessons learned
- talking about change vs actually seeing change - ensuring all member contributions are recognized - identifying and using your own leadership style - benefiting from the hits and misses reflective processes of opportunities
51
Leadership development program for NCAA Div. 1 vball teams (Voight) suggestions for improvements
Including more team members than only captains - want more informal than formal leaders
52
Leadership development program with Canadian Female varsity athletes challenges (Duguay, Louhead, Munroe-Chandler)
- being comfortable with engaging in leadership behaviours - following through with leadership behaviours - actually seeing the change that everyone was talking about
53
Leadership development program with Canadian Female varsity athletes suggestions for improvement (Duguay, Louhead, Munroe-Chandler)
- having guest speakers - more team building activities - have more workshops - more team/situation specific