A. A leader is one or more individuals who influence groups
toward reaching goals. These goals may
include performance or task goals, or cohesion or group maintenance and support
goals.
Vision: Leaders
are closely involved in helping to develop an overall vision, or group mission,
or game plan. They are concerned with
movement in a certain direction. By
contrast, managers deal with short-term planning, budgeting and finance,
resource allocation, staffing and recruitment.
Most of what leaders
do can be group into two main activities: providing the structure/direction to
accomplish goals
Providing the climate
so that people feel good rapport with leader and good climate in the
group. Leaders can be task-oriented,
relationship-oriented, or engage in both activities.
B. Leaders are almost always chosen. Sometimes they are appointed by someone in authority. Sometimes they emerge from the group either
because of their skills or the specific situation.
C. Other theories either stress the cyclical nature of group
development or that development may change as a function of environmental
demands
D.
Approaches to studying leadership.
Trait approach: there are
characteristics and personality traits common to all leaders and they will lead
in all situations
Intelligence
Assertiveness
Independence
Self-confidence
Behavioral approach: leadership refers to specific and learned
behaviors.
Interactional approach: The effectiveness of traits and behaviors is
determined by the leadership situation.
Leaders engage in different styles and people can change styles from one
time or situation to another.
Situational characteristics
Size of the group or team
How much interaction is required?
How much time is available?
With what leadership style is the
group comfortable?
E.
Fiedler’s (1967) contingency model:
the effectiveness of leadership depends equally on leadership style and
the favorableness of the situation to this style.
The exceptional leader is flexible
enough to recognize when a particular leadership style or approach is required
The key is the match between the leader’s
or coach style and what the players need or want
When players are more highly skilled,
and task-oriented, a leader (e.g., coach) who is more relationship-oriented may
be more successful. When players are
less skilled, young, etc. a more task-oriented
leader may be more successful.
F.
Chelladurai developed
the Multidimensional Model of Sport Leadership that emphasizes: the situation,
aspects of leaders, and aspects of team members (what they prefer).
Developed also the Leadership
Scale for Sports.
The scale has five
dimensions:
Emphasis on training
and instruction
Emphasis on
democratic decision-making (participatory) style
Emphasis on
autocratic decision-making (nonparticipatory) style
Emphasis on social support and motivation
Emphasis on giving positive feedback (praise) contingent on
performance
Some coaches can blend autocratic and democratic
styles. Others can consult with
individuals or teams before making a decision.
G.
Effective sport leadership varies based on a number of
factors such as
The age of athletes
The gender of athletes
The personality, desires, or expectations of athletes
The sport itself