Multidimensional Model Of Leadership Research Articles

Perception of coach leadership style as a predictor of team cohesion in elite women’s touch rugby

Coach leadership style can hold a bearing on the development of a cohesive and integrated team, which can influence performance goals. Cohesion, as explored in Chelladurai’s Multidimensional Model of Leadership (MML), is defined as the ability for a team to remain united in the pursuit of shared goals (Burke et al., 2014, In Beauchamp & Eyes (Eds.) Group Dynamics in Exercise and Sport Psychology (pp. 213). Taylor & Francis). To date, numerous studies have explored the impact of coach leadership styles on team cohesion, typically inferring detrimental effects of autocratic leadership styles. However, there is limited research conducted with an elite female sample, particularly in amateur international competition settings. Therefore, the purpose of the study was to assess the relationship between perceived leadership behaviour and team cohesion within the Scotland women’s team at the European Touch Rugby Championships in 2022. Accordingly, it was hypothesised that: H1 Leadership behaviours of training and instruction, social support, positive feedback and democratic leadership would be positive predictors of task cohesion, and H2 Autocratic leadership behaviour would be negative predictors of both social and task cohesion. After securing institutional ethical approval (Ref: 33249-A-Nov/2023-47988-1) and permission from the board of Scottish Touch Association, members of the Scotland Women’s team competing at the European Championships in 2022 were contacted to take part in the study (N= 15). Participants completed the Leadership Scale for Sports (LSS) that assessed coach leadership behaviours and the Group Environment Questionnaire (GEQ) that assessed cohesion. Data were checked for univariate outliers and the Mahalanobis test revealed no multivariate outliers. Skewness and kurtosis established normality and multiple regression analyses was used to predict cohesion from the five LSS subscales. Overall, no significant results were found for ATGT (F5, 9 = 0.56, P > 0.05), ATGS (F5, 9 = 1.27, P > 0.05), GIT (F5, 9 = 0.66, P > 0.05), and GIS (F5, 9 = 0.70, P > 0.05). In conclusion, athlete perceived leadership did not predict team cohesion, but the direction of relationships between factors partially aligns with previous research and indicates that research with a larger sample of female elite athletes is warranted under non-retrospective conditions. Further research with female samples has the potential to provide insights into the intricate relationship between leadership and cohesion, which could improve performance for elite female teams.

Recommendations for Effective Coaching Practices: A Case Study using the Multidimensional Model of Leadership as a Guiding Framework

Universities, sport governing bodies, and industry associations have employed coach development programs to remedy gaps that coaches experience in their job preparation. The purpose of this article is to report on a single-participant case study that investigated the applicability of one popular theory used in coach development programs: the multidimensional model of leadership (MDML). A key tenet of MDML is that athletes will experience positive gains in their performance and performance satisfaction when coached in their preferred way. Research testing the MDML has produced a nearly universal list of athlete-preferred coaching behaviors (e.g., democratic coaching styles are highly valued). The present case study explored the extent such a list held true for one collegiate athlete during her playing days. A structured telephone interview was used. The participant’s responses were analyzed using discourse analysis. The results of the discourse analysis were synthesized with findings from the research literature used to compose the interview questions (i.e., a critical interpretive synthesis). Findings from the present study indicated there was general agreement between the research-generated list of athlete preferences and the participant’s own preferences as a collegiate athlete. Yet, findings of the investigation also revealed nuances in how situations (e.g., injuries, athlete empathy towards coaches) may influence/explain an athlete’s choice in coaching preference. Namely what is preferred, and preference order, is not static. This study provides coaches with a tangible example of how theory connects to athlete experiences. Key findings are discussed as an educational tool for coaching preparation, including their application to future coach development programs.

LaVell Edwards: A Transformational Leader

The purpose of this article is to use transformational leadership theory to analyze and define the leadership style of legendary BYU football coach LaVell Edwards. This article will introduce a brief history of leadership theory in sport, including the development of Chelladurai’s 1993 Multidimensional Model of Leadership. Then, the article analyzes the transformational behaviors and characteristics of Edwards, using the coaching philosophy outlined in his professional memoir LaVel: Airing it Out, as well as other sources that highlight the essential elements of his leadership style.

La relación entre el tipo de liderazgo de los entrenadores de remo de banco fijo, el número de regatas remadas y la satisfacción de sus deportistas

Las regatas de traineras son una modalidad deportiva que se desarrolla en mar abierto. El objetivo de este estudio fue examinar la relación existente entre el liderazgo de los entrenadores en remo de banco fijo y la satisfacción de los deportistas, a lo que se añade la participación de los remeros como covariable. Cuatro equipos con un total de 66 remeros de élite (edad: 28.0 ± 5.5 años) y sus cuatro entrenadores (edad: 36.1 ± 1.1 años) tomaron parte en este estudio. Para valorar el liderazgo ejercido por los entrenadores y su relación con la satisfacción de los deportistas, la adaptación al castellano de la Escala de Liderazgo en el Deporte (Leadership Scale for Sports-LSS) fue utilizada en dos de sus versiones (preferencias y percepciones) y la traducción al castellano de la Escala de Satisfacción de los Deportistas (Athletic Satisfaction Questionnaire-ASQ). Además del liderazgo, que obtuvo relaciones estadísticamente significativas con los factores de satisfacción tomadas en su conjunto (p=>.001), y con numerosas dimensiones de la escala, el número de regatas también mostró asociaciones estadísticas con la satisfacción general de los remeros (p=.018). Los datos obtenidos confirman la hipótesis de la congruencia planteada en el Multidimensional Model of Leadership (MML) y dada las diferencias de liderazgo halladas surge la necesidad de futuras intervenciones de mejora de los entrenadores en esta especialidad deportiva.

Liderança e Satisfação no Esporte Escolar: Teste da Hipótese da Congruência do Modelo Multidimensional de Liderança

Resumo O Modelo Multidimensional de Liderança tem sido a abordagem teórica mais utilizada nos estudos de liderança no esporte. Segundo a sua principal proposição, conhecida como hipótese da congruência, quando os atletas percebem que o seu treinador apresenta o comportamento que eles preferem em um determinado contexto, o desempenho e a satisfação são maximizados. Contudo, os estudos que testaram a hipótese da congruência não confirmaram a sua validade. Além disso, a maior parte das investigações utilizou amostras de atletas adultos, fato que dificulta a transferência dos resultados para outros subgrupos populacionais. Nesse sentido, o presente estudo teve como objetivo testar a hipótese da congruência em uma amostra de atletas escolares. A amostra foi composta por 466 atletas com idade média de 16,16 (DP = 0,79), que responderam um questionário sociodemográfico, a Escala de Liderança no Esporte (versões preferência e percepção) e o Questionário de Satisfação do Atleta (versão liderança). A análise da consistência interna e análise fatorial confirmaram a validade psicométrica dos instrumentos. Os resultados das análises de regressão suportam parcialmente a hipótese de que a satisfação dos atletas é dependente da congruência entre o comportamento do treinador percebido e preferido pelos atletas.

The Relationships between Coaches’ Leadership Styles, Competitive State Anxiety, and Golf Performance in Korean Junior Golfers

Abstract The purpose of this study was to determine whether Korean junior golf coaches’ leadership styles affect athletes’ competitive state anxiety before a game as well as their performance. In the Multidimensional Model of Leadership (MML), Chelladurai and Saleh (1980) identified five aspects of leadership behavior in coaching: training/instruction, democratic behavior, autocratic behavior, social support, and positive feedback. A survey was conducted with junior golfers participating in the 23rd Korean National Middle and High School Championship. Data from 216 questionnaires were used in the analysis. Multiple regression analyses were run on the data, revealing the following results. First, training/instruction and social support of coaches decreased cognitive anxiety before the game, whereas autocratic behavior increased it. Second, training/instruction and positive feedback of coaches increased self-confidence before the game. Third, training/instruction of coaches increased golf performance, whereas autocratic behavior decreased it. Finally, cognitive anxiety of golf athletes was found to reduce golf performance, whereas self-confidence increased it. Consequently, this study may deliver sport administrators and parents with understanding of how coaches’ leadership styles could influence on junior golfers’ psychological state and golf performance.

Relationship Between Collegiate Athletes’ Psychological Characteristics and Their Preferences for Different Types of Coaching Behavior

This study was based on Chelladurai’s (1978, 2001, 2007) Multidimensional Model of Leadership and was designed to determine whether athletes’ preferred coaching behavior would vary as a function of their psychological characteristics. Study participants (N = 195 collegiate athletes) completed questionnaires to assess their sport anxiety (SAS), motivational orientation (SMS), as well as their preferred coaching styles (LSS) and feedback patterns (CFQ). Canonical correlation procedures revealed that athletes who were high in self-determined forms of motivation and in somatic trait anxiety preferred coaches who exhibited a democratic leadership style and who provided high amounts of training, social support, and positive and informational feedback while athletes who were high in amotivation indicated a preference for coaches who exhibited an autocratic style and who provided high amounts of punishment-oriented feedback. In addition, high cognitive sport anxiety was linked to greater preference for high frequencies of positive and informational feedback and lower preference for punishment-oriented feedback.

Organizational Citizenship Behavior in Sport: Relationships with Leadership, Team Cohesion, and Athlete Satisfaction

The purpose of this study was to introduce the construct of organizational citizenship behavior (OCB; Organ, 1988) into the sport psychology literature and examine its utility in sport. Based upon OCB research in the organizational literature, the Multidimensional Model of Leadership (MML; Chelladurai, 1978), the conceptual framework of team cohesion (CFC; Carron & Hausenblas, 1998), and a model of athlete satisfaction (MAS; Chelladurai & Riemer, 1997) were selected as theoretically sound antecedents to be associated with OCB in sport. A total of 193 student-athletes from a large Division I university and a smaller Division III university representing a variety of sports participated in the study. Results of the study provide preliminary evidence for OCB as a unique and meaningful construct in sport and support many of the predictions hypothesized in the MML, CFC, and MAS. Results are discussed in the context of previous literature as well as theoretical, research, and practical implications.

Leadership Behavior in Dance: Application of the Leadership Scale for Sports to Dance Technique Teaching

In response to the paucity of actual data on leadership behavior in dance technique teaching, this study, with reference to Chelladurai s Multidimensional Model of Leadership, aimed to define factors that may influence the dance teacher-student relationship and promote an effective learning process in dance technique teaching. The Leadership Scale for Sport Questionnaire (LSS) was administered in three versions to 14 dance teachers and 53 of their undergraduate students to measure leader behaviors in five dimensions: Training and Instruction, Democratic Behavior, Autocratic Behavior, Social Support and Positive Feedback. Discrepancy scores were calculated to compare differences in teachers’ and students’ perceptions as well as differences between students’ perceptions and preferences. Statistical analyses (five one-way and five two-way between group analyses of variance with Tukey's Honestly Significant Difference post-hoc tests) were computed to provide data on, respectively, the relationships between teachers’ perceptions of their own behavior, students’ perceptions of teaching behavior and students’ preferences for teaching behavior as well as the effect of dance style and student gender on preferences for teacher behavior. Significant differences (p < .05) were found between the three groups in Training and Instruction, Democratic Behavior, Autocratic Behavior and Positive Feedback, but not in Social Support (p > .05). There were no significant main effects for gender (p > .05) or dance style (p > .05) in any dimension, and interaction effects also did not reach significance (p > .05). The reliability coefficients (Cronbach's alpha) in this study were not consistent with those reported in other sports studies using the LSS, and the suitability of the LSS as an instrument for observing teaching behavior in dance was questioned. Limitations of the study were identified and recommendations made for future research in leadership behavior in the context of dance training.

핸드볼 팀의 리더십 행동과 집단 응집성 및 수행인지의 관계

Based on Celladurai`s(1978) multidimensional model of leadership and Carron`s(1982) conceptional model of group cohesion, this study examined the relationships between leadership behavior, group cohesion and perceived performance. The subject consisted of 410(Female＝231, male＝179) players who were elected on schools and colleges, club team by sampling. The statistical techniques used for the analysis of this study were ANOVA and Multiple Regression. The results of the study were as follows： 1. College players was highest of all the handball players in the group-task cohesion and group-social cohesion. 2. The cheap player was higher than the substitute player in the social cohesion. 3. Perceived team performance was difference in sex, school group, and career of team member. 4. Perceived individual performance was difference in player level and career of team member. 5. When the leader emphasized training and instruction behavior, the team increased group-social, group-task and individual-task cohesion. 6. When the leader emphasized democratic and social support behavior, the team increased individual task and group task cohesion.

Leadership and Satisfaction in Tennis: Examination of Congruence, Gender, and Ability

The study investigated: (a) the congruency hypothesis, and (b) the member characteristics hypotheses relating to ability and gender, of Chelladurai's (1978) Multidimensional Model of Leadership. One hundred forty-eight tennis players (77 women) competing at the NCAA Division I and II Tennis Championship level participated in the study. Results indicated athlete satisfaction (Athlete Satisfaction Scale; Riemer & Chelladurai, 1998) was not dependent on the congruence between preferred and perceived leadership behavior. Other results indicated that an athlete's level of ability did affect preferences for leadership behavior. Further, while athlete gender was responsible for some variance in preferences for autocratic behavior and positive feedback behavior, the gender of the athlete's coach had a significant effect on the athlete's preferences for social support behavior.

Relationships among Coach Burnout, Coach Behaviors, and Athletes’ Psychological Responses

The purpose of the present study was to examine the relationship among coach burnout, coaching behaviors, and athletes’ psychological responses using Chelladurai’s (1980, 1990) multidimensional model of leadership as a theoretical framework. Two questions were addressed: (a) Do coaches who vary in level of burnout differ in the behaviors athletes perceive they exhibit? (b) Are coaching behaviors related to athletes’ enjoyment, perceived competence, anxiety, and burnout? A sample of 193 female soccer players and 15 head coaches of high school teams completed measures of the constructs of interest. Coaches higher in emotional exhaustion were perceived by their teams as providing less training and instruction and social support and making fewer autocratic and greater democratic decisions. For the second question, athletes’ perceptions of greater training and instruction, social support, positive feedback, democratic decisions, and less autocratic style were related to more positive (i.e., perceived competence, enjoyment) and less negative (i.e., anxiety, burnout) psychological outcomes.

The Relationship Between Leadership Behaviors and Group Cohesion in Team Sports

The relationship between leadership behaviors and team cohesion among baseball and softball players at two school levels was analyzed in relation to predictions based on Chelladurai and Carron's (1978) Multidimensional Model of Leadership (MML). Athletes (n = 307) completed the perceived and preferred versions of the Leadership Scale for Sports (LSS) and the Group Environment Questionnaire (GEQ). Athletes' coaches (n = 23) completed the self-perceived version of the LSS. Task and social cohesion were assessed in relation to the scales of the three individual versions of the LSS and in relation to two types of discrepancy scores: value and perceptual. Although the concept of discrepancy is prominent in MML theory, the perceptual discrepancy score represents an innovation. Results indicated that, in general, team cohesion was most strongly related to the perceived LSS version and the perceptual discrepancy scores.

Leadership and Satisfaction in Athletics

This study investigated (a) the differences between the offensive and defensive personnel of football teams in preferred leadership, perceived leadership, and satisfaction with leadership, and (b) the relationships among preferred and perceived leadership, their congruence, and satisfaction with leadership. The study employed hierarchical regression procedures to test the congruence hypothesis derived from the multidimensional model of leadership. The results showed that defensive players preferred and perceived greater amounts of democratic behavior, autocratic behavior, and social support than did offensive players. Also, the congruence of preferred and perceived leadership in the dimension of social support was critical to enhancing member satisfaction. On the other hand, perceived leadership (i.e., the actual behaviors) in training and instruction as well as positive feedback were stronger determinants of satisfaction with leadership than either the preferred leadership or the congruence of preferred and perceived leadership in these dimensions.

The Effects of Personality and Perceived Leader Behaviors on Performance in Collegiate Football

The present study used a multidimensional model of leadership (Chelladurai & Carron, 1978) to examine the influence of personality traits and perceived leader behaviors on performance in collegiate football. Collegiate football players (N = 272) from three southeastern United States universities were administered Cattells Sixteen Personality Factor Questionnaire and the Leadership Scale for Sports and were subsequently grouped into three athletic performance categories (regulars, substitutes, and survivors). Regression analyses indicated that personality traits and leader behaviors taken together contribute significantly to the prediction of performance. Players who were more group dependent, tough-minded, extroverted, emotionally stable and who perceived their coach as offering more training and instruction, having a democratic decision style, being more socially supportive, and offering more positive feedback were associated with higher levels of performance, whereas players who perceived their coach as having an autocratic decision-style were associated with lower levels of performance.