Leadership Behaviors in Sport: A Theoretical Model and Research Paradigm<sup>1</sup>

Smoll, Frank L.; Smith, Ronald E.

doi:10.1111/j.1559-1816.1989.tb01462.x

Cited by 239 publications

(197 citation statements)

References 59 publications

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“…An important key of a successful collaboration was the interaction between the coach and the players. The crucial role of the coach is emphasized in the meditational model of leadership in sport (Smoll & Smith, 1989).…”

Section: Discussionmentioning

confidence: 99%

Expertise in soccer teams: A thematic inquiry into the role of Shared Mental Models within team chemistry

Gershgoren

Basevitch

Filho

et al. 2016

Psychology of Sport and Exercise

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Aims:The purpose of the current study was to establish a conceptual framework of team chemistry components in sport with an emphasis on Shared Mental Models (SMM).Method: Elite soccer coaches (n = 6) and players (n = 3) were interviewed using a semistructured interview guide. An inductive thematic analysis was employed to analyze the data.Results: Four themes related to team chemistry components were identified: (1) members' characteristics (i.e., demographic data, on-field characteristics, and member's ego), (2) coachplayers interactions (i.e., professional interaction and emotional intelligence of coaches), (3) interactions among the players (i.e., professional understanding, efficacy beliefs, team cohesion, players' emotional intelligence, team roles, and goals), and (4) interactions with environmental factors (i.e., owners, management, fans, and media). Conclusions:The cognitive components of the team chemistry model were clustered to establish a conceptual framework of SMM. Furthermore, the cognitive-affective-social-behavioral linkage of team chemistry and athletic performance is examined in light of the emerged model and conceptual framework. Implications and future directions are also discussed. Expertise in Soccer Teams: A Thematic Inquiry into the Role of Shared Mental Models within Team ChemistryIndividuals frequently collaborate to enhance their team's performance (Colin, 2003). Such collaborations have been acknowledged as especially important in situations in which a broader knowledge foundation and different skills are necessary for efficient decision-making (Kellermanns, Floyd, Pearson, & Spencer, 2008). In their conceptual framework on expert teams, Eccles and Tenenbaum (2004) emphasized social (e.g., communication) and cognitive (e.g., shared cognitions) components to be crucial for reaching coordination in the pursuit of superior Team Chemistry 3 collective performance. Specifically, the concepts of teamwork and taskwork knowledge have been proposed to underlie team coordination (Cannon-Bowers & Salas, 1998;Klimoski & Mohammed, 1994;Mclntyre & Salas, 1995). Teamwork knowledge refers to implicit knowledge of actions made by other teammates. Taskwork knowledge centers on the team member's knowledge pertaining to the performance requirements of a specific role in the team (Mohammed, Ferzandi, & Hamilton, 2010). Eccles and Tenenbaum (2004) have exemplified the application of taskwork and teamwork knowledge in sports such as football, and the differences between them. Accordingly, taskwork was represented by the quarterback's ability to execute a pass that reaches its targeted destination in space and time. Yet, to complete the task successfully, the quarterback depends on teamwork (e.g., teammates blocking the defensive line from reaching him, the running back faking receiving the ball, and other potential receivers distracting the opponents from identifying the real target). As players transfer teams, their taskwork knowledge mostly holds. Nevertheless, new teamwork elements of the task ...

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Section: Discussionmentioning

confidence: 99%

Expertise in soccer teams: A thematic inquiry into the role of Shared Mental Models within team chemistry

Gershgoren

Basevitch

Filho

et al. 2016

Psychology of Sport and Exercise

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“…Although a range of sport-specific models of leadership have been proposed-in particular, the Multidimensional Model of Leadership [136] and the Mediational Model of Leadership Behavior [137]-more recent work has focused on the importance of transformational leadership [138][139][140][141][142][143], with its distinct emphasis on the leader-follower relationship. Yet despite the promise that transformational leadership might hold for sport-e.g., in advancing beyond simple transactional or exchange theories of leadership-critics have questioned both its focus on charismatic leadership [144] and its rather vague theoretical underpinnings [145].…”

Section: Social Identity Is the Basis For Sports Group Leadershipmentioning

confidence: 99%

A Social Identity Approach to Sport Psychology: Principles, Practice, and Prospects

et al. 2015

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Drawing on social identity theory and self-categorization theory, we outline an approach to sport psychology that understands groups not simply as features of sporting contexts but rather as elements that can be, and often are, incorporated into a person's sense of self and, through this, become powerful determinants of their sport-related behavior. The underpinnings of this social identity approach are outlined, and four key lessons for sport that are indicative of the analytical and practical power of the approach are presented. These suggest that social identity is the basis for sports group (1) behavior, (2) formation and development, (3) support and stress appraisal, and (4) leadership. Building on recent developments within sport science, we outline an agenda for future research by identifying a range of topics to which the social identity approach could fruitfully contribute. Key Points• We outline a social identity approach to sport psychology based upon social identity and self-categorization theories.• We argue that this approach has the potential to make a significant, unique, and powerful contribution to the analysis of an array of phenomena and behaviors that are at the heart of sport and sport psychology.• In particular, the approach offers a comprehensive analysis of the ways in which individual psychology both structures, and is structured by, the dynamics of group life; this involves seeing groups not simply as features of sporting contexts but rather as elements that can be, and often are, incorporated into a person's sense of self and, through this, become powerful determinants of their sport-related behavior.

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“…Sport psychology has paid considerable attention to understanding the 35 interpersonal dynamics between coaches and athletes or members through theoretical models 36 involving coach and athlete leadership (e.g., Chelladurai & Saleh, 1980; Fransen, 37 Vanbeselaere, De Cuyper, Vande Broek, & Boen, 2014), coaches' behaviours (Mageau & 38 Vallerand, 2003;Smoll & Smith, 1989), coach-athlete relationship (Jowett & Felton, 2014), 39 communication/relationship strategies (Rhind & Jowett, 2010), collective efficacy (Short, 40 Sullivan, & Feltz, 2005), and team cohesion (Carron, Widmeyer, & Brawley, 1985). 41…”

Section: Introductionmentioning

confidence: 99%

Conflict among athletes and their coaches: what is the theory and research so far?

Wachsmuth

Jowett

Harwood

2016

International Review of Sport and Exercise Psychology

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4Although social and personal relationships are vital for productivity, health and wellbeing, 5 conflict is inevitable and is likely to cause upset and hurt feelings as well as anxiety and 6 distrust (e.g., Jowett, 2003). Despite the potentially central role of interpersonal conflict in 7 sport, researchers have yet to pay concerted attention to exploring the nature of conflict, its 8 antecedents and consequences. Following a thorough literature search 80 research papers 9were identified, of which only a small number (6) studied interpersonal conflict directly, most 10 captured dysfunctional interpersonal processes such as breakdown of communication. The 11 current review aims to provide a critical summary of the existing literature around the 12 psychological construct of interpersonal conflict, including its antecedents, management 13 strategies and outcomes within the context of coach-athlete relationships as well as other 14 relational contexts in sport. Based on the relevant literature, a framework of interpersonal 15 conflict is proposed, which includes a specific focus on a key dyad within sport coaching -16 namely the coach-athlete dyad. Future research directions and potential practical implications 17 for sport psychology consultants, coach educators, coaches and athletes as well as other 18 stakeholders are discussed. In high level sports where the stakes are high, outcomes unpredictable, and emotions 26 heightened, effective communication and appropriate behaviour may become challenging and 27 conflict can be provoked. Sport offers potential for conflict that can transpire as parental 28 over-or under-involvement in their child/athlete's participation, administrators' excessive 29 expectations of coaches, disagreements about team selection, power struggles between 30 teammates or athletes and their coaches, disagreements about training procedures (e.g., 31workload, goals, techniques) or even coaches' interferences in athletes' personal life (e.g., 32lifestyle, significant others). 33Despite its prevalence, it is surprising how little we know about interpersonal conflict 34 within sport. Sport psychology has paid considerable attention to understanding the 35 interpersonal dynamics between coaches and athletes or members through theoretical models 36 involving coach and athlete leadership (e.g., Chelladurai & Saleh, 1980; Fransen, 37 Vanbeselaere, De Cuyper, Vande Broek, & Boen, 2014), coaches' behaviours (Mageau & 38 Vallerand, 2003;Smoll & Smith, 1989), coach-athlete relationship (Jowett & Felton, 2014), 39 communication/relationship strategies (Rhind & Jowett, 2010), collective efficacy (Short, 40 Sullivan, & Feltz, 2005), and team cohesion (Carron, Widmeyer, & Brawley, 1985). 41Nonetheless, there is dearth of research that explores interpersonal conflict among coaches, 42 athletes and teammates. Subsequently, this scoping review aims to examine the extant 43 literature with two central aims: a) to forward a definition of interpersonal conflict in sport 44 and b) to propose a conc...

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Leadership Behaviors in Sport: A Theoretical Model and Research Paradigm¹

Cited by 239 publications

References 59 publications

Expertise in soccer teams: A thematic inquiry into the role of Shared Mental Models within team chemistry

Expertise in soccer teams: A thematic inquiry into the role of Shared Mental Models within team chemistry

A Social Identity Approach to Sport Psychology: Principles, Practice, and Prospects

Conflict among athletes and their coaches: what is the theory and research so far?

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Leadership Behaviors in Sport: A Theoretical Model and Research Paradigm1

Cited by 239 publications

References 59 publications

Expertise in soccer teams: A thematic inquiry into the role of Shared Mental Models within team chemistry

Expertise in soccer teams: A thematic inquiry into the role of Shared Mental Models within team chemistry

A Social Identity Approach to Sport Psychology: Principles, Practice, and Prospects

Conflict among athletes and their coaches: what is the theory and research so far?

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Product

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Leadership Behaviors in Sport: A Theoretical Model and Research Paradigm¹