Coaches’ Bases of Power: Developing Some Initial Knowledge of Athletes’ Compliance With Coaches in Team Sports

Rylander, Pär

doi:10.1080/10413200.2014.954065

Cited by 18 publications

(7 citation statements)

References 31 publications

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“…In regards to power, studying a person’s behavior to include opinions and attitudes has been done before as with French and Raven (1959) who described social influence as any change in a person’s behavior to include the complicated mix of opinions, attitudes, goals, needs, values, and all aspects of a person’s psychological make-up caused by another person or group. Examining power and understanding the meaning behind it can be further identified by Rylander (2014) which defined power as the ability to influence others. This notion of power and people behavior has arguably been explored according to Hopkinson and Blois (2014) which stated that power theory was developed in response to analyzing the behavioral dimensions of people.…”

Section: Literature Reviewmentioning

confidence: 99%

The way employees are treated predict power feelings

Parmer

Dillard

2019

LODJ

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Purpose The purpose of this paper is to examine the relationship between the perceptions employees have regarding how they are treated in the workplace environment by their current or most recent supervisor, and how this predicted their feelings of power within themselves. The perceptions were measured utilizing the Managerial Leadership Perceptions Questionnaire (MLPQ) created by Parmer (2017). Employee power was measured utilizing the Power Instrument developed by Hinkin and Schriesheim (1989) which stemmed from French and Raven’s (1959) five original bases of power theory to include referent, expert, legitimate, reward, and coercive. Design/methodology/approach The authors collected a sample of 199 participants gathered from Amazon’s Mechanical Turk digital labor pool. Participants completed a survey which measured their managerial perceptions, bases of power, and demographic characteristics. Statistical analysis was used, including a factor analysis, to explore the relationship between managerial perceptions, bases of power, and demographic characteristics. Findings This study demonstrated that there were no significant associations between the demographic associations and personal power. There were significant associations between the demographic associations and position power, managerial perceptions and personal power, managerial perceptions and position power, and managerial leadership style and power. Research limitations/implications Five bases of power were examined in this study to include referent, expert (i.e. personal power), legitimate, reward, and coercive (i.e. position power). There is a sixth power now, information power, as noted by Northouse (2016) that needs to be additionally examined. Self-confidence and empowerment feelings were not technically measured quantifiably in this study but were expected feelings based on what mindsets power can produce within a person. Researching these additional feelings of self-confidence and empowerment and how this relates to follower power is needed moving forward in this research area. Finally, ethnic differences need to be measured moving forward. Practical implications The practical implications of this study show that employees do embody perceptions and attitudes regarding their current or most recent supervisor based on how they are being treated. This, in turn, can affect their own personal feelings of power within themselves and within the overall organization at large. Careers can be affected, both good and bad, organizational cultures can be impacted by both good and bad, workplace assumptions and norms, as well as, workplace relationships can be affected, both good and bad. Social implications The social implications of this study indicated that employees’ perceptions and attitudes regarding their immediate supervisor can create positive or negative feelings toward the supervisor which can, in turn, affect the organization’s culture and workplace environment, both good and bad. Working at an organization is within a social environment that needs to be managed and cultivated appropriately for all parties involved. Originality/value The majority of the prior research examines leader–follower relationships. No prior research has utilized this particular perception and attitudinal model, the MLPQ developed by Parmer (2017), and the five bases of power model developed by Hinkin and Schriesheim (1989) together in one study. This study explored employee managerial perceptions and their feelings of power within the follower–leader dyadic relationship, as opposed to the leader–follower dyadic relationship which has been more commonly reported within the literature.

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Section: Literature Reviewmentioning

confidence: 99%

The way employees are treated predict power feelings

Parmer

Dillard

2019

LODJ

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“…The evolution of coach development has seen coaches at the centre of the process, sometimes seeking to understand the nature of preferred support (i.e., informal or formal; Mallett et al, 2009 ), sometimes considering the evaluation of coaches (i.e., coach behaviours; Cushion, 2010 ) and sometimes even promoting the switch toward a learner -centred process ( Paquette and Trudel, 2018 ). Indeed, recent research has started to consider what coaches need from the consumer (athlete; e.g., Becker, 2009 ), why athletes follow coaches (e.g., Rylander, 2015 ) and who coach development policy should be cascaded to ( Dempsey et al, 2021 ). From this research, it is clear that coach education has proven to be impactful, influencing both the initial and continual training of professional coaches.…”

Section: Introductionmentioning

confidence: 99%

Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment

Collins

Carson

2022

Front. Psychol.

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Coach education is a learner-centred process, which often fails to consider the preferences of the consumer. Historically, research into performers’ experiences of coaching have been influenced by the social constructivism of learning: in short, an expressed preference for what the performer has experienced as determined by their coach, rather than their own personal preferences. Therefore, this research used skateboarding as a natural laboratory in order to explore the current practices and preferences of performers in a coach-free environment. Ninety-one skateboarders from parks in the United Kingdom and New Zealand offered information relating to their current learning practices, how they learnt about learning, and how the top-level performers in their environment were differentiated. Findings suggest that a number of learning tools are used by performers, which are closely aligned with a more traditional, cognitive view of coaching (e.g., demonstration, drills, and error usage). Results also suggest that performers deployed a number of cognitive skills (e.g., imagery, analogy, and understanding) to enhance storage of a movement as an internal representation. Finally, in the absence of formal coaching, performers use their knowledge of learning to appoint informal leaders. Implications for practice are discussed.

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“…The acceptance of exercise and benching as effective strategies by coaches and parents in the current study demonstrates a lack of awareness of the negative implications of these practices. Additionally, the well-documented power held by coaches [ 58 ] often contributes to parental compliance and support of harmful practices, further placing athletes in vulnerable situations [ 59 , 60 ]. The consistent findings with respect to yelling negative comments, in contrast to benching and exercise, may result from the fact that yelling is generally viewed as unacceptable in sectors outside of sport.…”

Section: Discussionmentioning

confidence: 99%

Investigating Sport Stakeholders’ Understanding of Behaviour Management within a Competitive Youth Baseball Team

Gurgis

Kerr

Battaglia

2023

Sports

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The following study employed an instrumental case study to investigate sport stakeholders’ understandings of behavioural management strategies used in competitive youth baseball, including the identification of common strategies and interpretations of these as punishment or discipline. Twenty-one participants, from one competitive (AAA) all-boys baseball team, including three coaches, eleven baseball players, and seven parents, were recruited to participate in an individual semi-structured interview. Interviews ranged between 30 and 150 min, and data were analyzed using reflexive thematic analysis. Several behaviour management tactics were identified, of which exercise, benching and yelling negative comments were most often reported. While participants interpreted excessive exercise and benching as punitive and/or disciplinary approaches to behavioural management, yelling was consistently viewed as punitive. Participants confused punishment and discipline as interchangeable, thus suggesting a lack of awareness regarding developmentally appropriate strategies of behavioural management and highlighting the normalization of certain punitive tactics in youth sport. The results underscore the necessity of imparting knowledge to the sports community regarding age-appropriate behavioural management interventions to foster safe and enjoyable athletic experiences for youth competitors.

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Coaches’ Bases of Power: Developing Some Initial Knowledge of Athletes’ Compliance With Coaches in Team Sports

Cited by 18 publications

References 31 publications

The way employees are treated predict power feelings

The way employees are treated predict power feelings

Show Me, Tell Me: An Investigation Into Learning Processes Within Skateboarding as an Informal Coaching Environment

Investigating Sport Stakeholders’ Understanding of Behaviour Management within a Competitive Youth Baseball Team

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