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Sport Psychology(psy407)

Lesson 38

LEADERSHIP IN SPORT

Theories of Leadership

Early interest in leadership centered on the traits or abilities of great leaders. It was believed that great

leaders were born and not made. Leadership traits are relatively stable personality dispositions such as

intelligence, aggressiveness, and independence. Leadership behaviors have to do with the observed behavior

of leaders and have little to do with their personality. Traits found in all successful leaders are referred to as

universal traits, as opposed to situational traits. Situational traits and situational behaviors are those traits

and behaviors that may help make a leader successful in one situation but are of little value in another.

Universal Trait Theories of Leadership

Trait theory has its origin in the "great man" theory of leadership, which suggests that certain great leaders

have personality traits and personality characteristics that make them ideally suited for leadership.

Supporters of trait theory believe that successful leaders have certain personality characteristics or leadership

traits that make it possible for them to be successful leaders in any situation.

Universal Behavior Theories of Leadership

Shortly after World War II the focus in leadership research turned from universal traits to universal

behaviors of successful leaders. It was believed that successful leaders had certain universal behaviors. Once

theses universal behaviors were identified, they could be taught to potential leaders everywhere. This

approach to leadership was very optimistic, since anyone could learn to be a successful leader simply by

learning certain predetermined behavioral characteristics. If these universal behaviors could be mastered,

then anyone could be a successful leader. Unlike trait theory, the belief was that leaders are made, not born.

Fiedler's Contingency Theory

Fiedler's contingency theory provides an excellent example of a leadership theory that is situation-specific,

but retains the notion of personality traits. Fiedler's theory is one of many that use the contingency

approach. The contingency approach to leadership suggests that leader's effectiveness is somehow situation-

specific, and that leaders that are effective in one situation may not be in another. In a sense, effective

leadership depends on specific environmental situations. However, Fiedler's theory differs from most

situational theories, since the emphasis is on relatively stable personality traits, as opposed to behaviors.

Thus, a particular personality disposition that seems to be effective in one leadership situation may not be

effective in another.

According to Fiedler (1967), the contingency model of effective leadership posits that the effectiveness of a

group is contingent on the relationship style (personality traits) and the degree to which the situation

enables the leader to exert influence.

Situation-specific behavior theories of leadership

The theories in this section view leadership as a function of the interaction between leader behavior in a

specific situation and the situation itself. In this section we will be discussing two theories:

Path-goal theory

Life cycle theory

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Sport Psychology(psy407)

Path-Goal Theory

The basic proposition of path-goal theory is that the function of the leader is to provide a "well-lighted

path" to assist the follower in achieving goals. This is done by rewarding subordinates for goal attainment,

pointing out roadblocks and pitfalls on the path to success, and increasing the opportunities for personal

satisfaction. For example, if an athlete's goal is to break a school record in the mile run, it is the coach's job

to provide a training program that is rewarding and enables the athlete to accomplish this goal.

Life Cycle Theory

Life cycle theory places the emphasis in leadership behavior on the subordinates and not on the leader. The

appropriate combination of task and relationship behavior depends on the maturity of the follower.

Coach-Athlete Compatibility

An important factor linked with leader effectiveness is coach-athlete compatibility, or the quality of the

relationship between the coach and the athlete. Compatibility between coach and athlete has been shown to

be an important determinant of team success and satisfaction. In studying coach athlete compatibility,

researchers compare behaviors of effective coach-athlete dyads (pairs) with those of less effective dyads.

Compatible coach-athlete dyads are characterized by good communication and the presence of rewarding

behavior flowing from coach to athlete. Conversely, incompatible coach-athlete dyads are characterized by a

lack of communication and rewarding behavior. In compatible dyads, coach and athlete freely interact with

each other. There is a feeling of mutual respect, an appreciation of each other's roles, and a desire to

communicate honest feelings. Theses feelings are not present in the incompatible dyads. Rather, there is a

feeling of detachment and isolation from each other. Effective and open communication cannot take place

in an environment of exclusion. Quality interaction, communication, and respect between coach and athlete

lead to athlete satisfaction and improved performance.

Player Position, Leadership Opportunity, and Stacking

Playing Position and Leadership Opportunity

Investigations show that athletes who play in certain central positions on the playing field benefit from

greater leadership opportunity. For example, in cricket, a wicketkeeper will probably have greater leadership

opportunities than a person fielding at the boundary.

Playing position and stacking

Stacking refers to the disproportionate placement of blacks or minorities into positions of low centrality

relative to task dependence and propinquity. If stacking does occur in sport, African Americans should be

underrepresented in positions of high centrality. Studies of centrality and racial segregation have shown that

minority players are underrepresented in central positions, where opportunities for leadership are greatest.

References

Cox, H. Richard. (2002). Sport Psychology: Concepts and Applications. (Fifth Edition). New York:

McGraw-Hill Companies

Lavallec. D., Kremer, J., Moran, A., & Williams. M. (2004) Sports Psychology: Contemporary Themes. New

York: Palgrave Macmillan Publishe

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