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Effects of team strength and conditi...

McChalicher, Gary.

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Effects of team strength and conditioning on athlete leadership and team-cohesion.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of team strength and conditioning on athlete leadership and team-cohesion./
Author:	McChalicher, Gary.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	92 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
Contained By:	Dissertations Abstracts International79-10A.
Subject:	Sports Management. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10804771
ISBN:	9780355812015

Effects of team strength and conditioning on athlete leadership and team-cohesion.
McChalicher, Gary.

Effects of team strength and conditioning on athlete leadership and team-cohesion. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 92 p.

Source: Dissertations Abstracts International, Volume: 79-10, Section: A.

Thesis (Ed.D.)--United States Sports Academy, 2018.

This item must not be added to any third party search indexes.

The ability of athletes on sports teams to exhibit leadership traits and the cohesiveness of the team have been shown to be related to increased levels of athlete satisfaction (Paradis & Loughead, 2010). The review for this study summarizes the athlete leadership findings related to formal and informal leadership roles, preferred athlete leader traits, and athlete leader dispersion. Elements of team cohesion are discussed under the context of task cohesion and social cohesion. While a body of research exists studying the presence of athlete leadership and team cohesion, there is a void of research illustrating practical applications coaches can use to develop each phenomenon. The present study examined the effects of a team-oriented strength and conditioning intervention on the development of athlete leadership behaviors and team cohesion. In this study, the athlete leadership behaviors examined included athlete training and instruction, positive feedback, and social support. Team cohesion is broken down into task cohesion and social cohesion. The strength and conditioning program was team based on the Triphasic training model (Dietz & Peterson, 2012) and utilized grouping strategies during the workouts in addition to team-oriented finishers that facilitated physical and mental stress along with inter-team competition. The purpose of this study is to examine the effects of team strength and conditioning on the development of athlete leadership behaviors and team cohesion. The strength and conditioning sessions were grounded in assigned leadership roles within a rigorous strength development program that was mentally and physically demanding of the athletes. The strength and conditioning intervention was 8 weeks long, with 2 training sessions per week. Participants were a mixture of male and female scholastic athletes. The athletes performed the strength and conditioning intervention with other members of their sports team. The study utilized two valid and reliable scales from existing literature to analyze the development of athlete leadership skills and team cohesion. The scales were issued before and after the intervention, generating quantitative data that was tested with the student's t distribution. The paired t-test was used because the data represents dependent paired samples.

ISBN: 9780355812015Subjects--Topical Terms:

2122869
Sports Management.

Effects of team strength and conditioning on athlete leadership and team-cohesion.
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300 $a 92 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Ramsey, Vincent K.
502 $a Thesis (Ed.D.)--United States Sports Academy, 2018.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
506 $a This item is not available from ProQuest Dissertations & Theses.
520 $a The ability of athletes on sports teams to exhibit leadership traits and the cohesiveness of the team have been shown to be related to increased levels of athlete satisfaction (Paradis & Loughead, 2010). The review for this study summarizes the athlete leadership findings related to formal and informal leadership roles, preferred athlete leader traits, and athlete leader dispersion. Elements of team cohesion are discussed under the context of task cohesion and social cohesion. While a body of research exists studying the presence of athlete leadership and team cohesion, there is a void of research illustrating practical applications coaches can use to develop each phenomenon. The present study examined the effects of a team-oriented strength and conditioning intervention on the development of athlete leadership behaviors and team cohesion. In this study, the athlete leadership behaviors examined included athlete training and instruction, positive feedback, and social support. Team cohesion is broken down into task cohesion and social cohesion. The strength and conditioning program was team based on the Triphasic training model (Dietz & Peterson, 2012) and utilized grouping strategies during the workouts in addition to team-oriented finishers that facilitated physical and mental stress along with inter-team competition. The purpose of this study is to examine the effects of team strength and conditioning on the development of athlete leadership behaviors and team cohesion. The strength and conditioning sessions were grounded in assigned leadership roles within a rigorous strength development program that was mentally and physically demanding of the athletes. The strength and conditioning intervention was 8 weeks long, with 2 training sessions per week. Participants were a mixture of male and female scholastic athletes. The athletes performed the strength and conditioning intervention with other members of their sports team. The study utilized two valid and reliable scales from existing literature to analyze the development of athlete leadership skills and team cohesion. The scales were issued before and after the intervention, generating quantitative data that was tested with the student's t distribution. The paired t-test was used because the data represents dependent paired samples.
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