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An exploratory study of coaching lea...

Rosenberg, Jeffrey,

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An exploratory study of coaching leadership styles on team climate, achievement motivation, and performance in women's gymnastics /

Record Type:	Electronic resources : Monograph/item
Title/Author:	An exploratory study of coaching leadership styles on team climate, achievement motivation, and performance in women's gymnastics // Jeffrey Rosenberg.
Author:	Rosenberg, Jeffrey,
Description:	1 electronic resource (152 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 50-06, Section: A.
Contained By:	Dissertations Abstracts International50-06A.
Subject:	Physical education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8812598
ISBN:	9798207112985

An exploratory study of coaching leadership styles on team climate, achievement motivation, and performance in women's gymnastics /
Rosenberg, Jeffrey,

An exploratory study of coaching leadership styles on team climate, achievement motivation, and performance in women's gymnastics /Jeffrey Rosenberg. - 1 electronic resource (152 pages)

Source: Dissertations Abstracts International, Volume: 50-06, Section: A.

The purpose of this exploratory study was to investigate coaching leadership styles on team climate, achievement motivation, and performance in women's gymnastics. A secondary purpose of this study was to develop an instrument to identify the gymnastics coaching leadership styles. The Class I/advanced female gymnasts were between 14 and 17 years of age. The gymnasts had a minimum of 2 years training with the coach participating in the study. Two teams were combined into each leadership style. There were 16 gymnasts in the authoritative group that completed the Team Climate Questionnaire (TCQ) and the Berlin Sport Motivation Q Sort (Q Sort), while 12 were included in the performance measure. Eighteen gymnasts in the democratic group completed the TCQ and the Q Sort, and 11 participated in the performance measure. Seventeen gymnasts in the situational specific group completed the TCQ and the Q Sort, and 11 were included in the performance measure. The Coaching Leadership Assessment Scale (CLAS) consisted of 85 self statements related to leadership styles--authoritative, democratic, and situational specific. The TCQ consisted of 50 self statements scaled 1 to 7. Team climate was comprised of 6 dimensions: task cohesion, social cohesion, role clarity, role acceptance, role performance, and conformity. The Q Sort consisted of 60 self statements scaled A to G. The Q Sort was comprised of 3 dimensions: self regard, mastery, and dynamic interaction. Both the TCQ and the Q Sort were done at the team's training facility with no time restriction. After the data were compiled, a one way analysis of variance (ANOVA) was utilized to identify any statistically significant differences between the coaching leadership style groups in regards to team climate, achievement motivation, and performance. Within the limitations and delimitations of this investigation, the following conclusions may be drawn: (1) Leadership style does influence differences in team climate between situational and authoritative groups. (2) Leadership style does influence differences in achievement motivation between democratic and authoritative groups, and between democratic and situational specific groups. (3) Leadership style does not influence differences in performance between the authoritative and democratic groups, between the authoritative and situational specific groups, or between the democratic and situational specific groups. (Abstract shortened with permission of author.).

English

ISBN: 9798207112985Subjects--Topical Terms:

635343
Physical education.

An exploratory study of coaching leadership styles on team climate, achievement motivation, and performance in women's gymnastics /
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245 1 3 $a An exploratory study of coaching leadership styles on team climate, achievement motivation, and performance in women's gymnastics / $c Jeffrey Rosenberg.
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520 $a The purpose of this exploratory study was to investigate coaching leadership styles on team climate, achievement motivation, and performance in women's gymnastics. A secondary purpose of this study was to develop an instrument to identify the gymnastics coaching leadership styles. The Class I/advanced female gymnasts were between 14 and 17 years of age. The gymnasts had a minimum of 2 years training with the coach participating in the study. Two teams were combined into each leadership style. There were 16 gymnasts in the authoritative group that completed the Team Climate Questionnaire (TCQ) and the Berlin Sport Motivation Q Sort (Q Sort), while 12 were included in the performance measure. Eighteen gymnasts in the democratic group completed the TCQ and the Q Sort, and 11 participated in the performance measure. Seventeen gymnasts in the situational specific group completed the TCQ and the Q Sort, and 11 were included in the performance measure. The Coaching Leadership Assessment Scale (CLAS) consisted of 85 self statements related to leadership styles--authoritative, democratic, and situational specific. The TCQ consisted of 50 self statements scaled 1 to 7. Team climate was comprised of 6 dimensions: task cohesion, social cohesion, role clarity, role acceptance, role performance, and conformity. The Q Sort consisted of 60 self statements scaled A to G. The Q Sort was comprised of 3 dimensions: self regard, mastery, and dynamic interaction. Both the TCQ and the Q Sort were done at the team's training facility with no time restriction. After the data were compiled, a one way analysis of variance (ANOVA) was utilized to identify any statistically significant differences between the coaching leadership style groups in regards to team climate, achievement motivation, and performance. Within the limitations and delimitations of this investigation, the following conclusions may be drawn: (1) Leadership style does influence differences in team climate between situational and authoritative groups. (2) Leadership style does influence differences in achievement motivation between democratic and authoritative groups, and between democratic and situational specific groups. (3) Leadership style does not influence differences in performance between the authoritative and democratic groups, between the authoritative and situational specific groups, or between the democratic and situational specific groups. (Abstract shortened with permission of author.).
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