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Rachel Arnold, David Fletcher, and Jennifer A. Hobson

of their leaders’ and managers’ characteristics, including negatively valenced and socially undesirable traits, in sport contexts. This is surprising given that, according to contemporary performance- and sport-specific theories (cf.  Fletcher & Arnold, 2015 ; Welty Peachey, Zhou, Damon, & Burton

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Edward Hebert

Among the many concerns of university leaders, faculty morale and job satisfaction are important but often overlooked. Morale is associated with faculty perceptions of their department, university, and peers and influences their interactions with each other, staff, and students. Job satisfaction

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Shannon Kerwin and Kirsty Spence

program upon graduating, creates the potential to develop curricula targeted toward students’ vertical development and the development of their self-efficacy and themselves as leaders. This focus on development is a “crucial” undertaking, considering “the complexity and interconnected nature of the

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Lara M. Duke, Jennifer P. Gorman, and Jennifer M. Browne

Leaders worldwide have grappled with the challenges and opportunities of reactively and responsively leading during the COVID-19 pandemic. Yet, leading during a pandemic has highlighted opportunities to reframe our circumstances and approaches to preparing leaders. We have been afforded

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Marcus Gottlieb, Mark Eys, James Hardy, and Alex J. Benson

Society disproportionately recognizes leaders for their efforts in motivating individuals toward a collective purpose (i.e., a romanticism of leadership; Meindl et al., 1985 ). Leadership, however, cannot exist in the absence of followership ( van Vugt et al., 2008 ). As described within the

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Sara Kramers, Camille Sabourin, Laura Martin, and Martin Camiré

positive development, nor to supporting newcomers’ resettlement processes ( Spaaij, 2011 ), youth sport leaders must be intentional in their delivery of quality programming ( Ha & Lyras, 2013 ). Quality Sport Programming for Newcomer Youth Quality is conceptualized as one of the best predictors of positive

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Moe Machida-Kosuga

–behavioral model ( Smoll & Smith, 1989 ), and the full range leadership model ( Bass & Riggio, 2000 ). Through the history of practices on coaches’ professional development, practitioners have continued to explore “How do coaches become effective leaders?” and “How can coaches be developed as leaders?” However

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Tom De Clerck, Annick Willem, Sofie Morbée, Delfien Van Dyck, and Leen Haerens

, also the role of the sports clubs leaders (i.e., volunteer board members and, in larger sports clubs, executives or CEOs) cannot be underestimated. Namely, leaders can indirectly influence members’ motivation via their impact on coaches (i.e., trickle-down effect). Specifically, the trickle-down effect

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Edson Filho

platform to capture optimal and suboptimal performance experiences, and estimate within-team performance fluctuations, psycho–bio–social synchrony levels, and leader–follower dynamics in teams. Shared Mental Models The shared mental model consists of different types of knowledge (know–what, know–why, know

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Mark Stanbrough

NASPE has developed national standards for coaches with Standard 8 focusing on providing athletes with responsibility and leadership opportunities as they mature. Standard 8 states that coaches should engage athletes in opportunities that nurture leadership and teamwork, which can be learned on the field and exhibited in life. It further states that sports provide an atmosphere for trial and error through practice and competition. Much is expected of team leaders; however, few of them are ever formally taught the leadership skills they need to perform effectively. Like physical skills, leadership skills must be systematically taught, developed, and practiced. Through a structured leadership program, some of the trial and error can be eliminated. High school cross country athletes (N=8) participated in an eight-week structured leadership program. The program met once a week, with each athlete leading a weekly session and the coach serving as a moderator. The topics addressed were: understanding the rewards, risks and responsibilities of leadership, leading by example, and vocal leadership. The athletes also spent five hours performing a community leadership service project and attended a leadership lecture presented by a national expert. There was a significant improvement between a pre and post self-rated Team Leadership Evaluation survey (Janssen, 2007). The athletes felt the program was effective, as they were able to develop insights and leadership skills needed to be more effective leaders.