The purpose of the current study was to develop, implement, and evaluate a season-long athlete leadership development program. Participants were 27 female varsity athletes who participated in four leadership workshops throughout the season, each 1 hr in duration. All of the participants completed inventories measuring leadership behaviors, cohesion, communication, athlete satisfaction, and peer motivational climate. Overall, the results showed significant differences in regards to leadership behaviors, athlete satisfaction, and peer motivational climate from pre- to postintervention. Further, follow-up focus groups were also conducted to assess the social validity of the leadership development program. These focus groups revealed important insight into program structure, influence of the program, leadership challenges, and suggestions for future improvements. These findings provide researchers, sport psychology consultants, and coaches with important information regarding the effectiveness of this athlete leadership development program in targeting human and social capital development.
Ashley M. Duguay, Todd M. Loughead, and Krista J. Munroe-Chandler
Marissa Banu-Lawrence, Stephen Frawley, and Larena Hoeber
researched and discussed topics within organizational theory ( Welty Peachey, Zhou, Damon, & Burton, 2015 ). While theorists continue to grapple with the question “Are leaders born or made?” the process of leadership development continues to demand attention. Not only does it offer employees an opportunity
Stephen Frawley, Daniel Favaloro, and Nico Schulenkorf
of leadership development is also of substantial interest ( Day et al., 2014 ; Taylor & McGraw, 2004 ). In other words, once organizations have developed effective leaders, they must be able to plan for the future by fostering those with leadership potential to help prepare for periods of leadership
; McCauley et al., 2014 ) have consistently argued that effective mentoring is critical for one’s leadership development. Mentors are individuals who have advanced knowledge and skills and who assist and provide protégés with psychosocial support for their career development ( Ragins & Cotton, 1999
Michael A. Hemphill and Tom Martinek
Interactions leadership development protocol on relationship development in an established cross-aged teaching program ( Akiva, Li, Martin, Horner, & McNamara, 2017 ). Methods Participants and Setting Nine students (three males and six females) enrolled in the 11th ( n = 4) and 12th ( n = 5) grades were
Andy Wright and Jean Côté
The purpose of this study was to examine the development of six leader-athletes. In-depth qualitative interviews were used to explore the various activities that leader athletes engaged in from an early age as well as the roles and influences that peers, coaches, and parents played within these activities. Results indicated that leadership development in sport focused on developing four central components: high skill, strong work ethic, enriched cognitive sport knowledge, and good rapport with people. The types of activities engaged in throughout development as well as receiving feedback, acknowledgement, support, cognitive engagement, mature conversations with adults, and physical encounters with older peers are important social influences that can play an instrumental role in the formation of these four central tenets.
Joanne Williams and Heidi M. Parker
Experiential learning has been widely used to impact student engagement and provide opportunities to apply theory to practice (Bower, 2013). Sport management faculty regularly use experiential learning in event management, sales classes and internships (Charlton, 2007; McKelvey & Southall, 2008). In addition, educators often include leadership development within their student learning outcomes (COSMA, 2014; MacKie, 2014). This study examines the effectiveness of leadership development activities implemented in an experiential event management course. A case study approach was selected to demonstrate in-depth development and analysis of the course and the integration of strengths-based leadership activities. Students completed the StrengthFinder assessment (Rath & Conchie, 2009), the Strengths Awareness Measure (Schreiner, 2004), and the Strengths of Self Efficacy Scale (Tsai et al., 2014). Significant increases in strengths awareness were reported along with generally high self-efficacy scores. Students reported positive perceptions of the experiential learning experience and increased levels of engagement.
Most of the leadership training that team captains receive at the collegiate level consists of either receiving a list of books or articles about leadership or a list of responsibilities that they must do with little or no guidance or instruction. Still others will focus on this reading and/or responsibilities with active discussion in the off-season, yet when it matters the most, during the competitive season, time spent on leadership instruction and follow-ups becomes an afterthought at best. Due to the supposed benefits of improved leadership for sport teams, a leadership development intervention program was developed and applied to two NCAA Division I teams who were successful enough to make it to the NCAA National Championships in their sport. Program effectiveness was determined by the teams meeting not only their seasonal goals but exceeding the primary objectives of the leadership development program set by the leadership consultant and coaching staffs, in addition to the favorable feedback provided by the team to the captains during/after the season, and semistructured interviews of the captains postseason.
Christopher Maechel, Todd M. Loughead, V. Vanessa Wergin, Tom Kossak, and Jürgen Beckmann
Shared Leadership Development in Team Sports To date, this third fundamental group interaction of shared leadership has been overlooked in previous athlete leadership research. More specifically, previous athlete leadership development studies have largely omitted the role of team member interaction for
Scott Pierce, Jedediah Blanton, and Daniel Gould
SPPs and a state high school sporting body. Second, we outline the case of creating, developing, and launching an online course for high school student-athlete leadership development. We conclude with lessons learned and practical recommendations for SPPs who can use community engagement as a means to