naturally occurs through team interactions ( Mabry & Barnes, 1980 ). Informal leaders can share the responsibility for the athlete leadership with formal leaders ( Loughead et al., 2006 ). Multiple leaders can thus be present in a team, which is the essence of shared leadership. Different leadership roles
Mette van Kruijsbergen, Jan Robert Pijpers, and Rebecca Ivana Hutter
Per G. Svensson, Seungmin Kang, and Jae-Pil Ha
develop a set of hypotheses regarding the collective relationships between human resources capacity, shared leadership, organizational performance, and innovative work behavior. We test our proposed model through structural equation modeling, which allows us to get more adequate estimates of the direct
Gareth J. Jones, Christine E. Wegner, Kyle S. Bunds, Michael B. Edwards, and Jason N. Bocarro
. Literature Review Shared Leadership SL can be defined as “a dynamic, interactive process among individuals in groups for which the objective is to lead one another to the achievement of group or organizational goals” ( Pearce & Conger, 2003 , p. 1). The groundswell of interest in SL began in the early
Ashley M. Duguay, Todd M. Loughead, and James M. Cook
, 2016 ; Loughead, 2017 ). Shared leadership is relational in nature and described as “a simultaneous, ongoing, mutual influence process within a team that is characterized by ‘serial emergence’ of official as well as unofficial leaders” ( Pearce, 2004 , p. 48). In the organizational literature, Pearce
Fernando Santos, Leisha Strachan, Daniel Gould, Paulo Pereira, and Cláudia Machado
. I believe in a shared leadership to promote PLSD. (TC4) Our team leaders work together and we decide if they are situations that need to be analyzed. If so, we meet in the locker room and I hear everyone out. This is critical. We have to give voices to other team leaders and make the best decision
Katrien Fransen, Stef Van Puyenbroeck, Todd M. Loughead, Norbert Vanbeselaere, Bert De Cuyper, Gert Vande Broek, and Filip Boen
This research aimed to introduce social network analysis as a novel technique in sports teams to identify the attributes of high-quality athlete leadership, both at the individual and at the team level. Study 1 included 25 sports teams (N = 308 athletes) and focused on athletes’ general leadership quality. Study 2 comprised 21 sports teams (N = 267 athletes) and focused on athletes’ specific leadership quality as a task, motivational, social, and external leader. The extent to which athletes felt connected with their leader proved to be most predictive for athletes’ perceptions of that leader’s quality on each leadership role. Also at the team level, teams with higher athlete leadership quality were more strongly connected. We conclude that social network analysis constitutes a valuable tool to provide more insight in the attributes of high-quality leadership both at the individual and at the team level.
attentional response of the other. More specifically, within the different dyads idiosyncratic shared leadership and leader–follower dichotomy dynamics emerged (see Filho & Tenenbaum, 2020 ). Shared leadership , which reflected a coregulation mechanism, took place when the jugglers had similar influence
Lesley Ferkins, David Shilbury, and Gael McDonald
This study investigated how boards of national sport organizations might enhance their strategic capability. Utilizing an action research method and focusing on the case of New Zealand Football (soccer), findings established that greater board involvement in strategy advanced the board’s ability to perform its strategic function. Further findings determined the importance of shared leadership between the board and the CEO, the complex interplay in balancing this relationship and the need to integrate strategy into board processes.
Weiyun Chen, Theresa Purcell Cone, and Stephen L. Cone
This study describes how a physical education teacher collaborated with a second-grade teacher to plan and implement an interdisciplinary unit, and it identifies factors that contributed to the teachers’ actual collaboration. One accomplished elementary physical education teacher, one experienced second-grade classroom teacher, and 35 students from two second-grade classes voluntarily participated in this study. The data were collected by audiotaping the two planning sessions, videotaping eight integrated lessons taught by the physical education teacher and three integrated lessons taught by the classroom teacher, transcribing the taped lessons, and interviewing the teachers. The findings indicated that the teachers’ collaborative planning focused on providing students with integrated and relevant learning experiences. Throughout the collaboration, the two teachers shared leadership roles and teaching responsibilities. The teachers attributed their effective interdisciplinary teaching to their long-term collaborative working experiences, common teaching philosophy, and mutual respect and trust.
Lesley Ferkins, James Skinner, and Steve Swanson
development, we argue that followers should also be included in leadership development efforts in order to prepare them to exercise responsible self-leadership and to effectively utilise shared leadership” (p. 130). We considered there to be immediate relevance of this broader view of leadership for a special