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Karen P. DePauw

imperative might begin with access, but it cannot end there. Equity, fairness, and basic human rights are key underlying principles. Ultimately, outcomes of social justice efforts will be inclusion and transformational change. My education in special education and my professional experiences in adapted

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Aubrey Newland, Maria Newton, E. Whitney G. Moore, and W. Eric Legg

seeks to fill this gap by examining the relationships between transformational leadership and PYD. Positive Youth Development It is crucial to understand PYD because the more positive developmental experiences that youth have, the greater their ability will be to contribute to society as thriving adults

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Sinan Yildirim and Ziya Koruç

Transformational leaders have been a subject of important sport research ( Álvarez et al., 2016 ; Arthur et al., 2017 ; Callow et al., 2009 ; Kao & Tsai, 2016 ). These studies have revealed that transformational leadership is critical in sports and that coaches’ transformational leadership

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Nina Verma, Robert C. Eklund, Calum A. Arthur, Timothy C. Howle, and Ann-Marie Gibson

; Howle, Jackson, Conroy, & Dimmock, 2015 ), which we propose may be shaped by school-based physical education (PE) teachers’ use of transformational teaching behavior ( Beauchamp et al., 2010 ). A recent review has highlighted the potential effectiveness of school-based interventions underpinned by

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Shuge Zhang, Stuart Beattie, Amanda Pitkethly, and Chelsey Dempsey

training behaviors shown by Woodman et al. One relevant leadership theory that attracts our attention is that of transformational leadership ( Bass, 1985 ). Transformational leadership is of interest due to its “inspiring, developing and empowering” properties ( Yukl, 2006 , p. 289). It involves building

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

kinesiology and the unique complexity of leading in the 21st century are referenced throughout this paper ( Block, 2014 ; Block & Estes, 2011 ; Lawson, 2014 ). As Block and Estes ( 2011 ) make clear, higher education faces significant challenges regarding digital transformation, marketization, quality

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Daniel Lemus-Delgado

international community. 2 In part, this change has been possible due to a unique original economic model, one characterized by authoritarian capitalism with Chinese characteristics. 3 Undoubtedly, the transformation of China over the last few decades is a “remarkable” and “dramatic” success. 4 The

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Sarah Lawrason, Jennifer Turnnidge, Luc J. Martin, and Jean Côté

autonomy-supportive behaviors; Deci & Ryan, 1985 ; Mageau & Vallerand, 2003 ), transformational leadership (TFL; Bass, 1998 ) is valuable for examining how leaders, such as coaches, can effectively use interpersonal skills to influence followers’ (i.e., athletes’) outcomes and has been widely studied

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Per G. Svensson and Richard Loat

( Schulenkorf & Spaaij, 2016 ). In light of the multistakeholder nature of SDP, we, therefore, draw on Brown’s ( 2015 ) framework on bridge-building for social transformation to identify how multistakeholder initiatives in SDP can be better leveraged for lasting outcomes and systemic change to be attained. For

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Alison J. Doherty and Karen E. Danylchuk

This study examined the leader behavior of interuniversity athletic administrators according to Bass's (1985) transformational/transactional leadership model. The impact of that behavior on subordinates’ satisfaction with leadership, perceived leader effectiveness, departmental commitment, and extra effort was also examined. A sample of head coaches from Ontario universities (N = 114) completed the Multifactor Leadership Questionnaire (MLQ) Form 5X (Bass & Avolio, 1991) with regard to their athletic administrators. The resultant profile was one of predominantly transformational as opposed to transactional or nonleadership behavior. Furthermore, leader-centered behavior (idealized influence, attributed charisma) was used more often than subordinate-centered behavior (individualized consideration, intellectual stimulation). Coaches' satisfaction with leadership, perceived leader effectiveness, and extra effort were positively and strongly associated with transformational leadership and contingent reward behavior, whereas negative relationships were observed for management-by-exception (passive) and nonleadership behaviors. Leader behavior was not associated with the coaches' commitment to the athletic department.