Youth sport coaches’ reflections on leadership behaviours during games and practices

Youth sport coaches shape the developmental sporting experience for their athletes (Camiré, Trudel, & Forneris, 2014). Specifically, coaches who form individualized, supportive relationships with their athletes can increase the development of personal and social skills (Fraser-Thomas, Côté, & Deakin, 2005). In light of the value of these relationships, increasing evidence is prompting the application of leadership theories, such as Transformational Leadership (TFL), in youth sport (Vella et al., 2013). The aim of this study was to explore coach perceptions of how and why leadership behaviours are applied in the youth sport context. Eleven coaches (Mage= 42.3, SD= 15.2) were recruited from competitive youth soccer and volleyball clubs (athletes’ Mage= 15.8, SD= 1.9) in Eastern Ontario and participated in a stimulated recall interview. During the interviews, coaches reflected upon their own coaching behaviours and provided insight into the application of leadership behaviours in youth sport. Responses were prompted by relevant video sequences from recorded practice and game sessions. A thematic content analysis revealed that; i) coaches use a variety of leadership behaviours in youth sport, ii) the use of leadership behaviours vary across sport contexts or settings, and iii) contrasting leadership styles (e.g., transactional vs. transformational) are associated with distinctive coach objectives (e.g., promoting confidence vs. establishing respect). These findings have helped identify gaps within coach education, and provide theoretical insight for applying leadership theories, and more specifically TFL, to help improve the sport experiences of young athletes.

THE ELEMENTARY TEACHERS’ PERCEPTIONS OF MOTIVATION FOR AND THE PRINCIPAL’S INFLUENCE ON THEIR ENGAGEMENT IN SELF-DIRECTED PROFESSIONAL DEVELOPMENT

All teachers participate in self-directed professional development (PD) at some point in their careers; however, the degree to which this participation takes place varies greatly from teacher to teacher and is influenced by the leadership of the school principal. The motivation behind why teachers choose to engage in PD is an important construct. Therefore, there is a need for better understanding of the leader’s role with respect to how and why teachers engage in self-directed professional development. The purpose of the research was to explore the elementary teachers’ motivation for and the school principal’s influence on their engagement in self-directed professional development. Three research questions guided this study: 1. What motivates teachers to engage in self-directed professional development? 2. What are the conditions necessary for promoting teachers’ engagement in self-directed professional development? 3. What are teachers’ perceptions of the principal’s role in supporting, fostering, encouraging, and sustaining the professional development of teachers? A qualitative research approach was adopted for this study. Six elementary teachers from one south-eastern Ontario school board, consisting of three novice and three more experienced teachers, provided their responses to a consistent complement of 14 questions. Their responses were documented via individual interviews, transcribed verbatim, and thematically analysed. The findings suggested that, coupled with the individual motivating influences, the culture of the school was found to be a conditional dynamic that either stimulated or dissuaded participation in self-directed PD. The school principal provided an additional catalyst or deterrence via relational disposition. When teachers felt their needs for competency, relatedness, and autonomy were satisfied, the conditions necessary to motivate teachers to engage in PD were fulfilled. A principal who personified the tenets of transformational leadership served to facilitate teachers’ inclinations to take on PD. A leadership style that was collaborative and trustful and allowed for personal autonomy was a dominant foundational piece that was critical for participant participation in self-directed PD. Finally, the principals were found to positively impact school climate by partaking in PD alongside teachers and ensuring there was a shared vision of the school so that teachers could tailor PD to parallel school interests.