Transformational leadership: A quasi-experimental study

Purpose - The purpose of this paper is to report a field-based quasi-experimental study designed to examine the effectiveness of a transformational leadership intervention in remediating poor performance. The intervention was conducted on elements of the organization that senior management perceived as being low performing. Design/methodology/approach - A quasi-experimental pre-test post-design was employed to evaluate the effectiveness of the transformational leadership intervention. Pre-test data were collected four months prior to the intervention starting and the post-test data were collected eight months after the intervention had started. Follower perceptions of their leader's behavior and group cohesion, together with training outcome data were used to evaluate the effectiveness of the intervention. Findings - Results revealed that from pre-test to post-test changes in perceptions of leadership, group cohesion, and training outcome indicated that the intervention had beneficial effects. These beneficial effects were evidenced in one of two ways: desirable behaviors increased in the experimental group from pre-test to post-test while they remained the same or were decreased in the control group; or desirable behaviors remained the same in the experimental group while they decreased in the control group. Originality/value - The current study is the first to utilize a quasi-experimental organization wide design to examine the efficacy of a transformational leadership intervention. Furthermore, the current study provides evidence that transformational leadership can buffer negative environmental effects

"The Tough Get Tougher": Mental Skills Training With Elite Military Recruits

Mental toughness has been shown to have relevance in a wide range of performance-related fields where distractions, anxiety, and fear are common challenges; however, there remains a dearth of research in the military where the construct has obvious utility. A quasi-experimental trial with treatment (n = 83) and control (n = 90) conditions examined the impact of a psychological skills intervention on observer-rated mental toughness and performance in an elite military context. The results revealed significant differences in the treatment group between pre- and postintervention in the use of psychological skills and observer-rated mental toughness. Furthermore, during the selection course, significant differences were evidenced between the treatment and control groups in the use of relaxation and imagery and individual performance. (PsycINFO Database Record (c) 2017 APA, all rights reserved

Leadership in Sport Organizations

First paragraph: The ability to lead, inspire and motivate people is an important human characteristic. Indeed, it has been suggested that leadership is vital for effective organizational and societal functioning (Antonakis, Cianciolo, & Sternberg, 2004), with great or poor organizational, military, or sport performances frequently credited to great leadership or lack thereof. Therefore, it is not surprising that leadership has become one of the most studied topics within the social sciences (Antonakis et al., 2004). Leadership has been studied from a number of different perspectives (e.g., trait, behavioural, contingency, relational, skeptic, information-processing based approaches) which has resulted in a large number of different theories and models of leadership. Indeed, as long ago as 1971, Fiedler (1971) stated that, “there are almost as many definitions of leadership as there are theories of leadership - and there almost as many theories of leadership as there are psychologists working in the field” (p. 1)

Social Identity Moderates the Effects of Team-Referent Attributions on Collective Efficacy but Not Emotions

Team-referent attributions are associated with collective efficacy and emotions (Allen et al. 2009). However, the contextual factors in which these attributions are formulated have been largely ignored. Therefore, the current research was designed to examine whether social identity could moderate the way individuals think about their team-referent attributions. Across two studies (cross-sectional and longitudinal), the moderating role that social identity has on these relationships was examined. In study 1, athletes (N = 227) on sport teams (K = 30) completed questionnaires assessing social identity, attributions for their team’s most recent performance (team-referent attributions), collective efficacy and emotions. Multilevel linear models revealed that social identity moderated the relationships between team-referent attributions and collective efficacy after team defeat. In Study 2, American football team players (N = 43) completed measures of collective efficacy before each game and social identity and attributions after each game. Multilevel linear models revealed that, after a team victory, social identity moderated the relationships between post-game team-referent attributions and subsequent pre-game collective efficacy. Results also indicated that the relationship between controllability and collective efficacy varied at different levels of social identity across the entire season. The results of these studies extend attribution theory by demonstrating that the relationships between team-referent attributions and collective efficacy might be moderated by social identity. Future studies may look to implement interventions aimed at maximizing collective efficacy through attribution retraining strategies while also encouraging the development of social identit

Attributional consensus: The importance of agreement over causes for team performance to interpersonal outcomes and performance

Objectives: Investigate (a) the effects of attributional consensus on interpersonal outcomes and performance, (b) the effects of attribution type (i.e., adaptive/maladaptive) on performance, and (c) the interactive effects between attributional consensus and attribution type on performance. Design: Across two studies (i.e., vignette and behavioural experiments), independent samples t-tests were used to examine the main effects of attributional consensus on interpersonal outcomes. A 2 (attributional consensus: high, low) x 2 (attribution type: adaptive, maladaptive) x 2 (time: pre, post) ANOVA with repeated measures on the last factor was used to analyse the main and interaction effects of attributional consensus and attribution type on performance. Method: In Study 1, participants (N = 100) read a vignette describing a hypothetical situation in which they and their partner agreed or disagreed over an adaptive or maladaptive attribution. They then completed measures of conflict and cohesion. In Study 2, participants (N = 56) completed an experiment in which they performed a dart throwing task with a partner (a confederate) and were subsequently told they failed the task. After selecting an adaptive or maladaptive attribution, the confederate then agreed or disagreed with the participant. Measures of conflict, cohesion, social identity, and performance were then taken. Results: High attributional consensus led to lower levels of conflict and higher levels of cohesion and social identity. Further, regardless of attribution type, high attributional consensus led to better performance. Conclusion: Overall the results provide evidence for the positive effects of high attributional consensus on interpersonal and performance outcomes

Transformational teaching, self-presentation motives, and identity in adolescent female physical education

This study examined whether teachers’ use of transformational teaching behaviors, as perceived by adolescent girls, in physical education would predict girls’ moderate to vigorous physical activity via mediated effects of physical activity self-presentation motives, physical activity identity, and physical education class engagement. Self-report data were acquired from 273 Scottish high school girls in Grades S1–S3 (the equivalent of Grades 7–9 in North America) at 2 time points separated by 1 week. Significant predictive pathways were found from transformational teaching to girls’ moderate to vigorous physical activity via mediated effects of acquisitive self-presentation motives and physical activity identity. This preliminary study provides a novel contribution to the research area by showing how previously unrelated psychosocial constructs work together to predict adolescent girls’ moderate to vigorous physical activity. Results are discussed in relation to existing literature and future research directions

Realising the Olympic dream: vision, support and challenge

The sporting arena is replete with examples and anecdotes of great inspirational coaches that have led teams to success, often in the face of adversity and against seemingly better opponents. The role of the coach in developing and motivating athletes has also been the focus of much research in sport psychology (e.g., Challaduria 1990; Smith & Smoll, 2007). Despite the ease with which one readily accepts that coaches can be inspirational, the sport coaching literature is somewhat devoid of research on inspirational coaches and the effects of such coaches on athletic success. The purpose of the current paper is to theoretically delineate the inspirational effects of coaches in sport. Given the relative paucity of inspiration-related research in sport we draw upon contemporary theories of leadership from organisational and military psychology (e.g., transformational and charismatic leadership theories). We propose a sport-specific model of leadership that centres around the vision, support, and challenge meta-cognitive model developed by Arthur and Hardy in military contexts. The model posits that �great� coaches inspire their athletes by: (a) creating an inspirational vision of the future; (b) providing the necessary support to achieve the vision; and (c) providing the challenge to achieve the vision. The underlying proposition is that the vision provides meaning and direction for followers� effort. That is, the vision serves as the beacon around which all the sweat, pain and sacrifice involved in achieving success at the highest level in sport is directed. At the heart of this model is the notion that athletes can achieve their dreams provided they are inspired to do so; this is because all other things being equal the person who is motivated to practice longer and train harder will ultimately be the best. The current paper will delineate the coach�s role in inspiring the athlete to train harder and longer

Excellent survival and good outcomes at 15 years using the Press Fit Condylar Sigma total knee replacement

Background: We report 15-year survival, clinical and radiographic follow-up data for the Press Fit Condylar Sigma total knee replacement (PFC Sigma TKR). Methods: Between October 1998 and October 1999, 235 consecutive TKRs were performed in 203 patients. Patients were reviewed at a specialist nurse-led clinic prior to surgery, and at five, eight-to-ten and 15 years postoperatively. Clinical outcomes, including Knee Society Score (KSS), were recorded prospectively at each clinic visit, and radiographs were obtained. Results: Of our initial cohort, 99 patients (118 knees) were alive at 15 years, and 31 patients (34 knees) were lost to follow-up. 13 knees (5.5%) were revised; five (2.1%) for infection, seven (3%) for instability and one (0.4%) for aseptic loosening. Cumulative survival with the end-point of revision for any reason was 92.3% at 15 years, and with revision for aseptic failure as the end-point was 94.4%. The mean KSS knee score was 77.4 (33 to 99) at 15 years, compared with 31.7 (2 to 62) preoperatively. Of 71 surviving knees for which X-rays were available, 12 (16.9%) had radiolucent lines and one (1.4%) demonstrated clear radiographic evidence of loosening. Conclusion: The PFC Sigma TKR represents a durable, effective option for patients undergoing knee arthroplasty, with excellent survival and good clinical and radiographic outcomes at 15 years.PostprintPeer reviewe

The Development and Initial Validation of a Measure of Coaching Behaviors in a Sample of Soldiers Under Training

In this article we outline a model of coaching that is conceptually grounded in workplace and sport coaching literature and present 2 studies conducted to test this model: the extent that coaching behaviors are present in a military training setting, and their association with performance-related outcomes. Following an extensive review of literature and rigorous development and validation procedures the 28-item Military Coaching Behavior Scale was tested. The measure showed good content and predictive validity for 2 dependent variables (satisfaction and resilience). We concluded that the Military Coaching Behavior Scale offers a psychometrically sound, brief, and easy-to-administer measure of high-performance coaching behavior