Linking the Leadership Identity Development Model to Collegiate Recreation and Athletics

Hall, Stacey L.

doi:10.1002/yd.20141

Cited by 5 publications

(8 citation statements)

References 8 publications

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“…Research shows that some youth involved in teamwork develop better leadership skills, which aligns with Stage 4, leadership differentiated, which refers to non-positional leadership and leadership views as a shared group process (Komives et al, 2005;Komives et al, 2006). In addition, according to Hall (2015) other studies were found as key transitions in the LID model from the shift from Stage 3 to Stage 4, because individuals making this transition understand that (a) people in the group are interdependent; and (b) leadership is a group process, where a leader needs to shift his or her focus to ensure that the entire membership is actively involved in the group's activities. While in Stage 4, individuals recognize the difference between being a leader and holding a leadership position.…”

Section: Connection Between Sport Participation and Stages In The Dev...mentioning

confidence: 86%

“…They discussed how friendships among team members helped develop leadership dispositions of caring, respect, and trust. According to research conducted by Hall (2015) and Komives et al (2006), youth transition through Stages 1 and 2 mainly during elementary and middle school since they view examples of leadership around them in their teachers and coaches. They gained an interest in the collective process to take responsibility and receive encouragement from peers for their participation, which supports all participants in this study who were in the first two LID stages of awareness and engagement.…”

Section: Connection Between Sport Participation and Stages In The Dev...mentioning

confidence: 99%

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Immigrant Youth Leadership Identity Development Through Sport Participation in a New Country

Kaya

Faulkner

Martinek

et al. 2022

EJPE

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The purpose of the study was to explore how immigrant youth develop leadership identity through sport participation in a new country. A purposive sample of 15 immigrant and refugee youth participating in a local sport club in the southeastern United States was selected for the study. All of the participants were male; ranged in age from 13 to 18 years old. The country of origin for one was Mexico, while the remaining 14 came from eight different countries in sub-Saharan Africa. This instrumental case study involved in-depth interviews twice with each participant and a group interview with all of them. The researchers used several strategies to establish credibility, including adherence to IRB guidelines for human subjects’ research. Inductive analyses yielded two major categories with several themes for each; (a) sport participation, and (b) leadership skills. Findings related to these themes led to several implications for schools, community-based organizations, and sport clubs that provide programs for immigrant and refugee youth. Article visualizations:<img src="/-counters-/edu_01/0960/a.php" alt="Hit counter" />

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Section: Connection Between Sport Participation and Stages In The Dev...mentioning

confidence: 86%

Section: Connection Between Sport Participation and Stages In The Dev...mentioning

confidence: 99%

Immigrant Youth Leadership Identity Development Through Sport Participation in a New Country

Kaya

Faulkner

Martinek

et al. 2022

EJPE

View full text Add to dashboard Cite

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“…Gardner (1995) suggested that leadership development programs must encourage developing leaders to understand that they need to present themselves as leaders. They must speak as a leader (Gardner 1995, Hall 2015. Bennis and Thomas (2007) concurred with this opinion by suggesting that leaders need a distinctive voice.…”

Section: Leadership Development Literature Reviewmentioning

confidence: 99%

“…Recreational Sports professionals know that they could not offer their large programs without the support and assistance of student staff members (Hall 2015, Toperzer et al 2011. These students provide the human resources needed to deliver a comprehensive university-based program (McFadden and Carr 2015).…”

Section: Introductionmentioning

confidence: 99%

Heightening Leader Development for Student Staff in College and University Recreational Sports Departments

Weese¹,

Weese²

2019

AJSPO

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University officials frequently trumpet their institution's record of developing leaders and many point to co-curricular programs (e.g., athletics, student government) as ideal settings for this type of development. Researchers have determined that interuniversity athletics programs are potentially fertile grounds for leadership development. The authors believe that recreational sport programs are undervalued and often underutilized units for the leader development in students. They suggest that collegiate recreation programs also offer vast opportunities for leadership development. High numbers of students occupy senior leadership positions with decision-making responsibilities, and they routinely engage in experiences that have the potential to develop and/or refine their leadership skills. However, this development could be enriched and enhanced. The authors chronicle the latest advancements in both leadership and leader development and offer Recreational Sport professionals 10 recommendations to heighten leadership development in their programs. Implementing these recommendations will facilitate richer learning and deeper development, and better align the programs with the trumpeted aspirations of their institution's senior leaders. The potential benefits to the student participants and the programs are also outlined in the paper.

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Section: Introductionmentioning

confidence: 99%

Untitled

2019

AJSPO

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Mission ATINER is a World Non-Profit Association of Academics and Researchers based in Athens. ATINER is an independent Association with a Mission to become a forum where Academics and Researchers from all over the world can meet in Athens, exchange ideas on their research and discuss future developments in their disciplines, as well as engage with professionals from other fields. Athens was chosen because of its long history of academic gatherings, which go back thousands of years to Plato's Academy and Aristotle's Lyceum. Both these historic places are within walking distance from ATINER"s downtown offices. Since antiquity, Athens was an open city. In the words of Pericles, Athens"…is open to the world, we never expel a foreigner from learning or seeing". ("Pericles" Funeral Oration", in Thucydides, The History of the Peloponnesian War). It is ATINER"s mission to revive the glory of Ancient Athens by inviting the World Academic Community to the city, to learn from each other in an environment of freedom and respect for other people"s opinions and beliefs. After all, the free expression of one"s opinion formed the basis for the development of democracy, and Athens was its cradle. As it turned out, the Golden Age of Athens was in fact, the Golden Age of the Western Civilization. Education and (Re)searching for the "truth" are the pillars of any free (democratic) society. This is the reason why Education and Research are the two core words in ATINER"s name.

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Linking the Leadership Identity Development Model to Collegiate Recreation and Athletics

Cited by 5 publications

References 8 publications

Immigrant Youth Leadership Identity Development Through Sport Participation in a New Country

Immigrant Youth Leadership Identity Development Through Sport Participation in a New Country

Heightening Leader Development for Student Staff in College and University Recreational Sports Departments

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