Peer Leadership in Sport: Links with Friendship, Peer Acceptance, Psychological Characteristics, and Athletic Ability

Moran, Molly M.; Weiss, Maureen R.

doi:10.1080/10413200600653501

Cited by 70 publications

(98 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The social leader is the best accepted leader by his teammates, consistent with earlier findings on peer acceptance as a typical characteristic for athlete leaders (Moran & Weiss, 2006). On the other hand, in accordance with previous findings , the external leader is the oldest player with the longest team tenure.…”

Section: Characteristics Associated With the Different Leadership Rolessupporting

confidence: 82%

“…Second, the present study utilized a cross-sectional design, as did most other studies on leadership (Moran & Weiss, 2006;Price & Weiss, 2011). Previous longitudinal research revealed that the percentage of task, social, and external leaders within a team remained relatively stable from the beginning to the end of a season (Eys, et al, 2007;Loughead, et al, 2006 …”

Section: Limitations and Suggestions For Further Researchmentioning

confidence: 99%

See 1 more Smart Citation

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

Fransen

Vanbeselaere

Cuyper

et al. 2014

Journal of Sports Sciences

140

165

View full text Add to dashboard Cite

Although coaches and players recognize the importance of leaders within the team, research on athlete leadership is sparse. The present study expands knowledge of athlete leadership by refining the current classification and exploring the importance of the team captain. An online survey was completed by 4451 players and coaches within nine different team sports in Flanders (Belgium). The results revealed that the proposed additional role of motivational leader was perceived as clearly distinct from the already established roles (task, social, and external leader). Furthermore, almost half of the participants (44%) did not perceive their captain as the principal leader on any of the four roles. These findings underline that the leadership qualities attributed to the captain as the team"s formal leader are overrated. It can be concluded that leadership is spread throughout the team; the informal leaders rather than the captain take the lead, both on and off the field.

show abstract

Section: Characteristics Associated With the Different Leadership Rolessupporting

confidence: 82%

Section: Limitations and Suggestions For Further Researchmentioning

confidence: 99%

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

Fransen

Vanbeselaere

Cuyper

et al. 2014

Journal of Sports Sciences

140

165

View full text Add to dashboard Cite

show abstract

“…Peer leaders at the collegiate level were found to emerge mainly based on their experience (i.e., seniors) regardless of their skill level (Tropp & Landers, 1979). In contrast, coaches of high school athletes based their rating of peer leadership abilities on their athletes' Team Chemistry 32 athletic abilities (Moran & Weiss, 2006). The findings of this current study suggest that at the professional level, leadership characteristics must complement ones athletic competence and/or experience in order to become a peer leader.…”

Section: Team Chemistry Through Social Lensesmentioning

confidence: 67%

Expertise in soccer teams: A thematic inquiry into the role of Shared Mental Models within team chemistry

Gershgoren

Basevitch

Filho

et al. 2016

Psychology of Sport and Exercise

View full text Add to dashboard Cite

Aims:The purpose of the current study was to establish a conceptual framework of team chemistry components in sport with an emphasis on Shared Mental Models (SMM).Method: Elite soccer coaches (n = 6) and players (n = 3) were interviewed using a semistructured interview guide. An inductive thematic analysis was employed to analyze the data.Results: Four themes related to team chemistry components were identified: (1) members' characteristics (i.e., demographic data, on-field characteristics, and member's ego), (2) coachplayers interactions (i.e., professional interaction and emotional intelligence of coaches), (3) interactions among the players (i.e., professional understanding, efficacy beliefs, team cohesion, players' emotional intelligence, team roles, and goals), and (4) interactions with environmental factors (i.e., owners, management, fans, and media). Conclusions:The cognitive components of the team chemistry model were clustered to establish a conceptual framework of SMM. Furthermore, the cognitive-affective-social-behavioral linkage of team chemistry and athletic performance is examined in light of the emerged model and conceptual framework. Implications and future directions are also discussed. Expertise in Soccer Teams: A Thematic Inquiry into the Role of Shared Mental Models within Team ChemistryIndividuals frequently collaborate to enhance their team's performance (Colin, 2003). Such collaborations have been acknowledged as especially important in situations in which a broader knowledge foundation and different skills are necessary for efficient decision-making (Kellermanns, Floyd, Pearson, & Spencer, 2008). In their conceptual framework on expert teams, Eccles and Tenenbaum (2004) emphasized social (e.g., communication) and cognitive (e.g., shared cognitions) components to be crucial for reaching coordination in the pursuit of superior Team Chemistry 3 collective performance. Specifically, the concepts of teamwork and taskwork knowledge have been proposed to underlie team coordination (Cannon-Bowers & Salas, 1998;Klimoski & Mohammed, 1994;Mclntyre & Salas, 1995). Teamwork knowledge refers to implicit knowledge of actions made by other teammates. Taskwork knowledge centers on the team member's knowledge pertaining to the performance requirements of a specific role in the team (Mohammed, Ferzandi, & Hamilton, 2010). Eccles and Tenenbaum (2004) have exemplified the application of taskwork and teamwork knowledge in sports such as football, and the differences between them. Accordingly, taskwork was represented by the quarterback's ability to execute a pass that reaches its targeted destination in space and time. Yet, to complete the task successfully, the quarterback depends on teamwork (e.g., teammates blocking the defensive line from reaching him, the running back faking receiving the ball, and other potential receivers distracting the opponents from identifying the real target). As players transfer teams, their taskwork knowledge mostly holds. Nevertheless, new teamwork elements of the task ...

show abstract

“…Furthermore, other researchers (e.g., Moran & Weiss, 2006;Vazou et al, 2006) have found age, gender, and age-by-gender differences in regard to peer influences and peer leadership characteristics in the youth sport domain. Thus, to avoid the possibility of gender and/or age confounds, the sample of participants for the current study was limited to female athletes at a particular developmental timepoint.…”

Section: Methodsmentioning

confidence: 99%

“…A few studies (e.g., Glenn & Horn, 1993;Moran & Weiss, 2006) have been conducted in the youth sport setting to identify the demographic (e.g., skill level, field/player position) and psychosocial (e.g., level of anxiety, perceived competence, gender-role orientation, sport confidence) characteristics of individuals who are team captains or perceived team leaders. But, relatively little research has been conducted to examine the effects of the leadership styles and behaviors exhibited by sport peer leaders.…”

mentioning

confidence: 99%

Perceived Peer Leadership Behaviors: Links with Adolescent Female Athletes' Anxiety and Goal Orientation

Horn¹,

Glenn²,

Campbell³

2010

Sport Science Review

View full text Add to dashboard Cite

A lthough many research studies have been conducted to show that coaches' behaviors and leadership styles affect their athletes' psychosocial well-being, less research has been conducted to assess the effects of peers' leadership styles and behaviors. Thus, the purpose of this study was to test whether young athletes' perceptions of their peer leader's behavior would be related to the athletes' own levels of competitive trait anxiety and achievement goal orientation. Self-report questionnaires were administered to 208 elite female adolescent (15 to 16 years old) soccer athletes who were current participants in a regional Olympic Development Program in the USA. Multivariate canonical correlational analyses revealed that athletes who perceived that their peer leaders exhibited a democratic leadership style and high levels of social support, positive feedback, and instructional behavior scored high in mastery goal orientation and moderately high in performance goal orientation. In contrast, athletes who perceived that their peer leaders exhibited an autocratic leadership style scored higher in competitive trait anxiety. These results are consistent with both achievement goal theory and social cognitive anxiety theory and also provide support for the idea that the behaviors and leadership styles exhibited by sport peer leaders do affect their teammates' levels of anxiety and achievement goal orientation.

show abstract

Peer Leadership in Sport: Links with Friendship, Peer Acceptance, Psychological Characteristics, and Athletic Ability

Cited by 70 publications

References 24 publications

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

The myth of the team captain as principal leader: extending the athlete leadership classification within sport teams

Expertise in soccer teams: A thematic inquiry into the role of Shared Mental Models within team chemistry

Perceived Peer Leadership Behaviors: Links with Adolescent Female Athletes' Anxiety and Goal Orientation

Contact Info

Product

Resources

About