PRACTICES AND CHALLENGES OF COACHING LEADERSHIP
STYLES IN RELATION TO PLAYERS’ SATISFACTION THE CASE
OF SOME SELECTED CENTRAL ZONE NATIONAL LEAGUE
FOOTBALL CLUBS
TADEWOS DAGEBO
ADDIS ABABA UNIVERSITY
ADDIS ABABA, ETHIOPIA
August 2013
PRACTICES AND CHALLENGES OF COACHING LEADERSHIP
STYLES IN RELATION TO PLAYERS’ SATISFACTION: IN CASE
OF SOME SELECTED CENTRAL ZONE NATIONAL LEAGUE
FOOTBALL CLUBS
TADEWOS DAGEBO
A THESIS SUBMITTED TO THE DEPARTMENT OF SPORT
SCIENCE IN PARTIAL FULFILLMENT OF THE REQUIREMENTS
FOR THE DEGREE OF MASTER OF SCIENCE IN FOOTBALL
COACHING
ADDIS ABABA UNIVERSITY
ADDIS ABABA, ETHIOPIA
August 2013
EXAMINING BOARD
Chair of Department or Graduate Program Coordinator
SIGNED BY THE COMMITTEE:
Advisor ___________________________Signature _________ Date ____________
Internal Examiner _________________ Signature _______ Date ____________
External Examiner _________________ Signature _______ Date ____________
ACKNOWLEDGEMENTS
I would like to express my heartfelt thanks to my Advisor, Ato Mebratu Belay
(Ass.Pro.) for his unreserved guidance, insightful and critical comments to the
realization of this thesis.
I am also indebted to experts who were involved in assessing and commenting
my data collecting instruments and the thesis.
I would also like to thank my family members, who tried to help me in all
direction; instructors of Addis Ababa University who taught me in the course of
learning and my friends tried to support me trough the study.
Finally, I would like to extend my gratitude to those four clubs coaches, players
and other experts in the clubs for their cooperation and participation in their
respective roles.
Table of Content
Page
Acknowledgements ................................................................................. I
Table of Contents ................................................................................... II
List of table
................................................................................... IV
Abbreviation & acronyms ....................................................................... V
List of Appendixes .................................................................................. VI
Abstract
................................................................................... VII
Chapter One
1. Introduction
................................................................................... 1
1.1. Background of the study ............................................................ 1
1.2. Statements of the problem.......................................................... 4
1.3. Objectives of the study ............................................................... 5
1.4. Significance of the study ............................................................ 5
1.5. The research hypothesis ............................................................. 6
1.6. Delimitation of the study ............................................................ 7
1.7. Limitation of the study ............................................................... 7
1.8. Operational definition of terms ................................................... 8
1.9. Organization of the Study .......................................................... 9
Chapter Two
2. Review of related literatures................................................................. 10
2.1. Leadership definition ................................................................. 10
2.2. Leadership theories ................................................................... 11
2.2.1. Personality theories ......................................................... 12
2.2.2. Situational theories ......................................................... 13
2.2.3. Interactional theories………………………………………… … 14
2.3. Normative approach to leadership ………………………..…… ….. 15
2.4. Multidimensional model of leadership styles
........ 17
2.5. The coach - athlete relationship
........ 21
2.6. Theoretical framework regarding leadership style in sport ........ 21
2.7. Research regarding decision - making style in sport .................... 23
2.8. Coaching Leadership and Athlete Satisfaction ............................ 25
Chapter Three
3. Research design and methodology .......................................................... 27
3.1. Research design ......................................................................... 27
3.2. Subjects and sampling techniques.............................................. 27
3.3. Source of the data ...................................................................... 29
3.4. Instruments of data collection .................................................... 29
3.4.1. Interview ........................................................................... 29
3.4.2. Questionnaire ................................................................... 30
3.4.3. Informal observation ........................................................ 30
3.5. Procedures of data collection ...................................................... 30
3.6. Methods of data analysis ............................................................ 30
Chapter Four
4. Presentation and analysis of data ........................................................ 32
4.1. Background characteristics of the respondents .......................... 32
4.2. Analysis and presentation of the main data ............................... 35
Chapter Five
5. Summary, conclusions and recommendations ..................................... 53
5.1. Summary ................................................................................... 53
5.2. Conclusion ................................................................................ 55
5.3. Recommendations ...................................................................... 57
References Declaration
List of table
Page Table I. Cost of the Project
................................................................. 28
Table II. Demographic Characteristics of the Respondents ...................... 33
Table III. The response of Players for the Democratic Coaching
Leadership Behavior of their Coaches ...................................... 36
Table IV. The Response of Players to the Autocratic Coaching
Leadership Style of their Coaches ............................................ 39
Table V. Response of players to the Training and Instruction
Type of coaching Leadership Style of their coaches. ................... 42
Table VI. The Response of the players to the Social Support Coaching
Leadership Style of their coaches .............................................. 45
Table VII. The Response of Players to the Casual Coaching
Leadership Style of their Coaches ......................................... 47
Table IX. The response of players to satisfaction in their clubs................. 51
Abbreviation and Acronyms
AU- African Union
LSS-Leadership Scale for Sport
RLSS- A revised Leadership Scale for Sport
List of Appendixes
Appendix I - Questionnaire to be filled by Central zone National league
participating clubs football players.
Appendix II – Interview questions to the assistant coaches.
Appendix III – Interview questions to the head coaches.
Appendix IV – Coaching Leadership behaviors observation rating check
list.
Appendix V – Amharic version of appendix I
ABSTRACT
The purpose of this study was to survey Practices and challenges of Coaching
Leadership Style in relation to satisfaction of players. The research was
descriptive.
The
population
consisted
Central
Zone
National
League
participating clubs coaches and players in 2013. The sample was selected by
using random sampling. The study consists of 72 players and 8 coaches
(eighteen players and 2 coaches from each club was represented). The data
were
analyzed
using
percentage,
mean,
frequency,
and
qualitative
explanations. The results should that there is a significant relation between
Coaching Leadership Styles and players performance as well as there is a
difficulty to match leadership style with athletes satisfaction. However, during
the conduct of the coaching leadership style many challenges were observed
such as of understanding level of the players’, individual difference, family
background of the players, environmental influence, educational level of the
players and soon. These were the most difficulties that faced to coaches to
apply the best suited coaching leadership style to enhance the players’
performance. The instruments for data collection included questionnaire,
interview and observation. Then the collected data have been analyzed and the
major
findings
spelled
out.
Some important points of the study were summarized and the conclusion was
drowning from it about the practice and challenges of coaching leadership style
according to the player’s satisfaction. At the end some recommendations were
made for observed challenges or problems of the coaching leadership stiles.
Key Words:- Challenge, Coaching, Club, Leadership, Performance, League
CHAPTER ONE
Introduction
1.1. Background of the Study
“Coaching style” refers to the distinctive aggregations of behaviors that
character is coaching practice. The concept is common in coach education and
in non-academic research on leadership styles in coaching (Kuklinski 1990,
and Douge and Hastie 1993). Coaching styles may be a useful mechanism for
describing and analyzing coaching practice or it may be a superficial way of
obvious elements of the coaching behavior patterns.
Coaching style is not simply about instructional behavior, although the use of
behavioral observation instruments to investigate leadership behavior has
focused, attention on direct intervention. As an analytical tool, coaching style
also has the potential to offer an. understanding of IP- relationships, social
exchange, decision making behavior, communication, goal management and so
on. For these reasons, coaching styles should be part of the conceptual
framework and certainly not treated in a trivia, or superficial manner.
Leadership is an ability that causes other people to become aware of the
person attempting to lead, to recognize the information or idea, which he is
trying to present, and to move or act on the basis of the idea toward some
predetermined end. In the context of this research, leadership means a. well
trained,
experienced
and
educated
coach
who
assists
his
athletes
institutionally and professionally their coaching program. But it is not easy to
define leadership in such a. way that all readers will accept as a. true and
complete reflection of what leaders entails. Sometimes leadership is described
as “getting things on through people”. Others argue that leadership is about:
exercising power in order to influence others’ or that true leadership is about
envisioning a bright future and taking others by the hand towards it.
Coaching leadership style is an aspect of IP-behavior. This means that
coaching style involves two-way interaction with athletes, and points to the
danger of focusing too directly on solely the coaches’ behavior. Although much
leadership style research has featured athletes’ satisfaction as the dependent,
variable, there has been little research in to the effects on other athlete
characteristics.
Douge and Hastie (1993) refer to congruence between coaching styles and
athlete
performances
in
their
review
of
coaching
effectiveness.
They
acknowledge that IP - relationships are linked, to leadership style, but do not
propose effectiveness criteria that associate style and performance. The
authors do, however, perpetuate the uncritical assumption that leadership
styles can be adapted by coaches. It would be very difficult to refute an
assertion that coaches and athletes have had successful performance
outcomes with the full gamut of, coaching styles. Typical research might focus
on elements of practice such as decision making, use of questioning or feedback, and
relate this to athlete satisfaction. It is assumed that the satisfied athlete is better
motivated, committed and so on. This is the way of demonstrating an association
between style and performance.
Much of 'styles’ research has used opportunity samples. At the same time, it
seems very likely that there is a relationship between organizationally/social
context and the values and traditional practices on which styles are founded.
Much more research is needed in performance sport, contexts and in
naturalistic settings. This need is based less on the level of performance sport
and much more on the complexity, scope, intensity and multi-goal nature of
the performance sport settings. In such settings, coaching style is likely to be
more complex phenomenon.
The most important, factor for the success of coach is to help athletes to
improve their athletic skills, to the more specialized physical, technical, tactical
and psychological preparations. Chelladurai (1978), effective coaching behavior
varies across specific contexts as the characteristics of the athletes ‘and the
prescribed
situation
changes.
To
achieve
improvement
in
athletes’
performance, it may be necessary for the coach to engage in appropriate
coaching leadership behavior to which his/her athletes or receptive.
A further exemplar was provided by Tutko and Richards (1977), who suggested
a more all encompassing categorization of coaching styles, and included
personal qualities and situational consequences. These are the authoritarian
style, the intense style, the easy going style, the business like and the nice gay
style. These mentioned styles have their own advantages and disadvantages
while the coach tried to implement them. Leadership style is part of the
coaching literature that provides the academic underpinning for coaching
styles.
Researchers have shown that the many factors are directly affected by
coaching behaviors and more specifically, leadership. Also, the type of
leadership behavior displayed by the head coach can have a significant effect
on the performance and psychological well being of the athlete, as mentioned
earlier. Case (1998) suggested that although leader behavior is often discussed,
it is one of the least understood aspects of coaching. Effective leadership can
help an organization or team develop new directions and promote change
toward proposed objectives. Jung and Avolio results concluded that the same
leadership style can be perceived differently and can have different effects on
motivation and performance for followers from different cultural groups.
Thus, future leadership research should be based on a broader theoretical
framework that includes both the type of cultural value orientation Gibson and
Marcoulides studied the invariance of leadership styles across the United
States, Australia, Norway, and Sweden to see if the 6-factor leadership model
held up there. This model describes six styles: autocratic, benevolent
autocratic, consultative, participative, consensus, and laissez-faire. It had been
previously determined that the Americans and Australians preferred an
individualistic, direct approach, while the Norwegians and Swedes Preferred a
collectivistic, participative approach to leadership. The study indicated that,
despite cultural differences, the model applied across the four countries. This
indicates that most managers will share some common areas despite their
cultural differences. Coaching can be a key success factor to the leadership
style. It is within this intimate coaching relationship that the leader identifies
and supports the strength, weakness, and needs of the follower. Each member
of your team has a potential for personal greatness; the leader’s job is to help
them achieve it. It has yet to be determined which leadership style correlates to
successful performance out comes in sport.
1.2. Statements of the Problem
The football coach must give attention how to determines coaching leadership
style according to players’ satisfaction because his style may affect the players
performance and behavior both on and off play ground.
Coaching leadership style aimed to affect the player’s performance, their
relationship with others and to develop their personality. The sum of these
factors can be achieved through players’ satisfaction. If an athlete satisfied by
the style of coach, he/she will be motivated to achieve an intended goal of the
group. Therefore, it is essential to test this variable in relation to the players’
performance and experience in the game situation.
The core problem on which the researcher wants to focus is the challenges of
practicing coaching leadership styles in relation to satisfaction of players on
the style that their coach used for their betterment. With this regard,
researches indicated that to get the best benefit from each player and to
develop the team experience and to make it positive and enjoyable, one must
understand the individuality of the players, and the dynamics of group
interaction. More specifically, Barrow (1977), showed that effective leadership
encompasses an understanding of motivation and is lively to minimize any lose
of productivity through the development of task and group cohesion, allowing a
group to operate at, or close to its potential. However, as far as the knowledge
of the researcher is concerned these is no research result that, shows the
challenges of practicing leadership styles and the interest of players especially
in relation to the Central zone National league participating clubs. Therefore, to
fill this gap the researcher was tried to investigate the relation between the
stated variables.
The main aim of this study is to find the interrelationship between each of the
variables, and their effect on the performance of the clubs. So, in this study an
intelligent, attempt was made to answer the following basic questions.
1.3. Basic Questions of the Study
1) How much different coaching styles can be correlated to the players’
satisfaction?
2) How far different coaching leadership styles and players’ satisfaction help
for clubs’ result?
3) How much difficult selecting single style to satisfy the whole team
members?
4) Which coaching leadership style do the players prefer more?
5) Which coaching leadership style do the coaches prefer more?
6) Do players have one best coaching leadership style which well Match
for their good performance?
7) Do coaches have one best coaching leadership style that well match
for their players’ achievement?
1.4. Objectives of the Study
1.4.1 General Objective
The general objective of this study is to identify the practices and challenge
coaching leadership styles in relation to the players’ satisfaction that can
enhance their performance.
1.4.2 Specific Objectives
This study also will try to achieve the following specific objectives.
1) Asses the relation between coaching leadership style and players
satisfaction.
2) Assess whether there is the best suited coaching leadership style with
the players performance.
3) Assess the challenges of practicing coaching leadership styles to satisfy
players.
4) Assess whether there is the best coaching leadership style that coaches
may choose for their achievement.
5) Assess the relation between, coaching leadership style and players
performance.
1.5. Significance of the Study
Investigating the relationship between coaching leadership style and the
players’ satisfaction as well challenges of selecting the best suited style for
each athlete that contributes for the best performance is an essential factor for
the achievement of an intended clubs’ goals because each coach should work
according to the planned goal of the club, and he must test his style in relation
to the athletes’ satisfaction. Even if there is no coaching leadership style that
appear to be best or worse, it is essential to identify and use the style that best
suit to the athletes’ best satisfaction that may lead them to the best
performance.
Therefore, the study was tried to detect important theoretical and practical
implications about coaching leadership styles and players satisfaction for that
selected style. The study will also try to identify the challenge of applying more
suitable coaching leadership style for all players. The study is designed to test
significant and unexplored research questions that have an important impact,
on the satisfaction, experience and performance of the players. Thus, the
obtained results are expected to have the following significance.
1) To investigate the worthiness of all coaching leadership styles according to
the players satisfaction.
2) To help players how to know their coaches coaching leadership style.
3) To help player to identify the best leadership style for their achievement.
4) To help coaches to identify the proper coaching leadership style in relation
to their players’ satisfaction.
5) To know the difficulty of practicing coaching leadership style that best
suite with players’ satisfaction.
6) To give hints to the coaches and team managers to apply the best suited
coaching leadership style that can increases their players’ performance.
7) This investigation may help as basic reference for those who have interest
in the area.
1.6. Delimitation of the Study
This study is targeted to provide hints on the practices and challenges of
coaching leadership styles and the players’ satisfaction of some selected
Central zone National League clubs. Thus, this study will investigate
challenges of practicing different coaching leadership styles according to the
players’ satisfaction for their best performance. The study is geographically
delimited to Central zone some selected Ethiopia National league participating
clubs.
1.7. Limitation of the Study
The expected limitation of the study was the shortage of resources and time
constrains. Because of these reasons the study was confined to Central zone
Ethiopia National League participating clubs players. In addition to these
factors, farness of geographic location of the clubs training centers that may
demands much transport and materials cost will not within the capacity of the
researcher.
1.8. Operational Definition of Terms
In order to avoid misunderstanding (ambiguity) and to have a clear meaning
throughout the study, the following operational definitions of terms are given as
they will be used throughout the entire research.
1) Club: - a team that plays in a league (soccer glossary): It is a team which
competes in a sports competition (Collins cobuild English dictionary).
2) Coach: - is someone who trains a person or team of people in a particular
sport (Collins co build English dictionary).
3) Coaching:- is the term covering involved in the work of the coach, training,
and development, directing, advising and correcting players and helping
them to progress (soccer glossary).
4) Challenge:- is something new and difficult which requires great effort and
determination.
5) Effective Coaching:- is un cocking a persons’ potential to maximize their
own performance. It is all about helping the athletes achieve their dream
(Whit more, 2002).
6) League:- is an alliance of teams that organizes sporting competition (soccer
glossary). It is a group of teams that play the same sport or activity against
each other.(Collins Cobuild English dictionary7).
7) Leadership:- is the behavioral process of influencing individual
and group towards set goals (Barrow, 1977:232). It refers to the qualities
that make someone good loaders or the methods a leader uses to do his or
her job (Collins Cobuild English dictionary).
8) Performance:- is an observable behavior on the play ground. It is the
fact or action of doing a task (Collins Cobuild English dictionary).
9) Style:- is the general way in which it is done on presented, which often
shows the attitudes of the people involved (Collins Cobuild English
dictionary).
1.9. Organization of the Study
The study has five major parts. The first part of the study is the introduction:
containing the background of the study, statements of the problem basic
questions of the study, objectives of the study, significance of the study,
delimitation of the study, limitation of the study and operational definition of
terms.
The second chapter of the study is the review of related literatures which
contains the leadership definition, leadership theories, multidimensional model
of leadership styles, the coach athlete relationship, theoretical framework
regarding leadership style in sport and research regarding decision-making
style in sport.
The third chapter is replies about research design and methodology which
consists the research design, subject and sapling techniques, source of the
data, instruments of data collection, procedure of data collection and methods
of data analysis.
The fourth chapter deals with presentation and analysis of the data. The fifth chapter
is concerned about summary conclusion and recommendations. This part
focuses on the discovery of the research and the possible solution for already
stated problems based on the results of the study.
CHAPTER TWO
Review of Related Literatures
The purpose of this chapter is to discuss the literature related to the different
coaching leadership style of coaches and coaches’ expertise that have helped
frame the current study. This chapter investigates the literature from several
perspectives.
These
includes:
definitions
of leadership,
leadership
theories, Multidimensional model leadership styles, coach-athlete relationship,
theoretical framework and research regarding leadership style in sporty and
research regarding decision making style in sport.
2.1. Leadership Definition
Barrow (1977) defined leadership as “the behavioral process of influencing
individuals and groups towards set goals. This definition is so important that
it places a special emphasis on the t vision of a leader (i.e. goals, objectives)
while also highlighting the necessary interaction between the leader and group
members. Effective leadership will encompass an understanding of motivation
and is likely to minimize any loss of productivity through the development of
task and group cohesion, allowing a group to operate at, or close to its
potential. Indeed, Carron and Chelladuria (1983) found that cohesion was
dependent upon player and coach relationships. Loehr (2005) stressed that
the common theme of effective leadership is the “positive impact that
individuals can have on group dynamics relative to a team objective.
The act of leadership attempts to influence and convert others into ‘followers’
(Tannenbaum, Weschler, and Massarik, 1961) and may be achieved through a
variety of mechanisms such as coercion, persuasion, and manipulation.
Leadership requires an understanding or respect for the power dynamics
between the influencer and the follower. This implies that both, the leaders
and followers need to understand there exists a power balance between them.
The relationship recognizes that every act between the two parties is a ‘political
act’ with potential for coercion (Miller, 1985).
2.2. Leadership Theories
Early interest in leadership centered on the traits or abilities of great leaders. It
was believed that great leaders were bom and not made. Since these early
beginnings, leadership research has evolved from an interest in the behavior of
leaders to the notion of situation-specific leadership. The majority of the
research undertaken to explore and understand effective coaching in the
sporting domain has its roots in leadership theory originating in organizational
psychology (Chelladuria, 1980; Chelladuria & Carron 1983). The corporate
world has always sought to identify, develop, and enhance leadership within
an organization, and the sporting world has followed this model. Theories and
models of business leadership have been adapted to sport based on the
premise that sport and business have much in common.
Richard H (2002) mentioned the most significant approaches to categorizing
leadership theory is to whether the theory deals with leadership trait or
leadership behavior, and whether the trait or behavior are universal or
situation-specific in nature. Leadership traits are relatively stable personality
disposition such as intelligence, aggressiveness and independence. Leadership
behaviors have to do with the observed behavior of leaders and have little to do
with their personality. Traits found in all successful leaders are referred to as
universal traits. Situational traits and situational behaviors are those traits
and behaviors that may help make a leader successful in one situation, but
are of little value in another.
Sport teams and business organizations have similar elements such as
identity, an exact roster of members, a program of activity, and procedures for
replacing members. But the day-to-day working of sports teams differ from
that of business in that the majority of time in sport is spent in preparation for
competition, where performance is assessed. Understanding the similarities
and differences between business and sport has led to researchers adapting
theories and models to better represent leadership in sport.
Leadership theories adapted from organizational psychology for the sport
setting have been divided into four categories. These categories are personality
theories, situational theories, interactional theories, and normative leadership
approaches. Personality theory describes traits and behaviors as predictors of
leadership. In contrast, situational theories proclaim that the situational
context influences leadership behavior. Interactional theories take into account
both the personality of the leader and the situation, and the effectiveness of
the group is contingent upon the interaction between leadership style and the
situation. Normative leadership approaches are prescriptive as they describe
appropriate leaders behaviors for specific situations. A brief overview of various
approaches to leadership is given below. Each approach describes the various
characteristics of leadership (Fiedler, 1967; House, R.J., & Dressier, G., 1974;
and Vroom, V., & Yetton, P., 1973)
2.2.1. Personality Theories
The earlier view to understand leadership emphasized on the great man
approach. The attention was focused on great men and women leaders in
history and on their personalities. It: was based on the assumption that the
route to become an effective leader was to study their lives and emulate them.
But the world’s most effective leaders display widely different personal
qualities. Early leadership research attempted to identify the personality traits
that distinguished leaders from followers, The search for personality traits was
driven by a. belief that leaders were different. Richard (2002) stated that trait
theory has its origin in the ‘great man’ theory of leadership, which suggests
that
certain
great
leaders
have
personality
traits
and
personality
characteristics that make them ideally suited for leadership. Proponents of
trait
theory
believe
that
successful
leaders
have
certain
personality
characteristics or leadership traits that make it possible for them, to be
successful leaders in any situation.
Personality theories like “great man theory”, proposed that great leaders would
be great leaders in all situations. It was assumed, that the individual
achievements of great persons were the casual factors of progress. Personality
theories emphasized who the leader was rather than what the leader did.
Various personality traits, social traits, social traits, and physical traits were
identified to differentiate leaders from non-leaders. These theories were
unsuccessfully applied to sport to tty to identify personality traits and behaviors that
predicted leadership effectiveness.
2.2.2. Situational Theories
As personality theories proved ineffective as predictors of group performance,
leadership research changed direction. Instead of investigating the effect of the
leader on the situation, researchers investigated how the situation influenced
leadership behavior and their subordinates’ performance (Barrow, .1977). The
situation referred to variables in the external environment.
Situational
variables,
such
as
subordinate
behavior,
teak
type,
task
complexity, technology, and the size of the organization were found to
influence leader behavior. As those factors continue to influence leader
behavior, however, the leader also influences, in turn, the situational factors.
Situational theories have been applied to sport irregularly. There has been
more interest in exploring specific variables and their influences on leader
behaviors compared to developing a deeper understanding of the leadership
process.
In terms of the personality, Fiedler (1967) believes that leaders are either
relationship motivated or task motivated. Relationship motivation leaders are
those who are highly concerned with the interpersonal relationships between
leader and followers. Successful performance of the task is of secondary
importance to this type of leaders. Task motivation, on the other hand, refers
to the leaders concern with accomplishing the task at hand. The satisfactory
completion of the task is important to this type of leader, while establishing
and maintaining positive interpersonal relationships is secondary. From this
we can easily understand coaches should learn to recognize their own
personality and work to compensate for their weakness through personal
adjustment or through the help of assistant coaches. If the head coach is task
motivated person, a relationship-motivated assistant coach might be important
to provide the personal touch.
2.2.3. Interactional Theories
Interactional theories strengthen the current models and research in the study
of leadership effectiveness in sport. The failure of both the trait and behavioral
approaches ushered the emergence of various situational based leadership
theories such as Fielder’s (1967) contingency model. Proponents of these
theories have considered a whole set of situational variable that may change
the impact of a leader of a given set of leader behaviors. Variable, such as
leader-member relations, task variables, structures and ambiguity, and the
personality of both leaders and followers, are taken into consideration. The
interactional approach is improved in models such as contingency theory,
path-goal theory and adaptive-reactive theory.
Contingency theory (Fiedler, 1967), describes the effectiveness of a leader or
group as contingent on: a) the leaders need structure, specifically, whether the
leader is motivated through task achievement or the development of
interpersonal relationships; b) the leaders situational control, which refers to
the leaders confidence that the task will be accomplished; and c) the
interaction between the leaders need structure and situational control.
In path-goal theory, the emphasis is on the needs and goals of the
subordinates or the athletes. In other words, the leader is viewed as a
facilitator (Richard H, 2002). The coach or leader helps athletes realize their
goals. The leader’s success is viewed in terms of whether or not the
subordinates achieve their goals. Thus, the basic proposition of path-goal
theory is that the function of the leader is to provide “a well-lighted path” to
asset the follower in achieving goals. This is done by rewarding subordinates
for goal attainment, and increasing the opportunities for personal satisfaction.
For example, if an athlete’s goal is to break the clubs goal scoring record, it is
the coach’s job to provide a training program that is rewarding and enable the
athlete to accomplish the goal.
According to the path-goal theory of leadership, leaders are effective because of
their impact on subordinates’ motivation, which leads to the satisfaction and
the ability to perform effectively. Effective leaders very their behavior in
accordance with the task, the personal characteristics of the subordinate, and
the environmental pressure of the situation that the subordinates must deal
with in order to accomplish work goals and satisfy member goals.
The adaptive-reactive theory was an extension of path-goal theory. To be
effective, leaders must also adapt to the individual needs of their subordinates
and to the situations. By adapting to the situations and by meeting the needs,
desires, and pressures of the subordinates, it is assumed that the
subordinates will respond to the reactive behaviors of the leader. This adaption
becomes a two-way relationship; with leaders behaviors influenced by the
preferences and needs of the subordinates, and the subordinates responsive to
the behaviors of the leader. This theory assumes that the leader has the
capacity to identify and respond to the subordinates, needs, desires and
pressures.
2.3 Normative Approach to Leadership
The normative leadership approach is prescriptive; it recommends leaders use
specific type of leadership behavior based on the situation, and members
knowledge. Leader behaviors and situational circumstances are identified;
prescriptions are provided to assist in analyzing the situation, after which the
leader engages in an appropriate behavior to achieve the optimal effectiveness
in the situation. The normative model of decision style in leadership and the
discrepancy
model
have
been
applied
environment.
and
adapted
to
the
sporting
Chelladurai (1978) proposed a normative model of decision-making styles for
coaching. The model incorporates three styles of leadership: autocratic,
participate, and declarative. The premise of the model is that particular
situation requires a specific leadership style. The situational variables include:
the importance of the decision, what information is required and whether the
leader possesses that information, the complexity of the problem, the degree of
integration among group members, the presence or absence of time
restrictions, the degree to which group acceptance of the decision is necessary
or crucial, and the amount of power the leader holds with regards to team
members. For example, in sport, if there is time restriction and the coach has
relatively high information, then an autocratic style of leadership is
appropriate.
Behavioral theories focus on how leaders behave. Based on a leader’s decisionmaking behavior, there are three types of leaders: Autocratic leaders make
decisions without consulting their teams. This is considered appropriate when
decisions genuinely need to be taken quickly, when there’s no need for input,
and. when team, agreement isn’t necessary for a successful outcome.
Democratic leaders allow the tam to provide input before making a decision,
although the degree of input can vary from leader to leader. This type of style
is important when team agreement matters, but it can be quite difficult, to
manage when there are lots of different perspectives and ideas. Laissez -faire
leaders don’t interfere; they allow the team to make many of the decisions.
Typically this happens when the team is highly capable and motivated, and it
doesn’t need close monitoring or supervision
2.4 Multidimensional model of Leadership Styles
Chelladrai’s
multidimensional model of leadership styles, which applies specifically to
sport, recognizes the importance of three interaction determinants of leader
behavior actual leader behavior, leader behavior preferred by the athlete and
required leader behavior. The degree of congruence among these three factors
determines athletes’ satisfaction and performance. Chelladuri and saleh’s
(1980) leadership scale for sport (LSS) measure six leadership styles. The LSS
has been used in a variety of contexts to measure leadership in sport and the
relationship between leadership and other variables.
Chelladrai (1990) identified three main proposes for which the LSS has been
used. It has been used to study athlete’s performance for specific leader
behavior and athletes perceptions of their coaches’ behavior. A revised
leadership scale for sport (RLSS) developed by Zhang, Jensen and Mann
(1997); a scale that examines style of coaching behaviors;
1)
autocratic, 2) democratic, 3) Positive feedback, 4) training and instruction 5)
social support and 6) situational consideration behaviors is used.
Training and Instruction:- Coaching behavior aimed at improving the
athletes’ performance by emphasizing facilitating hard and strenuous training,
instructing athletes in the skills, techniques and tactics of sport clarity the
relationship among the athletes; and structuring coordinating the athletes
activities.[1]
Democratic Behavior:- Coaching behavior that allows greater athletes
participation in decisions pertaining to group goals, practice methods,
game tactics and strategies. [2]
Autocratic Behavior:- Coaching behavior that involves
independence in
decision making stresses personal authority. [3]
Social Support:- Coaching behavior characterized by a concern for the
welfare of individual athletes, positive group atmosphere and interpersonal
relations with members.[4]
Positive feed Back:- Coaching behavior that reinforces an athlete by
recognizing and rewarding good performance.[5]
Situational consideration behaviors:- Coaching behavior aimed at
considering situational factors such as time, games, environment, maturity
states, individual, gender, skill level and health conditions.[6]
Fiedler (1967), model of leadership effectiveness, shows there are three
important dimensions of leadership effectiveness:1) Leader member relations 2)
task structure and 3) power position. Fiedler (2002) emphasized the
importance of situational factors in influencing the effectiveness of leaders.
Fielder contends that good leaders are flexible and they adopt their coaching
behaviors (situational factors. Dale and Jody (2002), suggested that the
expectations for situational leadership need to be developed).
Challedrai and Carron (1978) state that, it a coach adapts his/her behavior to
comply with athletes preferred behaviors, the athlete may be more readily
inclined to the coach through an improved satisfaction and performance.
Preferred leader behavior refers to actual behaviors favored by athletes and
athletes’ perceptions of leader behavior are similar to required leader behavior
Researches and theories from non-sports settings provided useful frameworks
for understanding leadership (Horn, 2002), specific approaches that reflected
the unique demands of sports settings were required. In response, Chelladurai
(1978, 1990, and 1993) developed the multidimensional model of leadership to
provide a conceptual framework that allowed leadership effectiveness to be
studied in the sport domain. Chelladurai proposed that effective leadership is
dynamic and is based on a complex series of interaction between leader, group
members, and situational constraints. The model suggests that positive
outcomes (performance and satisfaction) will occur when there is congruence
between the leaders’ actual behavior (i.e. either organizing practices or
providing positive feedback), the group members preferred leadership behavior
(i.e. preference for a highly organized, supportive leader) and the behavior that
is required in relation to the situation. In addition, behavior does not occur in a
vacuum, and antecedent factors such as leader and member characteristics
will influence both the actual behavior of the leader and group preference for
leadership behaviors. The challenge for football managers is to show flexibility
in adapting their dominant leadership style to suit specific leadership
situations, and with large squads of highly paid players, to keep everyone
satisfied.
In essence, Chelladurai (1978,1990, and 1993) model
stresses the importance of ‘fit’ or ‘alignment’ with high levels of satisfaction (a
multifaceted
construct
which
includes
satisfaction
with
individual
performance, team performance, type of leadership etc) and performance
predicted when there is congruence between actual, required, and preferred
behaviors. therefore, when discrepancies occur, it would seem that leaders are
faced with important dilemmas to carry on without making significant changes
and to expect (or encourage) others to be more accommodating; to remove
barriers (i.e. problem players or coaching staff who are creating disharmony); or
to be more flexible (which may prove decidedly difficult for controlling, authoritarian
managers).
Although there are more similarities than differences in the preferred
leadership behaviors of men and women, there is some evidence that males
prefer more instructive behaviors and an autocratic style of leadership
(Chelladuria and Saleh, 1978; Terry, 1984). Interestingly, there is evidence that
participants in highly interactive team sports such as basketball, football or
volleyball prefer more autocratic leadership that does participants from coacting sports such as swimming or bowling (Terry and Howe, 1984; Terry,
1984). Finally, Weiss and Fredrichs (1986) found a relationship between poorer
team performance and frequently of social support which probably indicates
that losing teams need more social support from leaders in order to sustain
motivation. In general, research evidence has supported the predictions of the
multidimensional model that indicates when there is congruence between
required behavior, actual leader behavior and group preferences that increased
group performance and satisfaction will result. In contrast larger discrepancies
between actual,, preferred and required behaviors are likely to produce less
satisfaction and influence performance negatively. More recently, researchers
(Chelladuria & Doherty, 1998) have used the LSS to investigate the decisionmaking styles of coaches. While both the democratic and autocratic styles of
decision-making have inherent strengths and limitations. Chelladuria and
Doherty (1998) stressed that the appropriateness of autocratic or democratic
styles varied with the problem situations. Also, labeling styles in absolute
terms implies that there is no middle ground; past researchers have indicated
that blends of autocratic and democratic styles do exist (Blake & Moulton,
1969), and it is not unreasonable to suggest that flexible managers can use the
styles interchangeably as the situation dictates. In professional football, where
large squads of players are involved, it is likely that more autocratic styles will
predominate by necessity, as Chelladuria and Doherty (1998) point out,
democratic styles are less effective for complex problems and are more time
consuming.
2.5. The Coach - Athlete Relationship
Although no scientific studies have examined the relationship between
associate football managers and players, recent research has developed a
clearer understanding of important features of successful coach-athlete
relationship. .Jowett and Colleagues (Jowett, 2001; Jowett & Cokerill,
2002; Jowett & Ntounamis, 2004) have explored the reciprocal nature of such
relationship, giving particular emphasis of affective, behavioral and cognitive
factors. This research has focused on how coaches and athletes influence each
other and the interdependency that is evident. Initially,
Jowett and others highlighted the importance of the three C’s of closeness,
commitment and complementarily to the coach-athlete relations (Jowett, Pauli,
Pensgaard, Hoegmo, and Riise, 2005).
Complementarily, the third C, reflects a positive working environment which
the coach and athletes work together to attempt to improve performance.
Jowett et al. (2005) suggest that complementarily has been found to relate to
both high levels of performance and greater satisfaction with the leadership.
Recently, Jowett et al (2005) proposed a forth factor, co-orientation, which still
requires further investigation, but reflects coach and athlete perception of how
the other perceives them.
2.6. Theoretical Framework Regarding Leadership Style in
Sport
Several models have emerged as major approaches in examining leadership in
sport (Chelladurai & Riemer, 1998). Proposed have been a meditational model
(Smoll & Smith, 1989; Smoll, Smith, Curtis, & Hunt, 1978), a normative model
of decision styles’ (Chelladurai & Haggerty, 1978), and a multidimensional
leadership model (Chelladurai., 1980, Chelladurai, 1990; Chelladurai & Saleh,
1980). While the meditational and normative models have made important
contributions to the sport leadership literature, the multidimensional model
will be described in further detail as it lends itself nicely for the purposes of the
present research.
The multidimensional theory of leadership synthesized previous nonsport
leadership models (e.g. path-goal theory, House & Dressier, 1974) and
extended them to a sport context (Chelladurai & Riemer, 1998). The model
proposes that athlete satisfaction and group performance are a function of the
combined effects of required, preferred, and actual leader behavior. Three
antecedents affect the leader behavior. These include situational, leader, and
member characteristics. Required leader behaviors are those necessitated by
both situational and member characteristics. These would include the
parameters of the organization, its environment, governmental regulations,
age, and gender, for example (Chelladurai, 1990; Chelladurai & Riemer, 1998).
Preferred leader behavior is determined by member characteristics and the
situational variables. Actual leader behavior is a function of characteristics of
the
leader,
required
behavior,
preferred
leader
behavior,
and
group
performance and satisfaction.
However, related research has focused on coach and athlete leadership
preferences and satisfaction as a result of varying coach behaviors. Using the
multidimensional model and dimensions of the LSS as a guide, several studies
have examined athlete and coach preferences of various leadership behaviors.
For example, Chelladurai and Saleh (1978) found that athletes in team sports
preferred greater coaching behaviors emphasizing training than those in
individual sports. Further, males were found to prefer social support more
than females. Chelladurai and Carron (1983) also studied these two coaching
behaviors. Their investigation assessed if preferences for social support and
training and instruction varied as a function of athletic maturity. Their results
indicated that training and instruction preferences decreased throughout high
school but increased at the university level.
2.7. Research Regarding Decision - Making Style in Sport
Chelladurai and Haggerty (1978) offered three styles of sport-specific decisionmaking. Autocratic behaviors are where those in which the final decisions were
made by the coach. This leader dictates to the group. This is most suited to
when a task needs to be completed or when there is a desperate situation as
they can be very inspiring. Research shows that when this type of leader isn’t
present then group members work slower and became aggressive when things
go wrong. However, their concept of autocratic behaviors included those
excisions that may have been made by consulting with some or all of the
members in order to obtain information. A participative style referred to those
behaviors where the decision is made by the group along with the coach. Both
parts are considered to be of equal status. This type of leader is person
orientated, involving other group members in decisions and encouraging their
participation. This leader listens to what others have to offer. However, this
leader does make the final decision and unlike the previous style of leadership,
if the leader is not present then members could carry on with tasks and
cooperate. This I feel is due to the fact they have been able to express their
own ideas previously. Finally, a delegate style denoted that behavior where the
coach allows one or more members of the team to make the decision and is not
involved in the choice him or herself. This is not really leadership. There is no
guidance from any dominant figure although they may try to help those in
difficult situations.
The following styles are derived from the leader’s overall characteristics of how they
interact with team members. Their characteristics will affect the teams and
individuals performance. Fielder (1967) summarized these characteristics as 2 styles.
1) Task Centered Leadership: The leaders’ focus on what has to he done.
Needs of individuals are less important than the groups goals. They will
take account of other member’s ideas but if they do not agree with them
they are autocratic and demand compliance with their decisions. They use
their knowledge to inspire. Highly task- oriented leaders focus only on
getting the job done, and they can be quite autocratic. They actively define
the work and the roles required, put structures in place, plan, organize,
and monitor. However, because task-oriented leaders don’t tend to think
much about the well-being of their teams, this approach can suffer many
of the flaws of autocratic leadership, with difficulties in motivating the
players and retaining the staff.
2) Person (Relationship), Centered Leadership:- this type of leader tries to
involve all members of the team in the decision making process and may
be willing to sacrifice success for better relations in the groups and its
integrity. With people-oriented leadership, leaders are totally focused on
organizing, supporting, and developing the people in their teams. It’s a
participative styles, and it tends to encourage good teamwork and creative
collaboration. In practice, most leaders use both task-oriented and peopleoriented styles of leadership.
Good coaches try to combine the two. Different sports require different
leadership characteristics and styles. I feel for team sports Autocratic and task
orientated leadership is generally the best style. Team sports like football and
rugby are extrovert so require extrovert leadership. In games like football you
do not have enough time to dwell on decision making. Situations change
rapidly so you need to take control and make decisions for others. If decision
making is slow the team’s performance may suffer. These games are aggressive
and physical, so I think they would benefit from a leader who is loud and
dominant which would inspire and guide them to their goals. However; leaders
should not be absolutely autocratic in team sports. They must lead their team
by setting examples of performance, motivating and guiding the young
members with inter-personal skills.
Chelladurai and Saleh’s (1980) Leadership scale for sports proposes a
dichotomy of decision-making styles. Democratic decision-making referred to
the degree in which coaches permit participation of athletes in making choices.
The coach tends to solicit opinions and approval from athletes before moving
forward. Further, the team sets its own goals and works at its own pace.
Autocratic behaviors denoted a style characterized by a coach who isolates him
or herself when decisions are to be made and stresses his or her authority in
dealing with the team. These coaches usually expect compliance with the
decisions they make.
Now I understand a good leader’s behavior matches the group member’s needs
and expectations, whilst also meeting the demands of the situation (goals),
leading to satisfaction and good performances amongst group members.
Leaders should apply the appropriate style of leadership best for the members
involved for instance just because a sport is extrovert does not always mean
the leader has to be as well. Effective leaders take account of all factors
involved and apply them accordingly.
2.8. Coaching Leadership Style and Athlete Satisfaction
A specific aspect of the multidimensional model of leadership, athletes
satisfaction as a function of their perception of leaders behaviors and type of
sport was studied. 152 wrestlers indicated their perception of their coaches’
leadership as measured on training and instruction, democratic, autocratic,
social support, and positive feedback and reported their satisfaction with
leadership. Analysis indicated that, with the exception of the autocratic
behavior subscale, the perceived leadership subscales had satisfactory internal
consistency reliability consistence with the perceived leadership of other
athletes, wrestlers perceived their coaches to be high on positive feedback, and
training and instruction, and low on autocratic behavior.
Bennis and Nanus (1985) posited that leaders have four competencies. Leaders
are concerned about achieving results, communicate effectively, are truth
worthy, and regard themselves positively as well as have optimism. Leaders use
these competencies to empower others to pursue goals. Clearly, outstanding
coaches have such characteristics.
In particular, the multidimensional model of leadership developed by
chelladurai and other has played a major role in advancing the study of
leadership in sports Challedarai, 1978; Challedurai and Carron, (1978). The
model proposes that athletes’ satisfaction and performance are associated with
leadership behaviors (their preferred leadership behavior and the required and
actual behaviors of their leader).
The research studied by Malaysian university basketball team was indicated
that team integration was the most important factor influencing athlete
satisfaction. According to Chemers (1997) leadership is a process by which one
individual is able to guide a group of their individuals toward a collective goal,
action or accomplishment. Being, such the coaches have to plan out and
shared the team set up, goal and all aspect related to athlete satisfaction.
CHAPTER THREE
Research Design and Methodology
3.1. Research Design
The design and methodology of research is based on the purpose of the study.
The main purpose of this study was to identify the coaching leadership style
that can maximize the players’ satisfaction and their performance and the
challenges of practicing those styles. Hence, descriptive survey method is the
appropriate approach for the study. Since descriptive survey is the most
important research design to collect descriptions of existing phenomena with
the intent of employing data to justify current conditions and practices of
challenges of practicing coaching leadership styles in relation to players
satisfaction. Comparative approach also used because it enables to understand
various preferences of the coaching leadership styles and the most important
factors that influence the players’ satisfaction in their respective clubs. In
order to reveal all the necessary data on the study, therefore, mixed (qualitative
and quantities) approach was employed as an appropriate methodology to
reflect the intended purpose of the study.
3.2. Subjects and Sampling Techniques
This research study includes some selected Central zone National League
participating clubs football players and coaches. Since it was difficult to
include all clubs of Central zone because of time and financial constraints, and
also to include all the players of the zone clubs. Therefore, to apply the study
few numbers of the clubs was selected by using probability and simple random
sampling. Therefore, from 20 Central zone clubs, only four clubs were selected.
These clubs were Addis Ababa City, Yelidetaw Nyala, Sebeta city and Federal
police. After selecting the sample clubs, by using these techniques, the players
of those clubs was selected as sample subjects by simple random sampling
technique. Furthermore the study also includes assistant coaches and head
coaches of the clubs.
As it is possible to clearly identify the exact number of players who plays
within the selected clubs, using simple random sampling technique looks
appropriate.
Table I. Characteristics of the sample clubs
Questionnaire
Place of
Location
No of
training
of comp
Players
Distributed
In NO
In %
Addis Ababa
Janmeda
Arat Kilo
27
18
16
89
city Football
(Abebe
club.
Bikila
Lideta
27
18
16
89
26
18
15
83
25
18
16
89
No
1
Club’s Name
Collected
stadium)
2
3
4
Yelidetaw
Kaliti
Nyala Football
(Infront
club
of AU)
Sebeta town
Sebeta
Sebeta
football club
towon
stadium
Federalpolice
Lideta
Omedla
Football club
Total
105
72
62
86
Remark
3.3. Source of the Data
The data was collected from primary and secondary.
3.3.1. Primary Data Sources
Primary data was collected from, players head coaches and assistant coaches
of the sampled clubs. It was also includes other concerning bodies of the
clubs. This applied through relevant sequentially arranged questionnaire
which was prepared in Amharic and English. Mainly the questionnaire is type
of closed ended and few open ended. Moreover, the coaches of the clubs was
interviewed regarding to challenges of practicing coaching leadership styles in
relation to satisfying their players and other related issues.
3.3.2. Secondary Sources
Secondary data were obtained from relevant books, journals, internet and
related unpublished and published materials. To get additional information
clubs objectives and evaluation documents was checked,
3.4. Instruments of Data Collection
In order to obtain adequate information, which is qualitative and quantitative,
different types of data gathering tools were used.
3.4.1. Interview
Interview is a process of communication or interaction in which the subject
gives the needed information verbally in face to face situation. This particular
data collection method was used to understand the challenges of practicing
coaching leadership styles that suite the players’ satisfaction and the style
that can enhance players’ performance from the interviewees mind. The most
appropriate language selected for the purpose was “Amharic” because it
facilitates communication between interviewer and interviewees. Even it was
aimed to use a tape recorder; it did not used by the unwillingness of the
interviewees. Unstructured interview was used because of its advantages like
it can be carried out in an open situation with greater flexibility and freedom.
3.4.2. Questionnaire
The researcher selected questionnaire as data gathering tool because of its
suitability for survey researcher. The questionnaire was first prepared in
English and later translated to ‘‘Amharic” for purpose clarity and convenience.
The questionnaire was administered to sample players to collect data about the
coaching leadership style of their coaches and their satisfaction in the actual
style of existing situation in their clubs. Before the preparation of the main
questionnaire, a draft questionnaire was developed to conduct pilot study to
find out some ambiguity and un cleared statements that may follow problems
during response.
3.4.3. Informal Observation
Informal observation was used as secondary source of data collecting
instrument. It was applied at least three times on each clubs during their
training sessions and match days.
3.5. Procedures of Data Collection
All the necessary data was collected by distributing questionnaire to the target;
informants and by using interview. Furthermore, a pilot study was used to
check the validity of the questionnaire. Unstructured interview was obtained in
order to get additional information from coaches and other concerned bodies.
The
procedure
was
performed
by
the
researcher
and
his
colleagues/cooperators.
3.6. Methods of Data Analysis
The method of data analysis was qualitative and quantitative and the study
followed descriptive method with the special focus on quantitative analysis.
This is because quantitative research is highly useful for this study.
The quantitative data will be analyzed by simple statistical methods based on
frequency and percentage calculated on the base of responses of the
respondents. Data obtained from the interview and informal observation was
tested.
CHAPTER FOUR
4. Presentation and Analysis of Data
This chapter deals with data analysis and interpretation which gathered by
using questionnaires that distributed to the samele clubs’ of foot ball players,
the interview designed to the coaches and observation conducted in the
training area and match day. 72 questionnaires distributed to the players and
62 were collected.
This chapter also consists two parts. The first part is dealing with the general
characteristics of the respondents. The second section also death with analysis
and interpretation of the data obtained from questionnaire, interview and
observation. Different statistical instruments (percentage, frequency and mean
(x) were used to analyze and interpret the data collected. The rating scales
“strongly agree” considered as “Agree” and “Strongly disagree” considered as
“Disagree” to make the analysis brief and to make convenient conclusion.
4.1. Background Characteristics of the Respondents
The main sources of the data for the study were some selected Central zone
National
League
participating
clubs
football
players.
Grouping
the
characteristics of the respondents is very essential to analize the collected data
and it is also important for the readers to know from whom data was collected.
Therefore, the following table shows background characteristics of the sample
respondents.
Table II. Demographic Characteristics of the Respondents
No
1
Item
Sex
Male
Female
15-20
Age
21-25
Above 25
Total
Educational Level
Elementary level
High School
(Completed level )
Some certificate level
Diploma
Degree
Total
Position in the club
Coaches
Goal keepers
Defenders
Mid fielders
Attackers
Total
Service year in the One year
club
Two year
Three year
Above three year
Total
2
3
4
5
Number of
Respondents
70
18
39
13
70
6
33
In %
14
13
4
70
8
8
26
19
9
70
29
28
10
4
70
20.0
18.6
5.7
100
11.4
11.4
37.1
27.1
12.9
100
41.4
40
14.3
5.7
100
100
25.7
55.7
18.6
100
8.6
47.1
The first background information of the respondents was about their sex, so
that the respondents from the sample clubs were all (100%) males. It indicts
that females are not included in the research because the sample clubs that
selected for the study were male football clubs.
The second background information of the respondents was about their age
group. There are no respondents below 14. Therefore, 18(25.7%) of the
respondents were grouped between 15-20 age category, 39(55.7%) of the
respondents were categorized between 21-25 age group and 13 (18.6%) of them
were categorized above the age of 25. This shows that the majority (74.3%) of
the total respondents were matured enough to respond the necessary
information that helps the researcher to conclude the response as a reliable
source.
The third background information of the sample respondents was their
educational background. With this regard, 6(8.6%) of them are included in
elementary level, 33(47.1%) were categorized to high school completed level,
14(20%) were some certificate level, 13(18.6%) were diploma level and only
4(5.7%) of them were categorized at degree level. Thus, it is possible to
conclude the respondents also matured enough not only with respect to age
matter but also academically to give reliable information for the study. Since
most of the respondents (75.7%) are below certificate level, it is recommended
as they must try to upgrade their educational level. Because upgrading ones
education level may directly be related to improve its performance in the field of
sport.
The fourth concern for the background information of the respondent was their
position in the club. With this respect, 8(11.4%) were goalkeepers, 26(37.1%)
were defenders, 19(27.1%) were midfielders and 9(12.9%) were attackers.
Collecting information from all position in the clubs in useful to get balanced
information to conclude the result of the study.
The last background information of the sample respondents was focused on
their service year in the club. In this focus, 33(47.1%) were served for one year,
28(40%) were served for two years and 10(14.3%) and 4(5.7%) were served for
three and above three years respectively. According to these characteristics
60% of the respondents were served two years and above. This also indicates
that the sample respondents can have enough knowledge about the coaching
leadership style which will helps the researcher to achieve some points for the
findings of the study.
In addition to above, the sample respondents were asked why they joined the
club. Most of the respondents answered that they want to upgrade their career
through present club they included and to improve the clubs level, i.e. they
want to participate in Ethiopia Premier League in next season if possible. They
also asked why they stayed in the club. The answerer for question is the same
to that of why they joined. Most of them are agreed in rules and regulation of
their club but sometimes they are not happy in practical application.
4.2. Analysis and Presentation of the Main Data
The research questionnaires, interviews and observations are analyzed and
interpreted with respect to different coaching leadership styles and the
challenge of practicing those behaviors in relation to players’ satisfaction.
Therefore, it is possible to identify the most dominant coaching leadership style
of Central zone National League Participating clubs’ coaches which is more
preferred by the players that helps to develop their performance. So, the
respondents’ response is analyzed as below.
Table III. The response of Players for the Democratic Coaching
Leadership Behavior of their Coaches
No
Item
1
2
Presents on time always.
Encourages the players to
participate on the team
plan and strategy.
Encourages the team
members to participate
during decision making
time.
Asks the players’ opinion
on the most important
coaching affairs.
Encourages the players to
comment on his training
program and its load.
Applies the players’
comment practically.
3
4
5
6
5
4
F
%
F
%
36 58.1 18 29
Scales
3
F
%
5
8.1
F
3
2
%
4.8
22
35.5 17 27.4
7
11.3
6
9.7
10 16.1
6
9.7
8
8
12.9
27
43.5
13 21
18
29
14 22.6
10
16.1
12
19.4
8
12
19.4 10 16.1
15
8.1
21
33.9
14 22.6
1.7
11.3 14 22.6
7
11.6
18
29
16 25.8
12.9
F
0
In table III item 1 requested the respondents to express the degree of their
agreement on the punctuality of their coaches. The result revealed that the
majority of the players agreed on the punctuality of their coaches. To indicate
quantitatively, 54(87.1%) of the respondents were a greed and only 3(4.8%)
were disagreed. But 5(8.1%) of the participants were neutral to the question.
Item 2 concerned about the encouragement of their coaches to participate on
their clubs’ plan and strategies. The finding indicates that 39(62.9%) of the
participants were responded positively and 16(25.8%) of them were respond
negatively to the item. Only 7(11.3%) of the respondents were uncertain to
decide the issue. From this one can conclude that the players are participating
on the team plan and strategies in the clubs.
1
%
0
12.9
Item 3 refers about the participation of the players during decision making
time. Regarding to this item, 14(22.6%) participants were replied positively and
40(64.5%) of them were gave their negative response to the statement. Only
8(12.9%) of the participants were neutral to the question. This shows that
majority of the sample respondents are not participating when their coaches
were made decisions on the issues which concern them.
In item 4 of the same table, the sample participants were asked to reveal their
agreement wither their coaches ask their opinion on the most important
coaching affairs. With this regard 32(51.6%) of the participants were showed
positive response but 20(32.3%) of them were indicated negative response to
the statement. Only 10(16.1) of them were undecided to the item. This shows
that their coaches are asking them to give their opinion on the most important
coaching affairs.
The fifth item is regarded about encouraging the players to comment on their
coaches’ training practice and its load. In this regard, 35(56.5%) of the sample
respondents were disagreed, 22(35.5%) of them were agreed and the remaining
5(8.1%) were uncertain to the question. Therefore, one can conclude that most
of the players were not encouraged to comment on their coaches’ works.
The sixth tem is concerned about the application of the coaches their players’
comment
practically.
The
responses
shows
that
the
majority
of
the
respondents, 34(54.8%), were negatively answered and very small number of
them, 21(33.9%), were positively answered to the statement. The rest 7(11.3%)
were not decided to both angles. This implies that players are commenting in
one or other way, but their coaches are not trying to apply their comment
practically. The researcher also asked the assistant coaches on this idea. He
replied that not always but also sometimes the players comment can be used
as supporting idea for improvement of the players’ performance. Therefore, this
indicates players comment is not applied as much as possible.
Generally, the above findings show that the Central zone National League
participating clubs are trying to use democratic leadership style for the success
of their clubs as well as for the development of their players’ performance
which helps the players to be satisfied in their leadership. But the numerical
expression indicates that the coaches have weak sides in some issues, for
example, in decision making, encouraging players to comment and applying
their comment practically. So, these problems must be cut to be an excellent
democratic coach.
Table IV. The Response of Players to the Autocratic Coaching
Leadership Style of their Coaches
Scales
1
5
Item
No
Works relatively
F
%
14
4
F
%
3
2
1
F
%
F
%
F
%
22.6 22 35.5
8
12.9
10
16.1
8
12.9
27
43.5 22 35.5
0
0
7
11.3
6
9.7
7
11.3 8
7
11.3
22
35.5
18 29.0
7
11.3 17 27.4
11
17.7
15
24.2
12 19.4
6
9.7
12
19.4
15
24.2
20 32.3
16
25.8 20 32.3
9
14.5
8
12.9
9
independent of the
players and other
bodies
2
Puts product (win)
centered philosophy
always.
3
Always he decides
12.9
without the knowledge
of the team.
4
5
Does not worry about
jeopardizing
relationships when
correcting mistakes.
The way he punishes
9
14.5
his players is not
acceptable.
6
Gives priority for only his
idea.
14.9
Table four (IV) aimed to investigate about the autocratic leadership style of
coaches. With this regard, item1 tried to ask sample participants to give
information whether their coaches are carrying out all the works independent
of them or not. The response indicates that 36(58.1%) of them were agreed that
their coaches are carrying out all the activities independent of the players and
18(29%) of them were disagreed. But about 8(12.9%) of them were uncertain to
the question. Thus, the majority of the sample respondents replied that their
coaches are working all the activities independently which concerned to the
players and other bodies.
Item 2 also tried to assess the philosophy of their coaches about game i.e.
whether they are product centered or process centered. With this regard
49(79%) of the participants were indicated that their coaches are product
oriented leaders and 13(21%) of them were replied as their coaches are process
oriented leaders. The response can be concluded as the coaches are followers of
product
centered
philosophy
of
coaching
than
performance-centered
philosophy.
In item 3 of Table IV concerned about the decision making of the coaches,
whether they are using participatory decision making or not. Regarding this
question 15(24.2%) of the participants were replied that their coaches are
making decision without participating them and 40(64.5%) of them were
answered that they are participating during decision making time. T he
remaining 7(11.3%) were uncertain to the question. From this it is possible to
say that the coaches the clubs are doing well. Because to achieve the intended
goal of the club, following participatory decision making is very important.
During interview the researcher asked both assistance and head coaches this
question. All most all coaches were replied that they were participating their
players in all the clubs’ affairs.
In responding item 4 of the same table, 24(38.7%) of the respondents showed
that their coaches are worrying about jeopardizing relationships when
correcting mistakes and 27(43.6%) of them indicated that their coaches are
worrying about the issues raised. Of the total respondents only 11(17.7%) were
uncertain about the item. Therefore, it is easy to majority of the participants
were agreed that their coaches are taking care during the time they are
correcting the players mistakes. But the numerical expression shows that the
coaches the sample clubs are not fully care takers while correcting mistakes of
their players because the percentage is very approach each other.
Item 5 of the same table, indicates that 15(24.2%) of the respondents were
agreed to the way their coaches are punishing the player who show
misbehavior is not acceptable. The other 35(56.5%) were replied that their
coaches are punishing their players the way which is acceptable. On the other
hand, 12(19.4%) of the total participants indicated that their uncertainty to the
statement. The general conclusion for the item is the coaches of the clubs are
punishing their players according to the interest of the athletes and can be
acceptable by the concerned bodies of the clubs.
Table four, item 6 also indicates that 36(58.1%) of the participants were agreed
to the statement and 17(27.8%) of them disagreed. Only 9(14.5%) of them were
uncertain to the issue raised. From this finding one can conclude that the
coaches of Central zone National League participating clubs are giving priority
for their own idea.
Generally, I t can be concluded that the coaches of the clubs are not autocrat
in their leadership style. But it doesn’t mean that they are hundred percent
free from the autocratic leadership behavior because the quantitative
expression shows that they are autocrat in some cases.
Table V. Response of players to the Training and Instruction
Type of coaching Leadership Style of their coaches
Scales
1
5
Item
No
Knows strong and weak
F
%
16
4
F
%
3
2
1
F
%
F
%
F
%
25.8 22 35.5
12
19.4
5
8.1
7
11.3
18
29
10
16.1
8
12.9
5
8.1
16
25.8 20 32.3
8
12.9
14
22.6
4
6.5
15
24.2 20 32.3
11
17.7
10
16.1
6
9.7
19
30.6 23 37.1
10
16.1
5
8.1
5
8.1
10
16.1 14 22.6
5
8.1
22
35.5
13 21
26
42
8
12.9
8
12.9
3
side of each player in
detail.
2
Understands that every
21 33.9
player is working to his
best ability.
3
Works for the
improvement of players’
performance.
4
Indicates what is
expected of each player
in detail.
5
Explains to each player
the techniques and
tactics of the football.
6
Works at individual
base to indicate tactical
and technical
improvement.
7
Explains to the players
17 27.4
what they should and
should not do.
4.8
Table V, item 1 is regarding the knowledge of coaches about their players’
strong and weak sides. In this concern 38(61.3%) of the respondents agreed
with the idea and 12(19.4%) of them were disagreed to the statement. And also
12(19.4%) of them indicated their uncertainty. This implies that the coaches of
the clubs knew the strong and weak side of their players.
Item 2 of the same table, the participants were asked to respond whether their
coaches were understanding each player working to his best ability or not.
With this respect 39(62.9%) of them responded positively and 13(21%) of them
also responded negatively to the issue. Only 10(16.1%) of them were uncertain
to the question. From this one can conclude that the coaches of the clubs
understood the players’ ability.
In item 3 the respondents also asked to indicate that how much their coaches
are working to improve their performance. Regarding this issue, 36(56.1%) of
them were agreed to the idea and 18(29.1%) of them were disagreed. Remaining
8(12.9%) were neutral to the item. These numerical expressions help us to
conclude that the coach of the clubs is working to improve the performance of
their players.
Item 4 of the same table is concerned about whether the coaches of the sample
clubs are indicating what is expected from each player in detail or not. Of the
total respondents 35(56.5%) were replied positively and 16(25.8%) were replied
negatively to the item. Only 11(17.7%) of them were uncertain. The researcher
also checked that the coaches are indicating what their clubs expect from the
players. The main expectation of the clubs was participating in Ethiopia
Premier League. At the same time player were straggling to participate in
Ethiopia Premier League next year.
In Table V, item 5, the participants asked to respond that whether their coach
explains the technique and tactics of the football to each player or not.
According to the response 42(67.7%) of them were agreed, only 10 (16.1%) of
them were disagreed, and the rest 10(16.1%) of them were uncertain to the
question. The observation check list also shows that the coaches of the clubs
were explaining tactical and technical approach of football to their players in
detail. The interview with assistant coaches also agreed with the idea.
Therefore, one can say that the coaches of the clubs are good enough in
knowledge of tactics and techniques of football and they are doing so.
In the same table, item 6, 24(38.7%) of the respondents agreed that their coach
is working at individual base to indicate tactical and technical improvement,
35(56.5%) of them disagreed and only 5(8.1%) of them were uncertain to the
item. The researcher also observed that the coaches are not spending their
time by working in individual base tactics and techniques but they were
working more in group and team tactics during training sessions. Although
football is team game it needs individual technique and tactic to achieve the
clubs intended goals.
As far as item 7 asked the sample respondents to reply that whether their
coach is explaining to the players what they should and should not do.
Regarding this item 43(69.4%) of them a greed, 11(17.7%) of them disagreed
and the remaining 8(12.9%) were uncertain to the question. This is also
approved during observation that the coaches were cautioning their players
about the fouls that may be penalized by cards, especially in penalty (16.5m)
area. The coaches also interviewed the same question and the response is
similar to the result of questionnaire and observation.
Generally, the information’s obtained from Table V and as well as from
observation and interview can be concluded that Central zone National League
participating football clubs’ coaches are following training and instruction type
of coaching leadership style to improve their athletes performance and as well
to achieve the clubs’ intended goals. However, beside the good experiences in
this regard the coaches have the problem in working individual base tactical
and technical practices/ training to improve each player performance because
individual skill can help to achieve team objectives in general. Therefore, the
coaches should work first to improve individual tactic and technique within the
team.
Table VI. The Players Response to the Social Support
Coaching Leadership Style of their coaches
Scales
1
5
Item
No
Helps the team members
4
F
%
F
%
18
29
20 32.3
10
3
2
1
F
%
F
%
F
%
12
19.4
8
12.9
4
6.5
16.1 12 19.4
6
9.7
19
30.6
15 24.2
5
8.1
7
11.3
28
45.1
16 25.8
21
33.9 18 29
10
16.1
6
9.7
7
to settle during conflict is
happening
2
Encourages close and
informal relations with
the players.
3
Helps the athletes in
6
9.7
their personal problems.
4
Shows his affection to
11.3
the players.
Regarding to the Table VI, which is concerned the social support coaching
leadership style of the coaches’ the first item indicates the coach support for
the team members to settle conflict that is happened within them. For this item
38(61.3%) of the respondents agreed, 12(19.4%) of them disagreed and
12(19.4%) of them uncertain to the question. Thus, the participants’ response
shows that the coaches are helping their plays while they are facing conflict
between them.
Item 2 of the same table, the respondents were asked to rate the
encouragement of their coach to make closed and informal relationship with
him. For the item 34(54.8%) of the total respondents were disagreed, 22(35.5%)
of them agreed and only 6(9.7%) of them uncertain to the statement. So, it is
possible to conclude that the coaches of central zone National Large are not
encouraging their players to make close and informal relationship with them.
Though, the general conclusion is positive because of the majority of the
agreement, the numerical indication shows that there must be an improvement
to develop the personal relationship between coaches and players.
Concerning item 3, the participants were asked to reply whether their coach is
helping the players in their personal problems or not. So that 11(17.7%)
15(24.2%) of them replied positively, 44 (70.9%) of them replied negatively and
the rest 7(11.3%) of them were neutral to the item. This implies that the
coaches of the clubs are not helping their players in their personal problems.
Intact, the coaches have to understand and help their players when they faced
personal problems in their life. Such activities help players to feel their club or
camp as their home that encourages them to be satisfied in their coaches as
well in clubs.
The last, but not the least, item 4 concerns the affection of the coach to his
players. In this regard, 39(62.9%) of the respondents agreed, 13(21%) of them
disagreed and the remaining 10(16.1%) of them were uncertain to the item.
Therefore, the respondents were strengthen the idea positively. That means
their coaches are showing their affection to the players.
Generally, the above issues raised were indicating that the coaches of Central
zone National League are very good in social support coaching leadership style.
But the improvement is needed in helping players in their personal problems
because players should be motivated to develop their performance if they got
such a support from their coach.
Table VII. The Response of Players to the Casual Coaching
Leadership Style of their Coaches
Scales
1
5
Item
No
No clear objectives or no
4
F
%
F
7
11.3 8
18
29
5
3
2
1
%
F
%
F
%
F
%
12.9
9
14.5
26
41.9
12 19.4
14 22.6
10
16.1
9
14.5
11 11.7
8.1
7
8
12.9
26
41.9
16 25.8
18
29
15 24.2
11
17.7
10
16.1
8
8
12.9 9
6
9.7
28
45.2
11 17.7
objectives at all.
2
Not motivates his players
always.
3
Decisions are made by
11.3
players themselves.
4
Only listening is the
12.9
most common
communication system.
5
Gives playing
14.5
opportunity according to
players’ seasonal
performance.
Item 1, Table VII, the respondents were asked to give response about the
presence of objective which is designed by their coaches. Regarding this item
15(24.2%) of them were agreed the coaches have no clear objectives, 38(61.3%)
of them were disagreed and only 9(14.5%) of them were uncertain to the item.
The interview with the assistant coaches is also indicates the head coaches
have set their own objectives. From this finding it can be concluded that the
coaches have clear objectives.
Item 2 of the same table, the participants were asked to rate their agreement
whether coaches are motivating them in the course of football playing and
training sessions. As it is indicated in the table, 32(51.6%) of them agreed that
their coach is not motivating them and 20(32.3%) of them disagreed to the
item. The rest 10(16.1%) of the participants were uncertain. The response
shows that the players are not getting enough motivation from their coaches. In
contrary, the interview made with assistant coaches indicates that the main
coaches are motivating their players when necessary. But the response of the
players was strengthening during the observation while the clubs were playing
in different matches. The triangular conclusion is that the coaches are not
motivating their players at expected level. Intact motivation is the vey point in
game psychology that can enhance the players’ performance and as well to
achieve the intended objectives of the clubs in general.
Item 3 tried to assess whether the decisions on concerning issues are made by
the players themselves or not. For this item 12(19.4%) of the respondents
replied positively, 42(67.7%) of them replied negatively and the remaining
18(12.9%) were uncertain. What we understand from this response is that all
the necessary decisions are taking place by the coaches or by other concerning
bodies in the club. Infar it is not advisable to let player to make all the
decisions. But it doesn’t mean that the involvement the players in decision
making is unnecessary in the clubs activities. They have to have a chance to
involve in decision making process.
Item 4 is also tried to assess the way of communication between players and
coach. In this regard 33(53.2%) of the participants agreed whereas 18(29%) of
them indicated their disagreement. Still a considerable number, 11(17.7%), of
the respondents were uncertain to the way of communication that taking place
with their coach. It is also checked during observation sessions. Therefore, we
can conclude that most of time there is one-way communication between the
coaches and their players. Which is the players are listeners most of time. In
modern coaching leadership behavior a two way communication is very
important to develop the players’ performance as well as to achieve the clubs’
intended goal.
Regarding to the item 5, 17(27.4%) of the respondents were tried to indicate
that their coaches are giving playing opportunity according to players’ seasonal
performance and 39(62.9%) of them were revealed negatively to the issue. The
remaining 6(9.7%) were uncertain to the item. From this someone can conclude
that the coaches of the Central zone National League participating clubs are
not giving the chance to play in first line for the players.
Thus, one can deduce from above conclusions that the coaches of the central
zone National League participating clubs are following casual type of coaching
leadership style in their clubs. Because it’s mean (X=2.8) is above half of the
scale given. But it is not advisable to follow such type of style in coaching
world. It may be sometimes used at individual level but not at the team level.
The coaches Response to the Challenges of Practicing
Leadership Styles
Regarding to the challenges of practicing leadership styles to satisfy players the
main coaches and assistance coaches were interviewed and observation were
made to evaluate their attitude and practice.
Therefore, one of the interview questions is whether they have one best
coaching leadership style which well suited for all players or not. For this
question their response was indicating it is too difficult to select the best style
which can suite for all players because using coaching leadership is depends
on players’ personality, experience, educational
Background, attitude…etc. it is possible to use the styles accordingly. Which means at
a given time you may be democratic, another time you may be autocratic for the same
player depending on the situation. You may also be casual for one, autocrat for other
player concerning on their behavior at the time.
The next question is whether their players are satisfying by using such a way
or not. They replied that they are facing different difficulties in relation to
players’ satisfaction while using coaching leadership behavior. Because the
understanding level of the players is different that depends on their experience
and personality. So, they are using different types of coaching leadership styles
with its problems accordingly. But most of the players prefer democratic and
training
and
instruction
coaching
leadership
style
to
develop
their
performance.
The other question indicates that even though it is difficult to choose the best
suited coaching leadership style which style you are using most of time or
which style must be used to develop players performance according to your
practice? The response for this question is democratic and training and
instruction types are the most preferable styles. According to the coaches,
these two types of coaching leadership styles are more participatory styles. In
modern coaching world the coach must involve his players in the club’s issues.
Players also must discuss, comment, and ask questions about their clubs
activities and their own problems they faced.
Most of the coaches commented that to use whatever the style, it is must to
have good communication between players and coaches to be successful. The
other comment is that the coach should be trained well and he has to read
always to apply newly investigated scientific approaches. The coach who has good
insight may overcome the challenge.
In general, one can conclude that there is a challenge while practicing coaching
leadership style in relation to players’ satisfaction from the information given
above. A challenge for the coaches is to find a leadership styles that is
conducive to team success. Hence, the current study shall help coaches better
understand how their leadership behaviors relate to their team’s performance.
So, it is advisable to have good insight, and communication with players, fun,
and parents as well as following scientific methods to overcome the challenge
for the coaches.
Table IX. The players’ response to satisfaction in their clubs
5
4
F
%
F
%
20 32.3 26 41.9
Scales
3
F
%
6
9.7
F
4
15
24.2 19 30.6
10
16.1
7
11.3
11 17.7
21
33.9 22 35.5
6
9.7
4
6.5
8
12.9
14
22.6 29 46.8
8
12.9
6
9.7
5
8.1
14
22.6 18 29
9
14.5
13
21
8
12.9
Playing opportunity of
each player’s.
The way individual
player is treating.
Utilization of individual
player ability.
5
8.1
8
12.9
28
45.2
11 17.7
8
12.9 7
10
16.1
22
35.5
15 24.2
9
14.5 12 19.4
6
9.7
26
41.9
9
14.5
Dedication of the players to
achieve the club’s goal.
23
37.1 25 40.3
8
12.9
3
4.8
3
4.8
10 The leadership style that
your coach is using.
17
27.4 14 22.6
3
4.8
15
24.2
13 21
No
Item
1
3
Team ethics and
discipline.
Team relation with coach
and other concerned
bodies.
Team cohesion
4
Training and instruction
2
2
%
6.5
F
6
1
%
9.7
providing by their coach.
5
Appropriateness of team
objectives and strategies.
6
7
8
9
10 16.1
11.3
Items in the table nine tried to investigate the players’ response about their
satisfaction in the clubs they concerned. Thus, item one asks the respondents
to reply about their team ethics and discipline. The response shows 46(64.2%)
of the respondents agreement and only 10(16.2%) of them disagreement to the
item. The rest 6(9.7%) of the respondents were uncertain to the question. The
next item is about team relation with coach and other concerned bodies of the
clubs; 34(54.8%) of the participants showed their positive response and
18(29%) of them showed their negative response to the item the remaining
10(16.2%) of the participants were neutral to the question.
The fifth item tried to assess the players’ satisfaction about their team
integration/cohesion. In this regard 43(69.4%) of the respondents were agreed
and 12(19.4%) of them were disagreed about their team’s integration. The
considerable number, 8(12.9%), of them were uncertain to the item. From this
it can be possible to conclude that there an integration in the team members.
The sixth and seventh items are assessed about training and instruction
providing by their coach and the appropriateness of team objectives and
strategies set. In this concern most of the respondents were agreed. The
exceeding items, 8 and 9, are also tried to assess the playing opportunity of
each player and the way individual player is treating in the clubs, in contrary
to above items majority of the respondents were unsatisfied on the issues as
indicated in the table. Therefore, the players should be treated equally and
logically in the clubs and they should get playing opportunity according to their
performance.
About their dedication for the achievement of objectives of the club, 43(77.4%)
of the sample participants were replied that they are using unlimited effort to
achieve an intended goal of the club and only 6(9.7%) of them were disagreed
to the issue. The remaining 8(12.9%) were neutral to question.
The last item of Table nine is asked the respondents whether they are
satisfying on the coaching leadership style of their coach or not. For this item,
31(50%) of them were indicated their satisfaction/agreement on the leadership
behavior that their coach is following and 28(45.2%) of them were unsatisfied.
Very few number, 3(4.8%), of the respondent were neutral. Even if it is possible
to say that the majority of the players are indicated their satisfaction on the
coaches’ leadership behavior, the number of the players replied to the item in
both sides (agreement and disagreement) is very approached to each other.
This also shows that satisfying all player by using selected or mixed leadership
styles is how much challengeable for coaches.
CHAPTER FIVE
Summary, Conclusions and Recommendations
The chapter is the final part of the study which discusses about major findings,
conclusions and recommendations forwarded on the base of findings. Thus,
each part of the chapter will be discussed as follow.
5.1. Summary
This study was intended to identify the challenges of prating coaching
leadership styles in relation to players’ satisfaction in selected central zone
National League football clubs. The study also designed to achieve specific
objectives to assess the relation between coaching leadership style and players
satisfaction, whether there is the best suited coaching leadership style with the
players’ performance, the challenges of practicing coaching leadership styles to
satisfy players, whether there is the best coaching leadership style that coaches
may choose for their best achievement, and the relative between coaching
leadership style and players performance. Therefore, the study tried to answer
the following basic questions.
1. How far different coaching leadership styles and players’ satisfaction help
for clubs’ result?
2. How much different coaching leadership styles can be related to the
satisfaction of players.
3. How much difficult selecting fixed coaching leadership style according to
satisfaction of players?
4. Can coaches have one best coaching leadership style that well match for
their performance?
5. Can players have one best style that more related for their performance?
6. Which coaching Leadership style do players prefer more?
In order to achieve intended objectives, the procedures that followed are?
Relevant literatures were reviewed, questioners were prepared and distributed
to the sample respondents, coaches were interviewed, observations were made
and those collected data were interpreted and analyzed. The subjects of the
study were 62 players and 8 coaches from four selected Central zone National
League football clubs.
The information obtained from the questionnaires were analyzed and
interpreted by using percentage frequencies mean, and descriptive statements.
The data gathered through interviews and observations were analyzed
qualitatively to strengthen the conclusion that obtained from questionnaires.
This way (triangulation) helped the researcher to conclude confidently on the
designed issues.
Players are satisfied in most of activities of their clubs and not satisfied in few
activities. They are satisfied in team relation with coaches and other concerned
bodies; individual player and team performance on play ground, training and
instruction providing, appropriateness of team strategies, dedication of players
to achieve the club’s goal, and the leadership style that their coaches are using.
But they are unsatisfied in getting playing opportunity and utilization of
individual player ability.
The other part which should be summarized is the coaches’ response about the
challenges that can be faced during practicing different types of coaching
leadership styles. Tin this concern almost all of the coaches of the sample
clubs were agreed that selecting the best style is too difficult to satisfy all
players once because players have individual difference in nature as well as
depending on their experience, educational background, and other factors.
5.2. Conclusion
Based on the findings the following conclusions were drawn:
1. Democratic coaching leadership style is a coaching behavior that allows
greater athletes participation in decisions pertaining to group goals,
practice methods game tactics and strategies. The majority of participants
of the sample clubs were indicated that their coaches are democratic in
some cases. But the coaches also have shortcomings in few cases while
applying democratic behavior. Because they are not participating players in
some important decision making activities, and not encouraging players to
comment on training program and its load.
2. As it is indicated in the data analyzed, the coaches of sample clubs are not
autocratic in some activities. Since autocratic caching behavior involves
independence in decision making stress personal authority. But here also
they
have
shortcomings
in
that
working
independent
of
players,
encouraging win centered philosophy and giving priority for only their idea.
This also indicates that the caches of the sample clubs are not free from
autocratic leadership behavior.
3. The findings of this study investigated that the coaches of the clubs have a
good experience in applying training and instruction coaching leadership
style. The only their short coming is that they are not working at individual
base to indicate tactical and technical improvement.
4. Regarding the social support coaching leadership style, coaches of the
clubs are good in helping the team members to settle during conflict is
happening; and showing their affection to the players. But they are not
good in encouraging close and informal relations with the players; and
helping the athletes in their personal problems.
5. Concerning the casual coaching leadership style, coaches of the clubs have
clear objectives that can indicate the goal of the club; and a chance is not
given to the players to make decision by themselves. Here there are some
problems that should be improved. These are the coaches of the clubs are
not motivating their players always, only listening is the most common
communication system, and players are not getting playing opportunity
according to their seasonal performance.
6. A challenge for the coaches was to find a leadership style that is conducive
to team success. Therefore, the coaches of the clubs were faced the
problem of using fixed leadership style to satisfy their players because of
players individual difference. Players are differed in their experience,
educational background, attitude, social background and soon. The finding
concluded that it is too difficult to use fixed leadership style, rather it is
possible to use mixed styles according to the situation.
7. Players are satisfied in most of activities of their clubs. But they are
unsatisfied in getting playing opportunity and utilization of individual
player ability.
8. Finally the findings of this study are indicating that coaching leadership
styles have a direct relationship with players’ satisfaction. And there are
challenges to use fixed leadership style that can best suit with players’
satisfaction. Not all, but also majority of the players more training and
instruction and democratic leadership style for their development of
performance.
5.3. Recommendations
An attempt was made to collect relevant information regarding the challenges
of practicing coaching leadership styles in relation to players’ satisfaction.
Thus, based on the preceding conclusions it is possible to recommend that:
1. Coaches of the clubs were more preferred democratic and training and
instruction leadership behaviors. As democratic coach, they should give
a chance for their players to participate in decision making processes,
and should encourage players to comment on training programs and
other affairs. This will enables players to understand objectives of the
club and helps them to feel as responsible person in the club.
2. One of the best duties of the coaches is motivating their players always.
This key point was missed in the clubs. Therefore, the coaches must
motivate their players during training and match sessions. The other
crucial point that was missed by coaches is two way communications.
Both coaches and players should communicate on mutual activities of
the club, i.e. the coach must listen what players are saying for their
improvement and vice versa.
3. There is no one best coaching leadership style that can suit with all
members of the club. The coaching leadership style should fit to the
situation. Excellent coaches often switch instinctively between styles,
according to the players behavior and the task that needs to be done. For
instance, a coach can be autocratic but friendly on new trainee;
democratic with experienced players who have many ideas. This can only
be fostered by a flexible coach who is a good listener. The coaches should
select the right type of coaching leadership style that can suit with right
situation. This also helps them to overcome the confusion in using
leadership styles.
4. Players should have knowledge of coaching leadership behaviors and
they have to understand the style that their coaches are using.
5. Players also should motivated to participate in decision making, design of
clubs goal, and to ask training method and load, game strategies and
they have to be alert to comment their coaches in well planned manner.
6. Finally, the coaches should work to enhance the performance of the
players as well as to achieve the club’s intended goal. The successful
coaches are not only highly driven and intrinsically motivated but also
foster that same enthusiasm in their players. The coach should have
good insight and communication skill with players, players’ families, and
other concerned biddies of the clubs. They also should update
themselves through reading, getting seasonal training and by matching
their works with modern coaching science.
REFERENCES
-Barrow, J., (1977). The variables of leadership. A review of conceptual framework.
Academy of management Review.
-
Bolden, R., Gosling, J., Marturano. A., & Dennison, P. (2003). A Remew of
Leadership Theory and Competency Framework. University of Exeter.
Retrieved March 4, 2010 from www. Leadership - studies. com/documents/mgmt
standards.pdf.
-
Carron, A.V. and Chelladrai, P. (1983) Athlete maturity and preferred leadership.
Journal of sport spsychology.
-
Chelladurai, P. (1978). A Contingency Model of Leadership in Athletics. Unpublished
doctoral dissertation, University of Waterloo, Canada.
-
Chelladurai, P. (1980). Leadership in Sports Organizations. Canadian Journal of
Applied Sport Sciences.
-
Chelladurai, P. (1990). Leadership in Sport: A review. International Journal of Sport
Psychology.
-
Chelladurai, P., & Carron, A.V. (1978). Leadership. CAPHER, sociology of sport
Monograph Series A. Calgary, AB: University of Calgary.
-
Chelladurai, P., & Haggerty, T.R. (1978). A Normative Model of Decision- Making Styles
in Coaching. Athletic Administrator.
-
Chelladurai, P., & Riemer, H. (1998). Styles of Decision Making in Coaches. In J.L.
Duda (Ed.), Advances in Sport Psychology Measurement. Morgantown, WV: Fitness
Information Technology.
-
Chelladurai, P., & Saleh, S.D. (1978). Preferred Leadership in Sports. Canadian
Journal of Applied Sport Sciences.
-
Chelladurai, P., & Saleh, S.D. (1980). Dimensions of Leader Behavior in Sports:
Development of a Leadership Scale. Journal of Sport Psychology.
-
Chelladurai, P., Haggerty, T.R., & Baxter, P. (1989). Decision Style Choices of
University Basketball Coaches and Players. Journal of Sport & Exercise! Psychology.
-
Chemers, MM (1997). An Integrative theory of Leadership. Mahwah, NJ Lawrence
Erlbaum Associates.
-
Collins cobuild English Dictionary for advanced learners. Third Edition, 2001.
-
Douge, B. (1999, summer). Coaching Adolescents: To Develop Mutual Respect. Sport
coach.
-
Fiedler, F. (1967). A Theory of Leadership Effectiveness. New York: McGraw-Hill.
-
Hom, T., Advances in Sport Psychology. Champaign, IL: Human Kinetics, 2002.
-
Horn, T. (2002). Coaching Effectiveness in the Sport Domain. In T. Horn (Ed.),
Advances in sport psychology, 2nd ed. Champaign, IL. Human kinetics.
-
House, R.J., & Dressier, G. (1974). A Path-Goal Theory of Leadership In J.G. Hunt &
L.L. Larson (Eds.), Contingency approaches to leadership.
-
John J.M. Dwyer and Donald G Fischer (1990) Wrestlers’ Perceptions of Coaches’
Leadership as Predictors of Satisfaction with Leadership. Perceptual and Motor Skills:
Volume 71, Issue, PP.511-517.
-
Jowett, S. (2001). The Psychology of Interpersonal Relationships in Sport: The CoachAthlete Relationship. Unpublished doctoral dissertation. University of Exeter, UK.
-
Jowett, S., & Cockerill, L. (2002). Incompatibility in the Coach-Athlete Relationship.
In I. Cockerill (ED.), solutions in sport psychology. Andover, UK. Thomson Learning.
-
Jowett, S., Pauli, G., Pensgaard, A., Hoegmo, P., & Riise, H. (2005). Coach-
Athlete Relationship. In J. Taylor & G. Wilson (Eds.), Applying sport psychology.
Champaign, IL: Human Kinetics.
-
Kellett, P. (2002). Football-as-War, Coach-as-General: Analogy, Metaphor and
Management Implications. Football studies.
-
Kramer, J., & Shaap, D. (1969). Instant Replay: The Green Bay diary of Jerry
Kramer. New York: Signet.
-
Lenk, H. (1977). Team Dynamics. Champaign, IL: Human Kinetics.
-
Loher, J. (2005). Leadership: Full Engagement for Success. In S. M.
-
Martens, R. (1990). Successful Coaching. Champaign Illinois: Leisure press.
-
Miller, E.J. (1985). The Politics of Involvement. In A.D. Colman and M. H.
Geller (Eds.). Jupiter, FL: A.K. Rice Institute.
-
Murphy (Ed.), The sport psych handbook. Champaign, IL: Human Kinetics.
-
Oglive, B. C., & Tutko, T. A. (1966). Problem Athletes and How to handle them.
London: Palham Books.
-
Oglive, B. C., & Tutko, T. A. (1970). Self Perception as Compared with Measured
Personality of Selected Male Physical Educators. In G. S. Kenyon (Ed.),
contemporary psychology of sport. Chicago: Athletic Institute.
-
Pratt, S., & Eitzen, D.S (1989). Contrasting Leadership Styles and
Organizational Effectiveness: The Case of Athletic Teams. Social Science
Quarterly.
-
Riemer, H.A., & Chelladurai, P. (1995). Leadership and Satisfaction in
Athletics. Journal of sport and Exercise Psychology.
-
Robyn Benincasa (2012). Leadership Styles, and when you should use them
(Unpublished).
-
Smith, R.E., Smoll, F.L., & Curtis, B.(1979). Coach Effectiveness Training: A
Cognitive-Behavioral Approach to Enhancing Relationship Skills in your
sports Coaches. Journal of Sport Psychology.
-
Smoll, F., & Smith, R.(1989). Leadership Behaviors in Sport: A Theoretical
Model and Research Paradigm. Journal of Applied Social Psychology.
-
Smoll, F., Smith, R., Curtis, B., & Hunt, E.(1978). Toward a Meditational
Model of coach-Player Relationships. Research Quarterly.
-
Terry, P.(1984). The Coaching Preferences of Elite Athletes Competing at
Universiade. Canadian Journal of Applied Sport Sciences.
-
Terry, P., & Howe, B.(1984). Coaching Preference of Athletes. Canadian
Journal of Applied Sport Sciences.
-
Tharp, R. G., & Gallimore, R.(1976). What a Coach can teach as a Teacher.
Psychology today.
-
Vroom, V., & Yetton, P.(1973). Leadership and Decision-Making Pittsburgh:
University of Pittsburgh Press.
-
Weinberg, R, & Gould, D. (2003). Foundations of Sport and Exercise
Psychology. Champaign, IL: Human Kinetics.
-
Weiss, M.R., & Fredrichs, W. D (1986). The Influence of Leader Behavior,
Coach Attributes, and Institutional Variables on Performance and Satisfaction
of Collegiate Basketball Teams. Journal of Sport Psychology.
-
Zahra Rajabi (2012). Relationship of Coach’s Leadership Style and Player
Performance Out comes (Unpublished).
Appendix
Appendix I ADDIS ABABA UNIVERSITY
FACILITY OF LIFE SCIENCE
DEPARTMENT OF SPORT SCIENCE
Questionnaire to be filled by Central Zone National league participating
clubs football players.
This is a survey questionnaire designed to collect data for undertaking a
master’s thesis on “challenges of practicing Coaching Leadership Style In
relation to Athletes Satisfaction: the case of some Addis Ababa city National
league clubs football players.”
Dear respondents, this is a survey questionnaire designed to obtain
information on the challenges of practicing coaching leadership styles of
coaches and the athletes’ satisfaction of Central Zone National league clubs
football players. With this respect, your information is taken as a crucial input
for the success of this study. This information is intended purely for academic
research purpose and will be kept confidential. Writing your name is not
required; any personal information will never be linked with your response.
You are, therefore, kindly requested to fill in the questionnaire for which the
success of this study will directly depend upon your genuine and truthful
responses to the questions.
Thank you in advance for your cooperation!
General Direction:
Writing your name in any part of the questionnaire is unnecessary.

To those questions with alternatives you can encircle or you can provide
the answer by putting the sign “” in front of your choice.

For alternatives that requires open answer, please fell free to express
and write your response in the space provided.
Part One Personal Information
Direction: please mark with “” your response on the space provide except
those questions which requires written response.
1. Name of the club
2. Sex
3. Age
A. Male
A. 15-20 years
B. Female
B. 21-25 years
C. 26 years and above
4. Academic status
A. Completed elementary school level
B. Completed high school level
C. Diploma
D. Degree
E. masters and above
5. Your position of play in the playing formation.
A. Goalkeeping
B. Central defender (back)
C. Right/Left defender (back)
D. Attacking /Defensive midfielder
E. Right/Left winger
F. Attacking/Forward
6. For how long have you played for the club?
A. 1 years
B. 2 years
C. 3 years
D. 3 years and above
7. You stayed in this club because.
A. Its attractive salary
B. Players Administration relation is good
C. It is better for the players security
D. There is freedom in the coaching and training process
E. I have no idea about other clubs
Mention if any other,
8. If possible, would you move to another club with the same amount of
salary?
A. Yes
B. No
9. If your answer for question number 7 is ‘yes’ your reasons could be
A. Lack of recognition for my performance
B. Limited of playing opportunity
C. Unstructured training and coaching program
D. Lack of respect from the coach and administration
E. Unattractiveness of salary
10. Rules and regulations of the club you are playing tend to encourage the
players.
A. strongly agree
B. Agree
C. Disagree
D. Strongly disagree
11. How frequent is your inclusion in the first best 11lineup in your club?
A. Always
B. Often
C. Occasionally
D. Never at all
12. If your answer for question number 12 is either ‘C’ or ‘D’ what could be
the reasons?
Part Two: Items Related to the leadership styles of the Coanches
Direction: The following are a list of statements about the different
coaching leadership styles of your coaches. Read each one carefully, then,
using the following scale, please mark with a tick ‘’ to indicate your level of
agreement with each of the statements regarding your coach. For best results,
answer as truthfully as possible.
5= Strongly agree
4= Agree
2= Disagree
1= strongly disagree
3= Uncertain
No
Statements of opinions
5
1
Presents on time always
2
Encourages the team to participate during decision
making time.
3
Discusses on the cubs plan with his players
4
Asks for the opinion of the athletes on the important
coaching affairs.
5
Encourages the athletes to comment on his training
program and its load.
6
Works relatively independent of the athletes.
7
When correcting mistakes, he does not worry about
jeopardizing relationships.
8
He always puts product centered philosophy at first.
9
Decisions are always made without the knowledge of
the team members.
10
He has no clear objectives or no objectives at all.
11
All decisions are made by the athletes themselves.
12
Only listening is the most common communication
style.
13
He doesn’t motivates his athletes always.
14
Sees that every athlete is working to his/her best
4 3
2
1
ability.
15
Explains to each athletes the techniques and tactics of
football.
16
Explains to the athletes what he/she should and
should not do.
17
Initiates the player to comment on his work.
18
Applies the players comment practically.
19
Works for the improvement of players’ performance.
20
Works at individual base to indicate tactical and
technical improvements.
21
The way he punishes his players is not acceptable
22
Encourages close and informal relations with athletes.
23
Congratulates an athlete for his/her performance in
front of his/her teammates.
24
Appreciates an athlete when he/she does a particular
good activity.
25
Gives playing opportunity according to players’
seasonal performance.
26
Gives priority for his objectives
27
Indicates in detail what is expected of each athlete.
28
Helps the athletes with their personal problem.
29
Helps members of the team to settle their conflict.
30
Rewards players who well performed or activity
participated.
31
Works for the improvement of players’ performance.
Part three: Items related to athletes satisfaction in their team.
Direction: The following are some important rating means of the athletes’
satisfaction in their team.
Please mark with tick ‘’ for what your response is with respect to each factor
which most influences your satisfaction in your team.
5= Extremely Satisfied
2= unsatisfied
4= Satisfied
1= Not at all satisfied
No
List of factors influencing athletes satisfaction
1
Team ethics and discipline
2
Training and instruction provided
3
Team cohesion
4
Team relation with coaches and other concerning
bodies.
5
Team performance on the field
6
Individual player’s performance on the field
7
The way individual players are treating
8
Utilization of individual player’s ability
9
Appropriateness of team objectives and strategies.
10
Dedication of the players to achieve the club’s goal.
11
Giving playing opportunity to each player
12
The leadership style that your coach is using.
3=Uncertain
5
4 3
2
1
Appendix II
Addis Ababa University
Faculty of Life Science
School of Graduate Studies
Department of sport Science
Interview Questions to the Assistant Coaches
1. How do you see the coaching leadership behavior of the head coach?
2. What is your attitude towards training guidelines of the head coach?
3. Do you think the players are encouraged to participate in making
decisions?
4. How players accept the order of the head coach?
5. How do you evaluate relationship between you and players?
6. Is there common understanding between the head coach and the
players?
7. Do you think the players are asked for their opinions on important
coaching matters? (Team strategies, time of practice, load of the training)
8. Does the head coach want to win every match at the expense of
everything?
9. How often the head coach set training objectives and explain it to the
players?
10. Do you think the coach explains the techniques and tactics of the sport
to the players?
11. What mechanisms were used to encourage and motivate the players?
12. How is the communication and relationships of the players with the
head coach?
13. What major problems were encountered in relation to the coaching
leadership behaviors of the head coach?
14. What are the major problems to use fixed style of coaching according
to players’ satisfaction?
15.Do you have any other comments on the coaching leadership
behaviors of the head coach?
Appendix III
Coaching Leadership Behaviors Observation Rating Checklist
Name of the club
Training center/camp
Date
Time
NO
Behavioral Variables
Rating Scales
Frequently
Rarely
Not at all
Total
Sessions
Observed
1
Punctuality of the coaches
2
Starts his training by explaining
the training objectives.
Links daily training contents to
the previous contents.
Apply suitable and appropriate
training methods based on the
training contents.
Encourages the players to make
suggestion on the ways of
conducting the training practice.
Attempts to explain the daily
training lesson step by step.
Asks for the opinion of the
players on team strategies.
Always
puts
win
centered
philosophy at first.
Motivates his players using
different approaches.
Explains the techniques and
tactics of the daily training
contents.
Explains to the players what
he/she should and should not
3
4
5
6
7
8
9
10
11
23
do.
Uses the correct procedures
when correcting mistakes.
Encourages the players to build
up on their strength and
improve their weaknesses.
Tells
specifically
what
is
expected of each player.
He
settles
team
members’
conflict at the spot.
Expresses his affection to his
players.
Encourages close and informal
relations with his players.
Congratulates a player for
his/her performance in front of
his/her teammates.
Works at individual base to
indicate
tactical
and
improvement
Managerial grace of leading of
the coach
The correct procedural during
training
Practical demonstration during
training
Drills used during practice
24
Players ambition
25
Asks the players comment on
daily training
Listens the players comment
positively.
12
13
14
15
16
17
18
19
20
21
22
26
Appendix IV
Interview Questions to the Head Coaches
1. How much you are encouraging players to participate in decision
making?
2. How much your players accepting your decisions?
3. How do evaluate the relation between you and players?
4. Do your players encouraged to ask their opinion?
5. How do you evaluate wining and loosing?
6. What is your attitude to win-centered philosophy?
7. How do you are encouraging your players?
8. What type of methods you are using to encourage your players?
9. What is your best coaching leadership style/s?
10. How do you evaluate the satisfaction of your players in your
leadership
style?
11. Is it possible to use fixed type of leadership behavior to satisfy all
players?
12. What is the problem/s to use fixed leadership behavior according
to
players’ satisfaction?
13. Is there the best coaching leadership style which well suited for all
players?
14. Do you have any more comments on the coaching leadership styles in
relation to satisfaction of players?
Interview Questions to the Head Coaches
1. How much you are encouraging players to participate in decision
making?
2. How much your players accepting your decisions?
3. How do evaluate the relation between you and players?
4. Do your players encouraged to ask their opinion?
5. How do you evaluate wining and loosing?
6. What is your attitude to win-centered philosophy?
7. How do you are encouraging your players?
8. What type of methods you are using to encourage your players?
9. What is your best coaching leadership style/s?
10. How do you evaluate the satisfaction of your players in your
leadership
style?
11. Is it possible to use fixed type of leadership behavior to satisfy all
players?
12. What is the problem/s to use fixed leadership behavior according
to
players’ satisfaction?
13. Is there the best coaching leadership style which well suited for all
players?
14. Do you have any more comments on the coaching leadership styles in
relation to satisfaction of players?
Appendix V
Aዲስ Aበባ ዩኒቨርሲቲ
ስነ ሕይወት ሳይንስ ፋኩልቲ
የድህረ ምረቃ ትምህርት ፕሮግራም
ስፖርት ሳይንስ ትምህርት ክፍል
በAዲስ Aበባ ከተማ ዙሪያ በሚገኙ የብሔራዊ ሊግ ክለብ ተጫዋቾች የሚሞላ መጠይቅ፡፡
የመጠይቁ ዋና Aላማ፡- ውድ የዚህ ጥናት ተሳታፊዎች የዚህ መጠይቅ ዋና ዓላማ በAዲስ Aበባ
ከተማ
ዙሪያ
በሚገኙ
ብሔራዊ
ሊግ
ክለብ
Aሰልጣኞች
ቡድኖችን
የመምራት
ባህሪ፣
የAሰለጣጠን ዘይቤና ተጫዋቾች በቡድኖቻቸው ውስጥ ያላቸው ደስተኛነት ከEግር ኳስ ችሎታና
ክህሎት
ጋር
ያለውን
ዝምድና
Eንዲሁም
የተጫዋቾችን
ክህሎት
በማሻሻል
ረገድ
የሚያበረክተውን AስተዋፅO በተመለከተ መረጃ ከተጫዋቾች ለማሰባሰብ Eና ለማጥናት ነው፡፡
በመሆኑም ከEናንተ የሚገኘው መረጃ የሚውለው ለጥናትና ምርምር ብቻ ነው፡፡ የምትሰጡትም
መረጃ በሚስጢር ይያዛል፡፡ ስለዚህ ከላይ የጠቀሰውን የጥናቱን ዓላማ ከማሳካት Aንፃርና
የጥናቱን
Aስተማማኝነትና
ትክክለኛነት
በማረጋገጥ
ረገድ
Eናንተ
ለEያንዳንዱ
ጥያቄ
የምትሰጡት ምላሽ ወሳኝ በመሆኑ በEያንዳንዱ ክፍል ውስጥ የሚገኙትን መመሪያዎች
በጥሞና በማንበብ ለጥያቄዎቹ በሙሉ ትክክለኛውን ምላሽ በመስጠት የበኩላችሁን AስተዋፅO
ታደርጉ ዘንድ ከወዲሁ በትህትና Eጠይቃለሁ፡፡
ለትብብራችሁ በቅድሚያ Aመሰግናለሁ
ማሳሰቢያ
 ሥምዎን በመጠይቁ በማንኛውም ክፍል መፃፍ Aይፈቀድም፡፡
 ምርጫ ለቀረበላቸው ጥያቄዎች የራይት ‘’ ምልክት በመጠቀም ይመልሱ፡፡
 በፅሁፍ ለሚመለሱ ጥያቄዎች Aጭርና ግልፅ መልስ ይፃፉ፡፡
ክፍል Aንድ፡- ግላዊ መረጃ
መመሪያ፡- ለሚከተሉት ጥያቄዎች የራይት ‘’ ምልክት በሳጥኑ ውስጥ በማስገባት ወይም
በጽሁፍ ለሚመለሱ ጥያቄዎች ደግሞ Aጭርና ግልጽ መልስ በመፃፍ ትክክለኛውን መረጃ
ይስጡ፡፡
1. የክለቡ ስም
2. ፆታ
ሀ. ወንድ
ለ. ሴት
3. Eድሜ
ሀ. ከ15-20 ዓመት
ለ. ከ21-25 ዓመት
ሐ. 26 ዓመትና ከዚያም በላይ
4. የትምህርት ደረጃ
5. የምትጫወትበት ቦታ
ሀ. ጎል ጠባቂ
ለ. የመሃል ተከበላካይ
ሐ. የAጥቂ Aማካይ ወይም የተከላካይ Aማካይ
ሠ. የቀኝ ወይም የግራ መስመር ተመላላሽ
ረ. Aጥቂ
6. ለዚህ ክለብ ለምን ያህል ጊዜ ተጫወትክ?
ሀ. ለ1 ዓመት
ለ. ለ2 ዓመት
ሐ. ለ3 ዓመት
መ. ከ3 ዓመት በላይ
7. Eዚህ ክለብ ይህን ያህል ጊዜ ልትቆይና ልትጫወት የቻልክበት ምክንያት ምንድን ነው?
ሀ. ተመጣጣኝ ደመወዝ ስለሚከፈለኝ
ለ. በተጫዋቾትና በAስተዳደሩ መካከል ያለው መልካም ግንኙነት
ሐ. በተጫዋቾችና በAሰልጣኙ መካከል ያለው መልካም ግንኙነት
መ. በስልጠናውና በትሬኒንግ ወቅት የሚሰጠን ሙሉ ነፃነት
ሠ. ስለሌሎች ክለቦች ምንም ስለማላውቅ
ሌላ ምክንያት ካለህ ቢጠቀስ
8. Aጋጣሚዎች ቢመቻቹልህና ቢሳካልህ በተመሳሳይ የደመወዝ መጠን ወደ ሌላ ክለብ
የመዘዋወር ፍላጐት Aለህ?
ሀ. Aዎ ፍላጎት Aለኝ
ለ. በፍፁም ፍላጐት የለኝም
9. ለጥያቄ ቁጥር 8 መልስህ “ሀ” ከሆነ ምክንያትህ ምን ሊሆን ይችላል?
ሀ. በቡድኑ ውስጥ ለማደርገው መልካም Eንቅስቃሴ ምስጋና ማጣት
ለ. ለመጫወት የሚሰጠኝ Eድል ዝቅተኛ መሆን
ሐ. ያልተቀናጀ የሥልጠናና የትሬኒንግ ፕሮግራም
መ. ከAስተዳደሩና ከAሰልጣኙ ጋር በተፈጠረ የግል ግጭት
ሠ. ደመወዙ Aነስተኛ ስለሆነ
ሌላ ምክንያት ካለህ ቢጠቀስ
10. በክለባችሁ ውስጥ ያሉት ህግና ደንቦች ተጫዋቾችን በክለቡ Eንዲቆዩና Eንዲጫወቱ
የሚያበረታታ ነው፡፡
ሀ. በጣም Eስማማለሁ
ለ. Eስማማለሁ
ሐ. ለመወሰን Eቸገራለሁ
መ. Aልስማማም
ሠ. በጣም Aልስማማም
11. በቡድናችሁ
የመጀመሪያ
Aስተላለፍ
ውስጥ
ተካተህ
የመጫወት
Eድልህ
ምን
ይመስላል?
ሀ. ሁል ጊዜ
ለ. በብዛት
ሐ. Aልፎ Aልፎ
መ. በጥቂቱ
ሠ. ተሰልፌ Aላውቅም
12. ለጥያቄ 11 መልስህ “መ” ወይም “ሠ” ከሆነ ለዚህ ምክንያቶቹ ምን ምን ሊሆኑ
ይችላሉ?
ክፍል ሁለት፡- የAሰልጣኞች ቡድኖችን የመምህራት ባህሪና የAሰለጣጠን ዘይቤን ለማጥናት
የቀረቡ ጥያቄዎች፡፡
መመሪያ፡- ከዚህ በታች የተዘረዘሩት መግለጫዎች የEግር ኳስ Aሰልጣኞች ቡድኖችን
የመምራን
ባህሪና የAሰለጣጠን
ዘይቤን
የተመለከቱ
ናቸው፡፡
በመሆኑም
Eያንዳንዱን
መግለጫ በሚገባ በማንበብ ምላሽህን/ሽን ባለ Aምስት ነጥብ መመዘኛ ላይ ባሉት ክፍል
ቦታዎች ላይ የራይት “” ምልክት በማስቀመጥ መልስዎን ያመልክቱ፡፡
5=በጣም Eስማማለሁ
4= Eስማማለሁ
3=መወሰን Aልችልም
2= Aልስማማም
1= በጣም Aልስማማም
ተ.ቁ መመዘኛ መግለጫዎች
5
1
ሁል ጊዜ በሰዓቱ ይገኛል፡፡
2
ተጫዋቾችን በውሳኔ መስጠት ሥራ ላይ Eንዲሳተፉ ያደርጋል፡፡
3
በቡድናችን Eቅድና ስትራቴጂ ላይ ተጫዋቾች Aስተያየት Eንዲሰጡበት
ይፈቅዳል፡፡
4
Aስፈላጊ በሆኑ የሥልጠና ጉዳዮች ላይ የክለቡ ተጫዋቾች የበኩላቸውን
ሃሳብ Eንዲሰጡ ያደርጋል፡፡
5
ተጫዋቾች
በትሬኒንግ
ፕሮግራሙ
ላይ
Aስተያየት
Eንዲሰጡበት
ሁኔታዎችን ያመቻቻል፡፡
6
ቡድኑን የሚመለከቱ ሥራዎች ላይ ተጫዋቾችን በምንም Aይነት
መንገድ Eንዲሳተፉ Aይፈቅድም Aያማክርምም፡፡
7
ስህተቶችን በሚያርምበት ጊዜ በተጫዋቾች
ላይ ለሚፈጥረው ተፅEኖ
በፍፁም Aይጨነቅም፡፡
8
ለራሱ ሃሳብ ከምንም በላይ ቅድሚያ ይሰጣል፡፡
9
በምንም
Aይነት
መንገድ
ማሸነፍ
ለሚለው
ፍልስፍና
ሁል
ጊዜ
ቅድሚያ ይሰጣል፡፡
10
ውሳኔዎች ሁል ጊዜ የቡድኑ Aባላት ሳያውቁ ይወሰናሉ፡፡
11
በግልፅ የተቀመጠ የቡድን Eቅድ የለውም፡፡
12
Eያንዳንዱ ቡድኑን የሚመለከቱ ውሳኔዎች የሚወስኑት በተጫዋቾች
4
3
2
1
በራሳቸው ነው፡፡
13
ተጫዋቾች
የሚሉትን
ሃሳብ
ማዳመጥ
ብቻ
በጣም
የተለመደ
የመግባቢያ መንገድ ነው፡፡
14
በምንም
Aይነት
መንገድ
ተጫዋቾችን
የሚያበረታ
ሥራ
ሲሰራ
Aይታይም፡፡
15
Eያንዳንዱ ተጫዋች የAቅሙንና የችሎታውን ያህል የሚያደርገውን
ጥረት በቀላሉ ይረዳል፡፡
16
ተጨዋቾች ችሎታቸውን Eንዲያሻሽሉ ጠንክሮ ይሠራል፡፡
17
ተጫዋቾች በስራው ላይ Aስተያየት Eንዲሰጡ ያበረታታል፡፡
18
የተጨዋቾችን Aስተያየት ተቀብሎ በተግባር ላይ ያውላል፡፡
19
ተጫዋቾች ምን መስራት Eንዳለባቸውና ምን መስራት Eንደሌለባቸው
ገለፃ ይሰጣል፡፡
20
የEያንዳንዱን ተጫዋች ጠንካራና ደካማ ጎን በግልፅ ለይቶ ያውቃል፡፡
21
Eያንዳንዱ ተጫዋች የግሉን ቴክኒክና ታክቲክ Eንዲያሻሽል ጠንክሮ
ይሰራል፡፡
22
Eያንዳንዱ
የክለቡ
ተጫዋቾች
የሚጠበቅባቸውን
በግልፅ
ቋንቋ
ያስቀምጣል፡፡
23
ተጫዋቾች የግል ችግር ሲገጥማቸው Eርዳት ያደርግላቸዋል፡፡
24
በቡድናችን
ተጫዋቾች
መካከል
የሚፈጠሩ
ግጭቶችን
በAስቸኳጥ
ይፈታል፡፡
25
ለተጫዋቾቹ ያለውን ክብርና ስሜት ከመግለጽ ወደኋላ Aይልም፡፡
26
ተጫዎቾች Eንደ ወቅታዊ ብቃታቸው Eንዲሰለፉ ያደርጋል፡፡
27
ተጫዋቾች ለሚያደርጉት ጥሩ Eንቅስቃሴ የቡድኑ Aባላት ባሉበት
ምስጋና ያቀርባል፡፡
28
ለEያንዳንዱ ተጫዋች የEግር ኳስ ቴክኒክና ታክቲክ ያብራራል፡፡
29
በቡድናችን
ውስጥ
መልካም
Eንቅስቃሴ
ለሚያደርጉ
ተጫዋቾች
የሚገባቸውን የቃልም ሆነ የገንዘብ ማበረታቻ ይሰጣል፡፡
30
ጥሩ Eንቅስቃሴ ለሚያደርጉ የቡድኑ Aባላት ያለውን ልባዊ Aድናቆት
ይገልፃል፡፡
31
የተጫዋቾች ቅጣት Aወሳሰኑ ተቀባይነት የሌለው ነው፡፡
ክፍል ሦስት፡- ተጫዋቾች በክለቦቻቸው ውስጥ ያላቸውን ደስተኛነት ለመለካት የቀረቡ
ጥያቄዎች፡፡
መመሪያ፡-
ከዚህ
በታች
የተዘረዘሩት
መግለጫዎች
ተጫዋቾች
በክለቦቻቸው
ውስጥ
ያላቸውን Eርካታ ለመለካት የቀረቡ ናቸው፡፡ በመሆኑም Eያንዳንዱን መግለጫ በጥሞና
በማንበብ በቡድናችሁ ውስጥ ከሚታዩ ሁኔታዎች Aንጻር የሚያስደስትህን ባለ Aምስት
ነጥብ መመዘኛ ላይ ባሉት ክፍት ቦታዎች ላይ የራይት “” ምልክት በማስቀመጥ
መልስዎን ያመልክቱ፡፡
5=ፍፁም Eረካለሁ
4= Eረካለሁ
2= Aያረካኝም
1= ፍፁም Aያረካኝም
ተ.ቁ
3= Eርግጠኛ Aይደለሁም
መመዘኛ መግለጫዎች
5
1
በቡድናችሁ ተጫዋቾች ስርዓትና ሥነ-ምግባር
2
በሚሰጣችሁ ስልጠናና በሚተላለፉ መመሪያዎች
3
4
በቡድናችሁ ተጫዋቾች ጥምረትና ተግባብቶ የመጫወት
ባህል
ቡድናችሁ በሚያሳየው የሜዳ ላይ የቡድን Eንቅስቃሴ
5
የቡድናችሁ
Aባላት
በሜዳ
ላይ
በሚያሳዩት
የግል
Eንቅስቃሴ
6
ለEያንዳንዱ የቡድናችሁ Aባላት በሚደረገው Eንክብካቤና
Eርዳታ
ክለባችሁ ተጫዋቾች
ያላቸውን ችሎታና ክህሎት
7
የመጠቀም ባህል
8
Eያንዳንዱ የቡድናችሁ Aባላት ለቡድኑ መልካም ውጤት
በሚያደርጉት ጥረትና መስዋEትነት፣
9
በቡድናችሁ Eቅድና ስትራቴጂ ተገቢነትና ተስማሚነት፣
10
ለEያንዳንዱ የቡድናችሁ Aባላት በሚሰጠው የመጫወት
Eድል፡፡
ቡድናችሁ ከAሰልጣኞችና ከሌሎች ከማመለከታቸው
11
Aካላት ጋር ባለው ግንኙነት፡፡
12
Aሰልጣኙ Eየተከፈለ ባለው የAመራር ባህርይ፡፡
4
3
2
1
Declaration
I, the undersigned, declare that this thesis is my original work and has not
been presented for a Degree in any other University, and that all sources of
materials used for the thesis are duly acknowledged.
Name: Tadewos Dagebo
Signature: ____________
Place and Date of Submission: Addis Ababa University August 2013
This thesis has been submitted for examination by my approval as a university
Advisor.
Name: ____________________________
Signature: ________________________
Date of Submission: _______________