Academic literature on the topic 'Rugby leadership'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Rugby leadership.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Journal articles on the topic "Rugby leadership"
1
Ryan, Irene, and Geoff Dickson. "The invisible norm: An exploration of the intersections of sport, gender and leadership." Leadership 14, no. 3 (November 7, 2016): 329–46. http://dx.doi.org/10.1177/1742715016674864.
Full textAbstract:
The gender leadership problem is not the underrepresentation of women, but the dominant presence of groups of men and valued forms of masculinities. We argue that critical leadership studies would benefit by considering sport to explain the nuanced relationships between leadership, sport, men and masculinity and the ensuing invisible norms that marginalise women. In doing so, we respond to calls for critical leadership scholars to examine situated power relations in more reflexive and innovative ways. Sport influences, and is influenced by, the inequalities of gender, class, age and race. The intersection of sport, leadership and gender provides an otherwise unavailable insight into what is normalised, men and the masculine subtext of leadership We examine New Zealand’s relationship with Rugby Union to achieve both of these aims. We conclude that Rugby is anything but benign or irrelevant when it comes to understanding gender and leadership in New Zealand.
2
Carvalho, Miguel, Luís Martins, and Sofia Lopes Portela. "Leadership and commitment on Portuguese Rugby National Team." International Journal of Academic Research 5, no. 2 (March 25, 2013): 187–91. http://dx.doi.org/10.7813/2075-4124.2013/5-2/b.28.
Full text
3
Hodge, Ken, Graham Henry, and Wayne Smith. "A Case Study of Excellence in Elite Sport: Motivational Climate in a World Champion Team." Sport Psychologist 28, no. 1 (March 2014): 60–74. http://dx.doi.org/10.1123/tsp.2013-0037.
Full textAbstract:
This case study focused on the New Zealand All Blacks rugby team during the period from 2004 to 2011, when Graham Henry (head coach) and Wayne Smith (assistant coach) coached and managed the team. More specifically, this case study examined the motivational climate created by this coaching group that culminated in winning the Rugby World Cup in 2011. In-depth interviews were completed with Henry and Smith in March 2012. A collaborative thematic content analysis revealed eight themes, regarding motivational issues and the motivational climate for the 2004–2011 All Blacks team: (i) critical turning point, (ii) flexible and evolving, (iii) dual-management model, (iv) “Better People Make Better All Blacks,” (v) responsibility, (vi) leadership, (vii) expectation of excellence, and (viii) team cohesion. These findings are discussed in light of autonomy-supportive coaching, emotionally intelligent coaching, and transformational leadership. Finally, practical recommendations are offered for coaches of elite sports teams.
4
Cotterill, Stewart, Richard Cheetham, and Katrien Fransen. "Professional Rugby Coaches’ Perceptions of the Role of the Team Captain." Sport Psychologist 33, no. 4 (December 1, 2019): 276–84. http://dx.doi.org/10.1123/tsp.2018-0094.
Full textAbstract:
The aim of this study was to explore the lived experiences of the coach in relation to the perceived function of captains in professional rugby union. Participants were 8 elite male rugby coaches purposely sampled for this study. Participants were interviewed individually to gain an understanding of their experiences and perceptions of the role of the captain. The data were thematically analyzed using interpretative phenomenological analysis. Ten superordinate themes emerged in the study: types of captain, captain development, challenges, captains role, off-field responsibilities, nature of the job, selection, cultural architects, coach–captain relationship, and key attributes. Results suggest that coaches view the captain as an extension of their authority in the team, leadership groups are increasingly important to support captains, and the criteria for the selection of captains are still vague. As a result, future research should explore the development of specific evidence-based approaches to captain selection and development.
5
Mohd Kassim, Ahmad Fikri, and Siti Hasmah Hassan. "Coach Effectiveness and Transformational Leadership in Sport: The Effects of Gender and Athlete Experience." Jurnal Intelek 15, no. 2 (July 28, 2020): 154–61. http://dx.doi.org/10.24191/ji.v15i2.331.
Full textAbstract:
Research has demonstrated the potential importance of transformational leadership and perceived effectiveness of sport coaches for athlete development. Further, coach/athlete gender and athlete sport experience may influence athletes’ perceptions of their coach’s effectiveness. Researchers to date have not investigated the potential impact of coach/athlete gender and athlete sport experience on athletes’ perceptions of their coach’s transformational leadership, or replicated the findings of Kavussanu et. al. (2008). Thus, this research explored the coaching efficacy model and transformational leadership theory as were the guiding frameworks. Male (n = 150) and female (n = 147) athletes from team (football [n = 49], hockey [n = 53], rugby [n = 51]) and individual (badminton [n = 50], swimming [n = 45], gymnastics [n = 49]) sports completed the coaching effectiveness scale and the differentiated transformational leadership inventory. Multiple regression analyses revealed (a) athlete sport experience did not predict athletes’ perceptions of coach effectiveness or transformational leadership, (b) female athletes perceived their coaches to be more effective on all dimensions of coach effectiveness and higher on all dimensions of transformational leadership than male athletes, and (c) coaches were perceived more effective in motivation effectiveness and higher on all dimensions of transformational leadership when they were of the opposite gender to athletes than when gender matched between coach and athlete. In conclusion, coach and athlete gender may have important implications for athletes’ perceptions of transformational leadership and coach effectiveness in team and individual sports.
6
Byrne, Gary, and Tania Cassidy. "“Pleased To Be Sacked”: Coach Pat Lam’s ‘Learnings’ and the Evolution of a Professional Rugby Union Organisation." International Sport Coaching Journal 4, no. 3 (September 2017): 326–34. http://dx.doi.org/10.1123/iscj.2017-0062.
Full textAbstract:
In 2012 Pat Lam was dismissed (‘sacked’) as head coach of the Auckland Blues, a professional rugby union team in New Zealand. Within months of his sacking Lam had become the head coach of Connacht Rugby; an improving, but midlower table, professional provincial team in the west of Ireland. The purpose of this ‘best practice’ article is twofold. First, to illustrate how Lam used his dismissal (‘sacking’) from the Auckland Blues as a pivotal opportunity to learn, and develop, as a coach. Specifically his imperative that there needed to be clarity and communication of his coaching philosophy, and his quest for alignment between coach and organisation and his ‘belief triad’ (culture, leadership, the game). Second, in an effort to be more than a catalogue of ‘best practice’ strategies, we use the theoretical concept of ‘interruption’ to explain how disruption, disintegration and arresting problematic coaching situations, such as being dismissed as a head coach, can be instrumental in the development of, and learning by, the coach. In outlining Lam’s ‘best practice’ we draw on primary and secondary data sources, which document his stories of redemption and supports Gould’s (2016) case for greater integration of quality coaching stories into sport coaching scholarship.
7
Kim, Bong-Jun, Ju-Na Jung, Yeon-Ji Shin, and Kyung-Rok Oh. "The effect of Coach"s Leadership Style perceived by Rugby Athletes on Sports-Confidence and Match Performance." Korean Journal of Sports Science 26, no. 6 (December 31, 2017): 313–22. http://dx.doi.org/10.35159/kjss.2017.12.26.6.313.
Full text
8
Carter, Mary-Ann, Louise N. Signal, Richard Edwards, and Janet Hoek. "Competing teammates: food in New Zealand sports settings." Health Promotion International 34, no. 4 (June 9, 2018): 803–10. http://dx.doi.org/10.1093/heapro/day035.
Full textAbstract:
AbstractDespite the global popularity of sport, we know surprisingly little about food in sports settings. This two-phased study analysed the foods available in New Zealand sports settings. Phase one included a systematic literature review and 18 interviews with key informants from national and regional sporting organizations. Phase two involved 37 key informant interviews with stakeholders from two exemplar sports, rugby and netball and direct observations at netball and rugby venues. This study found most foods and beverages at New Zealand sports events were energy-dense and nutrient-poor. Caterers’ control over food provision, socio-cultural attitudes which view unhealthy foods as normal, and a dominant profit motive, appear to be the key factors influencing the food environment in sports settings. Food environments in sport settings provide frequent opportunities to purchase and consume energy-dense, nutrient-poor foods. The research shows we have competing players in the sports context—unhealthy food and healthy physical activity. Achieving sustainable healthy change in sports settings will be challenging when the prevailing attitude normalizes the unhealthy environment. Nutrition policies in sports clubs are urgently needed to increase the availability of healthy food. This requires support from health agencies and leadership from national sports organizations. Given the international nature of the food industry and sport, these findings from New Zealand may assist other countries to better understand the nature of food in sport and adopt appropriate interventions to reduce the obesogenic environment that is sport.
9
Melnick, Merrill J., and John W. Loy. "The Effects of Formal Structure on Leadership Recruitment: An Analysis of Team Captaincy Among New Zealand Provincial Rugby Teams." International Review for the Sociology of Sport 31, no. 1 (March 1996): 91–105. http://dx.doi.org/10.1177/101269029603100105.
Full text
10
Hapeta, J., F. Palmer, and Y. Kuroda. "Cultural identity, leadership and well-being: how indigenous storytelling contributed to well-being in a New Zealand provincial rugby team." Public Health 176 (November 2019): 68–76. http://dx.doi.org/10.1016/j.puhe.2018.12.010.
Full textDissertations / Theses on the topic "Rugby leadership"
1
Jones, Gareth Martin. "The development of a leadership styles competency framework (LSCF) associated with effective leadership in the role of regional rugby development manager in schools in the United Kingdom / Gareth M. Jones." Thesis, North-West University, 2008. http://hdl.handle.net/10394/2118.
Full text
2
Bennie, Andrew. "Effective Coaching in Cricket, Rugby League and Rugby Union: A Qualitative Investigation Involving Professional Coaches and Players from Australia." Faculty of Education and Social Work, 2009. http://hdl.handle.net/2123/5739.
Full textAbstract:
Doctor of Philosophy (PhD)This study examines professional Australian coach and athlete perceptions of effective coaching. Rather than assess the ability or effectiveness of the coaches and teams involved, the purpose was to gather perceptions of what professional coaches and players believe it takes to be an effective coach. Given the broad range of tasks that fit under the auspice of coaching, an important question to address was ‘what’ a coach does in order to be considered effective. In addition, an understanding of ‘why’ and ‘how’ these factors are effective was also essential. These questions formed a starting point in order to find out what professional coaches do (including how they behave), and why players and coaches perceive certain coaching strategies to be effective. This study employed a qualitative research design to identify perceptions about, and strategies of, effective coaching within the professional sport context. Interviews enabled participants to discuss their interpretations of the world in which they live, from their own point of view – a key feature of the present research. Observational data allowed me to view coaching behaviours and interactions with players in training and competition contexts. Using professional Australian coaches and players from cricket, rugby union and rugby league, 6 coaches and 25 players were interviewed while up to 16 coaches and 80 players were observed during 41 observation sessions at training and competition venues. The constant comparative method (Côté, Salmela, Baria, & Russell, 1993; Côté, Salmela, & Russell, 1995b; Glaser & Strauss, 1967) was used to analyse the observation and interview accounts. This enabled rich descriptions of what effective coaches do as well as providing information regarding how and why they carry out certain actions. Findings from the current research indicated that an effective coach possesses specific personal characteristics, qualities and skills as well as a general philosophy or direction for the team. The effective coach uses their own unique leadership, player management, communication and planning skills to create and maintain the team environment to ensure that everyone involved with the team ‘works off the same page’. The interaction of all these features leads to the primary goal of player development, improvement in player performance and winning matches. This thesis identified key perceptions and applications of effective coaching based on Australian professional coach and player experiences.
3
Grobler, Alida Jacoba. "The psychological contract and leadership styles : performance of a semi-professional rugby team / A.J. Grober." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4385.
Full textAbstract:
This dissertation examines the influence of the psychological contract and leadership styles on the perceived performance of semi-professional rugby teams. Little research has connected the psychological contract and sport, and little research has investigated the effect of specific leader behaviours on the performance of sport teams. It was therefore the objective of this dissertation to analyse the content of the psychological contract of rugby team members, and to determine the correlation between the psychological contract and the perceived performance of rugby team members. This dissertation also set out to analyse the content of the preferred leadership style of the team captain and the own leadership style of team members, and to determine the correlation between leadership styles and perceived performance.
A longitudinal research design was chosen, along with a non-probability sampling technique. The sample consisted of rugby team members from a prominent rugby-playing university in South Africa. Questionnaires were used to investigate the content of the psychological contract and preferred leadership style and own leadership style, as well as their relationship to perceived performance. The results indicated no correlation between the psychological contract and perceived performance, nor any correlation between leadership styles and perceived performance. A strong correlation, on the other hand, was found between the preferred leadership style of the team captain and the own leadership style of team members. A strong correlation between institute obligations and player obligations was also established.Thesis (M.Com. (Industrial Sociology))--North-West University, Potchefstroom Campus, 2011.
4
Carvalho, Miguel Nuno de Almeida Telles. "Liderança e empenhamento na selecção nacional portuguesa de rugby." Master's thesis, 2012. http://hdl.handle.net/10071/5198.
Full textAbstract:
A presente investigação visa obter relações empíricas entre os atributos de liderança do responsável técnico pela Seleção Nacional Portuguesa de Rugby de XV na atuação desportiva da equipa e, consequentemente, no grau de empenhamento dos jogadores na Seleção, considerando os objetivos a curto e médio-prazos delineados. Como tal, este trabalho procura responder a três objetivos específicos: a) identificar as dimensões de empenhamento mais valorizadas pelos jogadores na Seleção Nacional de Rugby; b) identificar a existência de uma atuação de liderança carismática na Seleção Nacional de Rugby e quais os atributos que a caracterizam; c) identificar a existência de “trocas sociais” percecionadas pelos jogadores com o Seleccionador Nacional e uma possível influência dessas trocas nas dimensões de empenhamento na Seleção.
A recolha de dados sustentou-se na aplicação de quatro questionários por jogador, referentes aos modelos teóricos caracterizados na revisão de literatura, tendo-se obtido o preenchimento validado de vinte e quatro jogadores habitualmente convocados para as competições internacionais nas quais a Seleção Nacional participa.
Os resultados apurados permitem constatar que o vínculo normativo de empenhamento na Seleção emerge como componente de empenhamento mais valorizada pelos jogadores, decorrente de uma atuação do líder que poderá ser caracterizada como carismática. As evidências recolhidas sugerem ainda que as relações entre líder e seguidores são pautadas por trocas sociais que concorrem para o sucesso desportivo da Seleção Nacional a curto e médio-prazos.
Em suma, e não obstante as limitações identificadas, o presente estudo pretende fornecer algumas contribuições empíricas para o estudo de fenómenos de liderança num contexto desportivo específico em Portugal, nomeadamente, na Seleção Nacional Portuguesa de Rugby de XV.This research aims to get empirical relationships between the leadership attributes of the Portuguese National Team Rugby`s coach (XV) concerning the Team performance and consequently the degree of commitment of the National Team players. The Team targets are considered to be short and medium-term delineated. Therefore, this thesis attempts to answer three questions as a starting point: a) The dimensions of commitment most valued by players in the National Rugby Team; b) The identification of the existence of a charismatic leadership in the National Rugby Team, having in mind the attributes that can define it; c) The identification of the existence of "social exchange", recognized by players and the national coach and its influence on the dimensions of commitment in the Team. The data are based on the application of four questionnaires enquired to each player referring to the theoretical models characterized in the literature review, on the validated answers of twenty-four players, often summoned to play at international competitions in which the National Team takes part. The obtained data allow to realize that the normative commitment of the Team is slightly more valued by the players (who were questioned) than the affective component, and their leader`s performance profile is considered charismatic, as well. The empirical evidence suggest that the relationship between the leader and players are guided by social changes, which may contribute to the sporting success of the National Team in short and medium-terms. To sum up, despite the identified limitations, this study aims to provide an empirical contribution to the study of leadership phenomena in a specific sporting context in Portugal, concerning the Portuguese National Team Rugby XV.
5
Pao-yi, Chen, and 陳寶億. "A Study on Leadership behavior of College Rugby Team Coaches and Team Coherence." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/50514383380093495494.
Full textAbstract:
碩士輔仁大學
體育學系碩士班
92
The aim of this research is to further the understanding of the relationship between the coach leadership behavior perceptible by the athletes and team coherence. The test subjects are athletes who participated in Leagues A and B of the College Rugby Games in May, 2004. Tools of research include “Scaled questionnaire for perceived coach leadership behavior and team coherence”. The results are: 1. For athletes from different leagues, the perceived coach leadership behavior does not show significant variance in the variables “training-leadership behavior” and “egalitarian behavior”. In team coherence, no significant level is reached for all college rugby athletes. 2. The perceived coach leadership behavior and team coherence for athletes with different number of years of playing do not reach the level of significance. 3. Athletes of different levels show significant variance at variables “training-guidance behavior” and “egalitarian behavior” for perceived coach leadership behavior. Variables “caring behavior” and “rewarding behavior” do not reach the significant level. With respect to team coherence, “team cooperation and tacit understanding” do not reach the significant level. “Reaching set team goal” and “team human relationship” reach the significant level. 4. Athletes with different number of days of practice do not show significant variance in perceived coach leadership behavior nor in team coherence. 5. Athletes show significant variance in all aspects of the relationship between perceived coach leadership behavior and team coherence.
6
Pai, Wan-Yin, and 白萬應. "A Study on Coache’s Leadership Behaviors and Player’s Training Satisfaction in Junior High School Rugby Teams." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/63406322305555852797.
Full textAbstract:
碩士臺北市立教育大學
體育學系體育碩士學位在職進修專班
99
The purpose of this research was to understand the current status and background information for rugby sports athletes in junior high schools of this country. In addition, difference comparisons with different background variables between perceived coach leadership behavior and athlete training satisfaction for ruby team of junior highs were also conducted as result. Researcher adopted “Rugby varsity athletes for junior highs in the 2010 academic year” as the research subjects; in addition, athlete background information, coach leadership behavior and athlete training satisfaction scales were used as research tools to proceed to surveys. Moreover, based upon the no. of athlete who registered to participate to nationwide rugby tournament, there were a total of 425 survey sheets disseminated accordingly. After weeding out the ineffective ones, there were a total of 400 effective returns with 94% of effective return ratio. After survey sheets were collected, we used SPSS for Window 12.0 version of packaged software to proceed to statistic analysis, and the methodologies included descriptive statistics, One-Way ANOVA, independent sample t-test, One-Way ANOVA with repeated measures, LSD Post hoc comparison and Pearson product-moment correlation, etc. Major findings for this research are as follow: 1. The perception ranking for the perceived coach leadership behavior for rugby athletes in junior highs was as follow: the highest being “training and guidance”, followed by “caring and award behavior”, “democratic behavior”; “authoritative behavior” being the lowest. 2. Among factors within perceived coach leadership behavior, “training and guidance” and other three factors exhibited significant differences and could be viewed as the first class; followed by “caring and award behavior” as the second, “democratic behavior” as the third. Nonetheless, “authoritative behavior” was rated the lowest and as the fourth class. 3. Rankings of training satisfaction perception levels for junior highs rugby sports athletes were led by “coach leadership”, followed by “training plan” and “training fields and facilities” and “team interpersonal relationship” and the lowest being “individual achievement performance”. 4. Among all factors within training satisfaction levels, “coach leadership” and other four factors exhibited significant differences and could be viewed as the first class; whereas “training plan” and “training fields and facilities” could be as the second class, “team interpersonal relationship” as the third and “individual achievement performance” was the lowest and rated as the fourth. 5. The difference analysis findings between different background variables and factors of perceived coach leadership behavior, specifically in the comparison aspect for different grade-level, factor dimension like “training and guidance”, “caring and award behavior” and “democratic behavior”, all of the above reached the level of significance. As for comparison between seniorities in different participating teams, specifically in the factor dimension aspect, all reached the level of significance. In comparison for different training days within a week, all factors did not exhibit any significant difference. In comparison for different high level competitions ever participated to, all factor dimensions exhibited no significant difference. In comparison between physical education classes attended, all factor dimensions exhibited no significant difference. In comparison between different rugby trainings continually attended even after junior high graduation, all factor dimensions like “caring and award behavior”, “authoritative behavior” and “democratic behavior” reached the level of significance. 6. In the difference analysis findings between different background variables as opposed to training satisfaction factor, specifically in comparison between different grade-level, the factor dimensions like “coach leadership” and “training field and facility” reached the level of significance. In comparison between different team participation seniorities, factor like “training field and facility” reached the level of significance. In comparison between the no. of day for training within the same week, no significant difference was observed for all factor dimensions. In comparison between the highest levels of competition ever participated to, no significant difference was observed for all factor dimensions. In comparison for different physical education classes ever attended, no significant difference was observed for all factor dimensions. In comparison for different rugby trainings participated even after graduated from junior high, factor dimensions like “personal achievement performance” and “training field and facility” reached the level of significance. 7.There were low to intermediate correlations observed between factors of coach leadership behavior and those from training satisfaction level.
7
WEN-CHENG, LIN, and 林文正. "A Study on Leadership Behavior of Senior High (Vocational) School Rugby Team Coaches and Team Coherence." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/18422037658385739039.
Full textAbstract:
碩士臺北巿立體育學院
運動教育研究所
94
The aims of this research were: (1) to investigate players variation in responding to the coach’s leadership due to different players’ experience; (2) to investigate players variation in responding to the coach’s leadership due to different numbers of weekly training sessions; (3) to investigate players variation in responding to different coaching style; (4) to investigate players variation in responding to the coach’s leadership due to different players’ age; (5) to investigate the relationship between the coaching style and the team coherence.Three questionnaires were utilized for data collection including (a) demographic information sheet; (b) The Movement Training Leads the Behavior Scale;(c) Group Environment Questionnaire This resear ch was based on the High (Vocational ) School Rugby Team Players as researching targets. Six schools were employed as sample schools. 200 questionnaires were distributed. After elimination of incomplete filled questionnaires, 168 sets of effective questionnaires were collected and the collection rate was 85%.One-way ANOVA and Pearson Correlation methods statistic were used and Scheffe’s method was used to compare, and .The finding of this research were: (1) There was no significant difference in players response to the coach’s leadership and team coherence due to different players’ experience; (2) High school players with different ages have significant variation in conscious response to the coach’s leadership; (3) High school players with different ages have no significant variation in team coherence; (4) Different numbers of weekly training sessions has no significant relationship with conscious response to the coach’s leadership and team coherence; (5) The relationship between high school rugby players’ conscious response to the coaching style and team coherence. There was no significant relationship between coaching style and team coherence on “Democratic behaviour-Team adaption” and “Reward behaviour-Team adaption”. However, there was significant relationship on structural level.
8
Tseng, Chih-Chien, and 曾旨堅. "A Study on Paternalistic Coach Patemalistic Leadership Behavior and Training Satisfaction of Rugby Players in High School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/10582952815295286134.
Full textAbstract:
碩士東南科技大學
機械工程研究所
103
The objective of this study intends to compare differences between perceived coaches' paternalistic leadership behavior and training satisfaction for rugby players in high schools. The research collected and analyzed the data through the questionnaire. There were 200 copies of the questionnaire disseminated and 196 effective copies returned with 98% of effective return rate. The data collected from the surveys were analyzed with descriptive statistic, independent sample t test, on-way ANOVA and Pearson’s product-moment correlation method. The findings of this study are listed as follows: 1. The score ranking for the perceived coaches' paternalistic leadership behavior for rugby players in high schools is led by “kindness leadership” while the score ranking for the training satisfaction is led by “perceived coaches’ leadership.” 2. There is a significant difference among the different amount practicing days per week in the “kindness leadership” dimension of the perceived coaches' paternalistic leadership behavior. The result shows the players practicing “more than 5 days” got significantly higher scores than the players practicing “1 to 2 days” and “3 to 4 days” in “kindness leadership”. 3. As to the training satisfaction, there is a significant difference among the amount of practicing years in the “individual performance” dimension. The result shows the players who play “4 to less than 6 years” got significantly higher scores than the players who play “less than 2 years”. 4. There is a positive correlation between the “virtue leadership” of the perceived coaches' paternalistic leadership behavior and all the training satisfaction dimensions.
9
HUA, YEN HSIANG, and 嚴翔樺. "A Study on Coaches’ Leadership Behaviors of Senior High School Rugby Teams and Training Satisfaction of Players." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/01023152745762363724.
Full textAbstract:
碩士臺北巿立體育學院
運動教育研究所
97
The main purpose of this study was to explore coaches' leadership behavior and players' training satisfaction in the realm of Taiwan’s High School Rugby Team in order to provide complete consultants and leadership style for coaches. Three questionnaires were utilized for data collection including(a)demographic information sheet; (b)The Movement Training Leads the Behavior Scale; (c)players' training satisfaction This research was based on the High (Vocational ) School Rugby Team Players as researching targets. Eight schools were employed as sample schools and 208 questionnaires were distributed. After eliminating of incomplete filled questionnaires, 165 sets of effective questionnaires were collected and the collection rate was 79%. With the analysis tools of one-way ANOVA, t-tests, and Pearson product-moment correlation to figure out related answers. The conclusions were as the fellow: 1. The coaches’ leadership of High School Rugby team towards to training and instruction behavior. 2. The highest ranking of the players satisfaction for High School Rugby is the satisfaction of coaches’ leadership 3. Leadership behavior determines no remarkable differences in varied background of high schools rugby contestants.
10
Hung, Ji-Hsiang, and 洪吉祥. "Study of the Relationship between Perceived Coaches' Leadership Behavior and Team Cohesion on University and College Rugby Athletes." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/cj3gt8.
Full textAbstract:
碩士臺北市立大學
體育學系碩士在職專班
105
The purpose of this study was to 1. Understand the current university and college rugby athletes’ perception of coaches’ leadership behavior; 2. Understand the university and college rugby athletes’ team cohesion; 3. Compare the difference in university and college rugby athletes’ perception of coaches’ leadership behavior with different background variables; 4. Compare the difference in university and college rugby athletes’ team cohesion with different background variables; 5. Investigate the correlation between university and college rugby athletes’ perception of coaches’ leadership behavior and team cohesion. The research adopted questionnaire survey as the research method and used those athletes of university and college Sevens Rugby (open group and general group) in 2017 as the research object. 240 copies of questionnaire were sent out, 191 valid copies returned with a valid return rate of 79.6%. The statistical software package, SPSS for windows 18.0, was used to analyze the collected data, as well as applied these statistical methods, including Descriptive Statistics, One-way ANOVA, Repeated- measures One-way ANOVA, Fisher's Least Significant Difference (LSD) and Pearson Product-Moment Correlation. The research results are as follows： 1. The average score of university and college rugby athletes’ perception of coaches’ leadership behavior is 3.64, and the scores of factors are as follows orderly： “democratic behavior”, “rewarding behavior”, “social support”, “training and instruction” and “autocratic behavior”. 2. The average score of university and college rugby athletes’ team cohesion is 3.90, and the scores of factors are as follows orderly： “team adaptation”, “teamwork”, “interpersonal attraction” and “interpersonal affinity”. 3. Correlation analysis between coaches’ leadership behavior and team cohesion: (1) Correlation coefficients between university and college rugby athletes’ perception of coaches’ leadership behavior and team cohesion are .49~.67, which showed a significant positive correlation. (2) Between the entire university and college rugby athletes’ perception of coaches’ leadership behavior and team cohesion reached a significant moderately positive correlation.
Books on the topic "Rugby leadership"
1
Cultural Olympians: Rugby school's intellectual and spiritual leaders. Buckingham: University of Buckingham Press, 2013.
Find full text
2
Malcolm, Jahnna N. The Ruby Princess runs away. Toronto: Scholastic, 1997.
Find full text
3
How to Win: Rugby and Leadership from Twickenham to Tokyo. Hodder & Stoughton, 2020.
Find full text
4
Quinnell, Scott, and Paul Boross. Leader on the Pitch: Succeed in Business Leadership with the Wisdom of Rugby Resilience. CGW Publishing, 2017.
Find full text
5
Kiyomiya, Katsuyuki. ULTIMATE CRUSH: Waseda University Rugby, Leadership and Building the Strongest Winning Team in Japan. Lulu.com, 2006.
Find full text
6
Legacy: 15 lessons in leadership : what the All Blacks can teach us about the business of life. 2015.
Find full text
7
Malcolm, Jahnna N. The Ruby Princess Runs Away. Scholastic Paperbacks, 2020.
Find full textBook chapters on the topic "Rugby leadership"
1
Bryant, Murray J., and Brad Evans. "The Christchurch Earthquake and Crusaders Rugby (A)." In Leadership in Practice, 110–31. 1 Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315405629-15.
Full text