Tesi sul tema "Rugby leadership"

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.

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.

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.

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.

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.

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.

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.

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.

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.

碩士
聖約翰科技大學
工業工程與管理系碩士在職專班
102
The objective of this study intends to compare differences between perceived coaches' paternalistic leadership behavior and training satisfaction for rugby players in junior high schools. The research collected and analyzed the data through the questionnaire. There were 251 copies of the questionnaire disseminated and 242 effective copies returned with 96.4% 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 junior 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 1 days” got significantly higher scores than the players practicing “1 to 2 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 “more than 2 years” got significantly higher scores than the players who play “1 to 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. Also, there is a positive correlation between the “kindness leadership” of the perceived coaches' paternalistic leadership behavior and all the training satisfaction dimensions. However, coaches’ authority leadership positively correlates with the “individual performance” dimension and the “facility equipment” dimension in the training satisfaction.

碩士
國立體育大學
競技與教練科學研究所
107
The purpose of this research is to explore the level of four aspects, including idealized influence, inspirational motivation, intellectual stimulation and individualized consideration, in the transformational leadership when coaches train athletes, and to understand if coaches have influence on athletes’ career development, inclusive of career feeling, career concept, career exploration, and career planning. This research is based on a questionnaire as the measurement. My questionnaire consists of three parts: the basic information of interviewees, transformational leadership inventory, and career development inventory of teenagers with the standard ofα=.05. In the final chapter, I’ll analyze the background information of football players in nine high schools in Taiwan with descriptive statistics. On the basis of Pearson Correlation, I’ll also discuss the relationship between the four aspects in transformational leadership inspirational motivation and the four factors in the career development inventory of teenagers. In the later part of this research, I’ll, with the approach of hierarchical regression, to analyze the possible outcomes of how the four aspects in transformational leadership inspirational motivation influence four factors in the career development inventory of teenagers. The conclusion of this research shows that the two factors, “inspirational motivation” and “intellectual stimulation,” in the transformational leadership inspirational motivation are more likely to have higher predictability of “career feeling”, “intellectual stimulation,” “career exploration”, and “career planning”.

碩士
聖約翰科技大學
工業工程與管理系碩士在職專班
106
Abstract The purpose of the study was to understand the current situation among coach leadership behaviors, social supports and learning effectiveness for rugby players in junior high school. We sampled 219 junior high school rugby players in the 2017 academic year. The data were analyzed by descriptive statistics, independent sample t-tests, one-way ANOVA, and Pearson Product-Moment Correlation Coefficient. The results showed: (1) The positive effects of coach leadership behaviors on junior high school rugby players: the highest is “Caring behaviors”, and the lowest is “Authoritarian behaviors.” The positive effects of social supports: the highest is “the support from the coach”, and the lowest is “the support from the family.” As for the positive effects of learning effectiveness, the highest is “Skills”, and the lowest is “Cognition.” (2) For Junior high school rugby players, there are obvious differences of perceiving the leadership of the coach in different “regions”, “classes”, and “training hours.” The great difference in social supports is highly connected to “Athletic classes” and “Family economic.” As for the learning effectiveness, a positive correlation existed in different “grades”, “classes”, “Training Frequencies”, and “training hours.” (3) The coach leadership behaviors perceived had the positive effect on the learning effectiveness; the coach leadership behaviors had the positive effect on the social supports; the social supports had the positive effect on the learning effectiveness. According to the study, we found out coach leadership behaviors, social supports and learning effectiveness really affect the players’ performances. The coach should provide different guidance and care to the players based on their personalities, and it would be a positive effect if the coach invites the players’ families to participate in their activities more. By doing so, the players will get more supports and definitely raise their effectiveness of learning. Key Words: Athletic coaches, Caring behaviors, Athletic classes, Family economic

碩士
聖約翰科技大學
工業工程與管理系碩士在職專班
106
A study of the relationships among the motivation of junior high school rugby athlete, the leadership behavior of coach and training satisfaction of the athlete Abstract The purpose of the study was to investigate whether the motivation of junior high school rugby players connected to the coaches’ leadership behavior and training satisfaction. We sampled 246 junior high school rugby players who joined the National Rugby Championship in March 2018. The data was analyzed by descriptive statistics, t-tests, one-way ANOVA, and Pearson Product-Moment Correlation Coefficient. The results showed: 1. Most of the respondents to the questionnaire are the ninth graders (42.6%); most funding of the school rugby team was provided by the Ministry of Education (46.7%); most of them practiced playing rugby six days a week or even more (59.3%); most of them needed to practice for two to three hours every day (53.2%); most of them were still not sure about their future career (52.4%); their best achievement of the National competition is Top Three (37.8%); most of them were consistent with their grades at school (68.2%). (2) There were significant differences of the participation motivation, the coaches’ leadership behavior and the training satisfaction for those junior high school rugby players who were in different grades, training frequencies, training periods, educational aspiration, and competition achievements. (3) The participation motivations had the positive effect on the coaches’ leadership behaviors; the participation motivations had the positive effect on the training satisfaction, and the coaches’ leadership behaviors had the positive effect on the training satisfaction. According to the study, the participation motivations of most rugby players were highly related to the coaches’ leadership behaviors and the training satisfaction. As long as the coach had great leadership, the players were willing to spend more time practicing, and then the training satisfaction would be raised. Key Words: Sport team, Athletic coaches, Aspiration of further study

O projeto tem como objetivo principal o desenvolvimento pessoal integral e integrado de jovens, sendo que para o atingir será apresentado um serviço de formação ao ar livre em equipa através de rugby para clientes empresariais. O rugby é um desporto que se afirma por defender um conjunto de valores intrínsecos que promovem uma integração social positiva, e, na interação entre os jogadores são realçados valores e atitudes que reforçam competências sociais e emocionais. Esses valores são cada vez mais valorizados no mercado de trabalho e podem servir de base à sustentabilidade de um projeto de intervenção social para jovens. É esta a premissa do projeto que iremos apresentar, enquadrada no âmbito de uma análise conceptual sobre inclusão social, desporto e aquisição de capital social.
The project has as its primary goal an integral and integrated personal development of youth and to attain it we will introduce an outdoor training rugby designed for the corporate clients. Rugby is a sport that proudly declares to uphold core values that promote positive social integration and by its player’s interaction, social and emotional skills are also reinforced. The labor market increasingly demands those values and they can provide the necessary sustainability of a social intervention project. This is the premise of the project we will present framed in a conceptual analysis about social inclusion, sports and the acquisition of social capital.