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Coaches from both the professional and college ranks are often put forth as archetypal examples of effective leaders – individuals’ whose behaviors, styles, and wisdom provide the ever elusive playbook for how to successfully lead others. While numerous books and articles in the popular press put forth advice from leaders in the sports world, numerous empirical studies of the drivers of successful sports leadership and the factors that contribute to leader success in the context of sports have also been conducted. In this chapter, we first provide a broad review of empirical leadership research conducted within the sports world and examine how research within the sports context provides a suitable and advantageous setting for leadership research in general. Second, we offer a road map of opportunities for future leadership studies within the context of sports. The goal of this chapter is to stimulate and rally more thought-provoking research related to leadership in sports that generates insights for organizational leadership across contexts.

This paper presents the findings of a literature review and survey conducted on sport sponsorship in the UK. The paper seeks to establish relevant material published that addresses the issue of the transferability of techniques and skills from sports to business. The findings of the literature review highlighted the close relationship between the two mediums. The results of the sponsorship questionnaire showed evidence of the transference of mutually beneficial skills between the organisations offering the assistance, and the sporting organisation receiving the funding. The survey indicated that a majority of sports sponsoring organisations offered more than just monetary assistance to their beneficiaries. Sponsors also assisted with the management of specific events, and operated the complicated software and computer equipment required for the smooth running of the sporting activity. These organisations supplied the sports with key personnel, and highly skilled staff who were experts in their respective fields in marketing, public relations, corporate hospitality, and management.

Communication aids sports teams in achieving physical feats through the process of teamwork. Working in fast-paced, high-pressure environments, sports teams are epitomized by their focus on effective physical and mental coordination, constantly adapting as a team to changing information and dynamic opponents. However, successful physical and mental coordination in sports teams are dependent on communication that may occur well before gameplay. For this reason, coaches and team leaders focus on various communicative activities throughout the life of a sports team, such as knowledge sharing, role clarity, goal setting, motivation, culture, and cohesion. Sports teams also provide unique insights into how teams communicate in single-gender groups, how heightened emotion affects team performance, and how event finality plays a role in team process.

The purpose of this chapter is to promote the importance, utility and necessity of applying a sociocultural lens to the analysis of the normalized appropriation of surveillance technologies and wearables across sports settings.

The chapter synthesizes existing literature that has embraced a sociocultural lens to examine the implications of the increasingly normalized adoption of surveillance technologies in sport settings. In doing so we hope to provoke discussion regarding the contemporary effects of technologies in order that they may be better understood by not only sports scholars but those who operate within sport. To achieve this aim, we provide an exemplar of how Michel Foucault's concepts have been a useful heuristic for this endeavour.

Within the highly commercialized and spectacularized domain of corporate sport, the performing athletic body has become a commodity of vital importance. Correspondingly, sports practitioners across the globe have rallied to devise innovative ways to train, protect and improve athletes. As this chapter details, one of the main ways in which this project has occurred is through the increased appropriation of wearable (and increasingly invasive) surveillance technologies. A major finding from existing literature is that surveillance technologies can contribute to the unproblematized production of compliant athletic commodities in sports settings. Moreover, that this can have significant limiting outcomes for athletes' development and well-being and coaches' practices.

The chapter argues for three future ‘touchstone’ areas of study: Surveillance technologies and athlete retirement, unintended consequences of more technology and resisting the regulatory intentions of behavioural nudges.

This chapter provides one of the first summaries of the socioculturally informed research that has examined the implications of the increasingly normalized presence of surveillance technologies across sports settings. In doing so, it also acts as one of the first resources designed to help those who coach and develop athletes to reflect upon the significant dangers and limiting outcomes that can be associated with the unconsidered deployment of surveillance technology.

The purpose of this paper is to suggest that a key role of the professional US NFL head coach is as a sensemaker, sensegiver, and driver of intentional change.

Intentional change theory and sensemaking are used to explore NFL head coaches' roles as sense‐givers of intentional change during their pre‐game and post‐game press conferences.

This paper presents propositions that if substantiated demonstrate that examining professional head coaches' behavior during pre‐ and post‐game press conferences will yield insight into the coaches' skills as sensemakers, sensegivers, and agents of the intentional change process.

In addition to this paper being conceptual, not empirical, other limitations exist. There may be gender differences in coaching behavior; however, since there are no female NFL head coaches, gender‐related patterns can not be observed in this context. Since this study only addresses one sport, there may be differences in how coaches manage change in different sports. Future research will test these hypotheses empirically, distinguish these behaviors with respect to team performance, study different sports, and examine similarities and differences of male and female coaches in the same sport.

If the propositions in this paper are supported by future empirical work, this paper gives coaches (and those who evaluate them) additional insight into their behavior. It also will give another view into what makes for a successful coach.

While research inspired by athletic coaches influences organizational development research, few studies examine athletic coaches as organizational change agents. This paper conceptualizes coaches beyond their technical roles; it focuses on their sensegiving about the team's progress along the intentional change trajectory that they have set.

Ethics and leadership are ongoing topics in high performance sports. The purpose of this paper is to provide an insight into the relationship between coaches’ ethical leadership behaviour, as perceived by athletes, and its impact on student-athlete accountability, voice and performance.

The paper examines the constructs of coaches’ ethical leadership behaviour, felt accountability and voice behaviour. The authors surveyed student-athletes from a variety of sports who compete in the Ontario University Athletics Regional Association. A total of 303 respondents (n=303) completed the survey. Partial least squares path modelling algorithm was utilised for testing hypotheses.

The results of the study indicate a significant relationship between a coach exhibiting ethical leadership behaviour and student-athlete voice behaviour and performance. Felt accountability mediates the effect of ethical leadership on voice and performance.

This study provides support for the hypothesis that coaches who behave ethically and whose actions represent their words create an environment where a student-athlete feels accountable. This is a powerful concept as it can positively impact individual and team success. The findings suggest that one of the ways that coaches can impact athletes’ performance is to demonstrate and model ethical conduct, and reward ethical acts.

The paper examines how coaches’ ethical behaviour might impact individual processes of accountability, voice and performance. Second, the paper uses the construct of accountability to explain how coaches’ ethical leadership impacts student-athlete behaviour. The accountability literature indicates that followers’ behaviours can be understood as the consequences of his/her perceived accountability towards the leader.

Professional sports teams employ highly paid managers and coaches to train players and make tactical and strategic team decisions. A large literature analyzes the impact of manager decisions on team outcomes. Empirical analysis of manager decisions requires a quantifiable proxy variable for manager decisions. Previous research focused on manager dismissals, tenure on teams, the number of substitutions made in games or the number of healthy players on rosters held out of games for rest, generally finding small positive impacts of manager decisions on team success.

The authors quantify manager decisions by developing a novel measure of game-specific coaching decisions: the Herfindahl–Hirschman Index (HHI) of playing-time across players on a team roster over the course of a season.

Evidence from two-way fixed effects regression models explaining observed variation in National Basketball Association team winning percentage over the 1999–2000 to 2018–2019 seasons show a significant association between managers’ allocation of playing time and team success. A one standard deviation change in playing-time HHI that reflects a flattened distribution of player talent is associated with between one and two additional wins per season, holding the talent of players on the team roster constant. Heterogeneity exists in the impact across teams with different player talent.

This is one of the first papers to examine playing-time concentration in the NBA. The results are important for understanding how managerial decisions about resource allocation lead to sustained competitive advantage. Linking coaching decisions to wins can help teams to better promote this core product.

Football, or soccer as it is known in the United States, is one area in which managerial positions are hugely volatile with what is often called a ‘merry-go-round’ of managers sacked for poor performance at their club and reemployed by another club. Not only does this practice often not increase performance but it is also very costly. Considering the nature of football, that is, the relatively high impact of chance on the rare events that goals are, and the high correlation between success and the wage bill, the influence of managers on performance is often over-estimated. However, potentially better preparation of future managers might help to increase competitive advantages. In this chapter, we are looking in depth at leadership in the context of football and the lessons we can draw for other contexts.

While there is evidence that team captainship in intercollegiate sports can lead to leadership development, there is little evidence about the role that task dependence may play on that effect. The individual or team nature of sports may offer different leadership experiences for team captains, leading to differential outcomes. In this exploratory study, 31 NCAA Division III team captains reported their leadership practice using Kouzes and Posner’s Student Leadership Practices Inventory (2^nd ed., 2005) at the beginning and end of one playing season. Results indicate that team captains developed their use of their leadership practices during the playing season regardless of whether they led an interdependent or independent team. The implications for leadership educators interested in the potentially unique contributions of various leadership experiences are discussed.

The purpose of this paper is to examine where and how coaching and mentoring disciplines overlap or differ in approach. Coaching and mentoring have emerged as important interventions as the role of helping relationships have gained prominence in human resource development. However, there appear to be contexts where one or other is preeminent, without consistent explanation of their suitability. Such inconsistency arguably creates confusion and doubt about these interventions and their efficacy notably amongst those who commission such interventions and their potential beneficiaries. This study focuses on this inconsistency of coaching or mentoring by exploring practitioners’ approaches within six disciplines: executive coaches, coaching psychologists, sports coaches, mentors of leaders, mentors of newly qualified teachers and mentors of young people, with the aim of assisting those seeking support with development.

This exploratory study was undertaken using a qualitative methodology, where in-depth interviews were completed with experienced practitioners to elucidate their approaches and practice.

The findings show that approaches may be discipline-specific, where practitioners specialise in a particular type of coaching or mentoring requiring distinctive knowledge and/or skills. However, the sharing of good practice across disciplines and the value of understanding the common dimensions which emerged is also evident, providing clients and those who commission coaching and mentoring with reassurances regarding the nature of these helping relationships.

As the research focused only on the practitioners’ experiences of their work in these disciplines, it is vital that the mentees’ and coachees’ experiences are captured in future research. There is also value in further exploration of the model developed.

By deploying the model concerned with the future development of these interventions suggests practitioners can expand their capacity and scope by adopting interdisciplinary and multidisciplinary approaches.

By directly exploring the shared and distinctive approaches of coaching and mentoring practitioners in six contexts, this study provides opportunities to understand where practitioners can benefit from imparting best practice across these interventions and highlighting specific aspects for their context.