Essay, Pages 3 (625 words)
The sample number for junior high coaches, in particular, is rather low. A larger sample with regard to all categories would have aided in the data nalysis, particularly when looking for possible interactions between gender and coaching level. The instrument utilized was the Revised Leadership for Sport Scale (RLSS) developed by Zhang, Jensen, and Mann in 1996. This scale is used to measure six leadership behaviors: training and instruction, democratic, autocratic, social support, positive feedback, and situational consideration.
The scale uses 60 statements, which were preceded by “In coaching, I:” A Likert scale was then given for each statement: 1 = never; 2 = seldom; 3 = occasionally; 4 = often; and 5 = always.
This produced an ordinal level data set. Scales were administered in a number of environmental settings: classrooms, gymnasiums, practice fields, and offices. The internal consistency for each section was calculated: 0. 84 for training and instruction; 0. 66 for democratic; 0. 70 for autocratic; 0. 52 for social support; 0. 78 for positive feedback; and 0. 69 for situational consideration. There was no information, however, regarding the validity of the RLSS.
A MANOVA was used to analyze the data for differences between male and female coaches with regard to leadership behaviors.
This is not consistent with the type of data collected. The RLSS used a Likert scale (ordinal), yet a MANOVA would be most applicable for normally distributed, quantitative data. The analysis showed there were no significant differences between male and female coaches in overall leadership behaviors. When the six leadership styles were examined separately, there was a significant difference in social support between males and females.
In general, females scored much higher than did the male coaches. A MANOVA was also used to examine the data for differences between the three evels of coaching (junior high, high school, and college) with regard to leadership behavior in general. There were significant differences between the three levels. When breaking down the six behaviors and examining them individually, an ANOVA was used to analyze the data. Again, because the data for the RLSS is ordinal, an ANOVA is not the best analysis tool. The three coaching levels scored differently on three of the six behaviors: democratic behaviors, training and instruction, and social support. High school coaches scored much higher than college level coaches in democratic behavior.
Junior high coaches were significantly lower in training and instruction than either high school or college coaches. Junior high coaches also demonstrated a lesser degree of social support than either the high school or college coaches. A MANOVA was again used to analyze the data for any interaction between gender and coaching level with regard to overall leadership behavior. Once again, a better analysis method could have been chosen based on the nature of the data collected. The results indicated no significant interactions. The ecological generaliziability for the study is fairly high.
The surveys were mailed out, and returned on a volunteer basis. However, due to the nonrandom nature of the sample, the results would not generalizable beyond the 162 participants in the study. There was no effect size is listed for the study. In order to reduce threats to internal validity, the participants were asked to respond honestly and confidentiality was stressed so that the “coaches might feel more at ease in responding. ” No other efforts were indicated. The researchers mention that the scales were given in a variety of settings. This could resent a threat to the internal validity in that participants might not have been entirely focused on completing the scale, but instead on coordinating practice, completing paperwork, etc. There are a number of other factors that could effect the internal validity of the study, yet were not addressed by the researchers
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High School and Social Support. (2018, Aug 26). Retrieved from https://studymoose.com/high-school-and-social-support-2-essay