Field Report

ACADEMY FOR SPORT LEADERSHIP RESEARCH

DISTRIBUTING LEADERSHIP
“Original research that breaks new ground!”

The Data is In…

Grounded theory was used to answer the research question what is the process of ensuring team member well-being (relationships maintain intact) after a series of physically demanding and competitive practices—practices that involved little empathy (as outlined by the study) from the coaching staff ?

The sample consisted of 41 participants from three different high school basketball teams.  Each participant rated the selected practices on a scale of 1 a very light physical effort and 5 being a very physically demanding practice.  Each participant also rated (using the Academy for Sport Leadership’s Rate Your Teammate Instrument) team members on teamwork relations and interpersonal interactions.   Team A (N=15), was trained in the Academy for Sport Leadership’s After Action Review and Critical Incident Techniques.   Team B (N-13) went through a 6-week leadership development program highlighted by each team member choosing his own leadership role (See Dobbs’8 Roles of Teamwork).  Team C (N=13), received no training and development at all.  In addition to the use of the two instruments, the author of the study (Cory Dobbs, Ed.D.), observed three practice sessions for each of the three teams, noting “flare-ups,” “dressing downs,” and active moments of “blame.”  The results demonstrated that Team B, the most prepared group, had the least number of negative incidents, the most time spent discussing team member well-being (healing rifts and differences) without a coach present, and the highest ratings of team member relations as evidenced in the ASL’s Rate Your Teammate Instrument.  Team A, performed better on these elements than Team C—the team that received no training.

The constant comparative method of concurrent data collection and analysis was used to develop a three-part process (study/practice/implement = awareness, interest, action) for (a) team building, (b) team member well-being, (c) interpersonal problem solving techniques.  Coaches can use this vital understanding of the learning process to guide the implementation of a leadership development program.

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