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The Development of Leadership in Model Youth Football Coaches Open Access


Other title
Outstanding Leadership
Youth Sport
Type of item
Degree grantor
University of Alberta
Author or creator
Pankow, Kurtis DE
Supervisor and department
Holt, Nicholas (Physical Education and Recreation)
Examining committee member and department
Mosewich, Amber (Physical Education and Recreation)
Gleddie, Douglas (Elementary Physical Education)
Physical Education and Recreation

Date accepted
Graduation date
2017-11:Fall 2017
Master of Arts
Degree level
This study examined how model youth football coaches developed their leadership styles. Six model youth football coaches (M age = 46 years, SD = 6), and one athlete from each stage of the coaches’ careers (early, middle, recent; n = 18, M age = 24 years, SD = 4) were purposefully sampled. Each participant completed an initial semi-structured interview. Coach interviews focused on their leadership behaviours and factors that contributed to their development as leaders. Athlete interviews focused on their former coaches’ leadership behaviours. The coaches then participated in second interviews to further explore factors that contributed to their evelopment as leaders. Data analysis was informed by Thorne’s (2016) interpretive description methodology. Results were organised in two sections. The first section presents the coaches’ and athletes’ perspectives of the coaches’ leadership styles, based on the charismatic, ideological, and pragmatic (CIP) model of outstanding leadership (Mumford, 2006). The majority of the coach behaviours as reported by coaches and athletes aligned with a pragmatic leadership style. However, none of the coaches or athletes reported behaviours that aligned entirely with one style, and each coach demonstrated some mixed leadership behaviours from each style. The second section presents factors that contributed to the development of outstanding leadership in model football coaches. Role models; networks of coaches; experience and reflection; and formal, non-formal, and informal learning were identified as factors that contributed to the development of outstanding leadership. Practical implications that arose from these findings are discussed, including the utility of teaching coaches about a range of leadership behaviours and styles, and creating mentorship and networking opportunities for coaches to develop their leadership.
This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.
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