Class #18 – Thursday, Nov. 15, 2012

November 13, 2012


The purpose of this class is to complete the examination of AGT, with an emphasis on the importance of motivational climate.  We will also go over the requirements for the AGT assignment which will be used to replace our Thanksgiving class.

Follow-up from Last Class

Scoring the TEOSQ

Scoring the PMSCQ-2

Lecture Slides from text:  Motivation Lecture Slides

AGT – The Importance of Motivational Climate – Research

Female Perceptions of AGT Climate

Role of Peers in Motivational Climate:  Peer Motivational Climate (Ntoumanis et al., 2006)

Combo – AGT, Cohesion & PST:  Cohesion, Motivation and Self-Talk

**Copy Ping Pong to your laptop**

Ping Pong Analysis

Analyze several scenes from the film using the viewing guide:  Pingpong Viewing Guide (AGT)

Ping Pong Viewing Guide Student Example


  1. Complete the Ping Pong assignment – 2-3 pages double-spaced, APA format.  Bring a hard copy to next class, ready to discuss your paper:  Pingpong AGT Assignment.
  2. This paper will become part of your portfolio.

Class #17 Tuesday, Nov. 13, 2012

November 13, 2012


We are entering the fourth part of our course – sport motivation.  There are several important and current models of motivation which can help us explain motivated behavior in sport.  Since the best models are built on prior research, and examination of earlier models can be helpful in understanding motivation (e.g., history is important).

Follow-up From Last Class

Chelladurai’s MML

Overview of Motivation (Chapter 3)

  • key points from previous research on motivation.

Achievement Goal Theory (AGT)


  1. Read Williams & Gill (1995) for an overview of AGT theory:  Williams & Gill (1995) – AGT Overview
  2. Complete the PMCSQ-2:  PMCSQ-2.
  3. After completing the PMSQ, figure out which items belong to the Task subscale, and which items belong to the EGO subscale, and then score your results (i.e., you should have two subscale scores).
  4. Read Ch. 3 and post any questions on the bottom of this page.
  5. Bring a thumb drive to class to copy Ping Pong to your laptop for the Thanksgiving Class replacement (you will watch and analyze film).

Class #16 – Tuesday, November 6, 2012

November 6, 2012

Note:  If this class is cancelled (Tim/medical), the term paper will be adjusted so that Chelladurai’s Model (the subject of today’s class) will be omitted from the analysis used to write your term paper.  For the leadership aspects of your paper, only the Managerial Grid and Situational Leadership Models will be used. You will still be responsible for this material on the final quiz. You are also still responsible for completing the Homework listed at the bottom of this post.


The purpose of today’s class is to examine a model of leadership for sport that was developed by sport researchers.  The two previous models we looked at were models developed in business settings, and adapted for use in a sport setting.  Chelladurai’s Multidimensional Model of Leadership (MML) was developed to help analyze the effect of leader (coach) behavior on athlete satisfaction and performance, helping answer such questions as “What sort of leadership behaviors do female athletes prefer?”

Chelladurai (Cheladurai & Saleh, 1980) also developed a questionnaire (the Leadership for Sport Scale; LSS)  to assess leader behavior and also athlete and self- perceptions of leader behavior. questionnaire.  The LSS has five subscales that measure  leadership behavior (autocratic, instructional, etc.)

Lecture Slides:   MML Lecture Slides

Complete the LSS  for your portfolio using the instructions:  “I would prefer my coach to…”:  LSS


Riemer, H. A., & Toon, K. K. (2001). Leadership and satisfaction in tennis: examination of congruence, gender, and ability. Research Quarterly for Exercise & Sport, 72(3), 243-256.  Tennis Leadership Gender

Sherman, C. A., Fuller, R. R., & Speed, H. D. (2000). Gender comparisons of preferred coaching behaviors in Australian sports. Journal of Sport Behavior, 23(4), 389-406.  Sherman & Fuller (LSS & Gender in Australia)


1. Read (or re-read) Ch. 9 on Leadership (not the Cognitive Mediational Model) in the text focusing on the MML.

2. Read one of the above articles for a fuller understanding of Chelladurai’s Model and Questionnaire.

3. Bring a draft of your PST program report to next class (1-2 pages double-spaced plus detailed PST procedures/instructions).

4. Bring an outline of your term paper to next class (1-2 pages – point form).

5.  Note that I have added three examples of previous students’ PST reports, so that you can get a concrete picture of what your final project should look like (remember they are examples and you are to refer to assignment instructions).

Class #15 -Thursday, November 1, 2012

November 6, 2012

Class Cancelled due to Health issue (Tim).

Here is the text of the email sent to the class:


Unfortunately, for health reasons I cannot make it to class today.
Please use the time to initiate your PST and/or film analysis – and bring your rough work to class on Tuesday.
If you were absent or did not bring a laptop you should start analyzing the full film (Netflix, Blockbuster – you can adapt time later) or get the file off a classmate – I will bring the thumb drive again on Tues.
If you handed in your portfolio late or were not in class to pick  it up when I returned them make sure you pick it up Tues. as your PST goals are based on your portfolio results.

Class #14 – Tuesday, October 30, 2012

October 30, 2012


If you are part of a sport team (or any team for that matter), the level of cohesion on your team is a key ingredient to peak performance.  In this class we will examine Carron’s Model of Cohesion.

Follow-up From Last Class

  1. Copy your film choice to your laptop (short versions). Record your film choice.
  2. Take up Situational leadership scenarios.


  1. Lecture slides:  8-Cohesion Slides Revised 2012
  2. Complete the GEQ for your group/team (for this module): GEQ Questionnaire


  1. Make sure you  start your PST program next Monday at the latest.
  2. Watch and start to analyze you film this weekend.
  3. Read Ch. 8 in the text (not sociogram section).


  1. Carron et al.’s (1985) original article: GEQ Development Article
  2. Meta-Analysis of Research with Carron’s Model:  Cohesion Meta Analysis Carron Highlighted

Class #13 – Thursday, October 25, 2012

October 23, 2012


Having covered the four stages a group goes through to get to a level of high performance, we now want to turn our attention to the question:  How should a coach (leader) lead in order to enhance her team’s performance?

To help answer this question we are going to examine two models of leadership behavior:  the Managerial Grid and Situational Leadership

Follow-up From Last Class

  1. Report on your film analysis selection (Tim will record).
  2. Any confusion over Group Development questions/answers – we have the time to take these up.
  3. Four clips – four stages – which is which – from Remember the Titans.

Managerial Grid: 5 Types of Leader Behavior (adapted from business)

  1. Managerial Grid Model description
  2. What sort of leader are you?  Complete the Managerial Grid and bring results to next class (portfolio):  Managerial Grid Q Scoring
  3. Can you identify the style of both a) Head Coach and b) Assistant Coach (Miracle? Titans?)

Situational Leadership – Part 1

The Managerial Grid was superseded by a more dynamic, interactional model of leadership:  Situational Leadership (SLM)

  1. Case studies (if time):  SLM Case Study Answers


1.  Read Chapter 9 in the text (not the Cognitive-Mediational or Multidimensional Model of Sport Leadership.

2.  Visit the reference websites for the Managerial Grid and SLM.

3. Complete and score the Managerial Grid Questionnaire and complete SLM case scenarios if necessary.

4.  Analyze YOUR group:

  • What developmental/readiness level are they at currently?
  • What is the “usual” Style demonstrated by leader currently – is it appropriate?
  • Come up with an example from your group/team’s history for each developmental level – and an example of the response of the leader.

Class #12 – Tuesday, Oct. 23, 2012

October 23, 2012


In the second part of the class, we will introduce the second major theme of our course, Sport Leadership & Cohesion.   In this section of the course you will demonstrate your ability to analyze and think critically by applying models of Leadership and Cohesion to popular sport film – and submitting your analysis as a 7-8 page term paper.


Remember the Titans

League of Their Own

In this first class on the topic we will introduce Tuckman’s “Model of Group Development”.

Follow-up From Last Class

1. Complete your interview with your partner.  Remember that your partner will be acting both as your “mental training consultant” and your “peer proofreader” for your assignment.

2. PST assignment description.

What do you think?

Of Coach Herb Brooks and the 1980 U.S. Olympic Hockey Team:

  • Thoughts about the team?
  • Thoughts about the leader (coach)?
  • Thought about his leadership behavior?

Tuckman’s Model of Group Development: Forming, Storming, Norming, Performing.

  1. Model description:  Miracle clips.
  2. Periodized example of Group Evolution: Smith Squash Annual 2011.12
  3. Complete the Stage Coach Game:Tuckman Exercise Corrected
  4. Can you identify the stages a team is in?


  1. Read Ch. 7 in the text:  not social support aspects, not Steiner’s Model, Ringlemann Effect, or social loafing (to be covered next class).  Come to class prepared to identify instances of key terms in the films to be analyzed:
    • norm for productivity
    • roles – formal and informal
    • role ambiguity
    • proximity
    • distinctiveness
    • social loafing
  2. Choose a film that you will use for your analysis (see above for link to film description and some of the themes to be analyzed).  Read over the descriptions of each of the films, and the types of questions and issues you will be expected to address in your paper.  Bring your laptop so that you can download your film selection from my thumb drive onto your laptop.
  3. Carefully read over the assignment description for your PST project – and come to class with any questions.