This study investigated eight possible predictors of satisfaction levels in smallcollege football players. The sample (N = 442) included eight nonscholarship football programs from the NCAA Division III or NAIA classifications. Measures included Zhang's Revised Version of Chelladurai's Leadership Scale for Sport, and a seven-item subscale of the Scale of Athlete Satisfaction. The six subscales of the Revised Leadership Scale for Sport each yielded a significant linear relationship with the satisfaction outcome measure: social support (I= .696), situational consideration (I= .665), positive feedback (r = .654), teaching and instruction (I= .627), democratic behaviors (I = .501), and autocratic behaviors (I= -.372). Minimal correlations were found between satisfaction and the two other predictors evaluated: each team's win/loss percentage (I= .164) and each player's estimated amount of playing time (r = .121). With the large sample size, these two modest correlations were also statistically significant. However, as neither accounted for more than 2% of the total variance in satisfaction levels, they are not likely to have practical significance. The predictors were also evaluated via stepwise multiple regression analysis to assess which combination(s) would account for more of the overall variance. Unfortunately, a mild case of multicollinearity made it difficult to attribute relative importance to the predictors. For example, the situational consideration subscale recorded especially high correlations with several of the other Revised Leadership Scale for Sport subscales. Overall, results indicate that specific coaching behaviors are more associated with player satisfaction in small-college players than are reported in previous samples of other types of athletes. As such, coaches are encouraged to provide support for players in off-the-field endeavors, offer positive feedback on performance goals, and combine knowledge of the sport with the ability to make adjustments in strategies and coaching behaviors. A comparison of the current sample of nonscholarship, small-college football players and a sample of full-scholarship (NCAA Division I-AA) football players revealed several interesting differences. In the current sample, the correlations between social support and satisfaction, and democratic behavior and satisfaction, were substantially higher. Additionally, a much stronger negative relationship existed between autocratic coaching behaviors and satisfaction among small-college players.

The purpose of this life story study was to explore the experiences of a woman high school teacher-coach and the factors that have contributed to her maintained involvement in sport leadership throughout her life. One participant took part in one timeline interview and four subsequent semi-structured interviews over several months. The resultant transcripts were analysed using a combination of narrative and thematic analysis. The findings of this study provided insight into four broad themes: passion for sport, perception of gender, personal traits, and community and belonging. This study contributes a unique, in-depth, exploration of life as a woman teacher-coach in Canada, and the facilitating factors for long term sport involvement. Future studies may explore the experiences of women volunteer coaches. / Graduate

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The purpose of this study was to examine the differences of student-athletes' preferred leadership behavior for their coaches based on gender, competition level, task dependence, and task variability. Four hundred and eight male and female student-athletes from four NCAA Division I and six Division II universities expressed their preferences using the Revised Leadership Scale for Sport (RLSS) (Zhang, Jensen, & Mann, 1997). The preference version of the RLSS included six behavior dimensions, autocratic, democratic, positive feedback, situational consideration, social support, and training and instruction behaviors. A split-plot ANOVA was performed on the individual preference scores grouped by gender, competition level, task dependence, and task variability for the six dimensions of coaching behavior. The ANOVA also computed interactions. Fisher's LSDs were performed on all significant interactions. Among genders, the ANOVA demonstrated a significant gender by level interaction for democratic behavior. Fisher's LSD failed to detect any significant interactions. Among competition levels, the ANOVA demonstrated a significant task dependence by level interaction for autocratic behavior. Division I independent sport student-athletes had significantly higher preferences than Division II independent sport student-athletes. A significant task variability by level interaction revealed Division I open sport student-athletes had significantly greater preferences for autocratic behavior than did Division II open sport student-athletes. The results also demonstrated a significant task dependence by level interaction for democratic behavior. Division I independent sport student-athletes showed significantly greater preferences for democratic behavior than Division I interdependent sport student-athletes and Division II independent sport student-athletes showed significantly greater preferences than did Division II interdependent sport student-athletes. Independent sport student-athletes, regardless of gender or competition level, showed significantly greater preferences for democratic, positive feedback, situational consideration, and social support behaviors. The results also indicated a significant task variability by level interaction for autocratic behavior. Division I open sport student-athletes had significantly greater preferences for these coaching behaviors than Division I closed sport student-athletes. Open sport student-athletes, regardless of gender or competition level, had significantly greater preferences for democratic, positive feedback, and social support behaviors. The results demonstrate support for a portion of the multidimensional model of leadership (Chelladurai, 1979; 1990) with differences in behavior preferences based on student-athlete characteristics of competition level, task dependence, and task variability. The results may aid in the evaluation of coaching behavior and coaching method and in defining training preparation programs that would enhance the congruence between student-athlete behavior preferences and actual coaching behaviors. The results suggest the use of the multidimensional model of leadership and the related instruments for future investigations of sport leadership behavior.