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Publisher:
Oscar Publishing Services
Servi
ABSTRACT
The manager, who faces many challenges in managing sports teams and organizations, is asked to manage
psychological processes in the transfer of knowledge and skills. It has been observed that there is a need for leaders
who treat people individually, value them and support them. Being a leader who instills self-confidence and a sense
of belonging to the group are essential characteristics of a leader. The need to be a leader is different from the need
to be a leader, to take initiative beyond one's duties and responsibilities, to be a teacher and to impart knowledge and
skills. When coaching styles, behaviors and characteristics are examined in depth within a team, it becomes clear how
important these issues are. Research shows that to be successful, mentors must convey institutional knowledge and
experience. On the other hand, researchers confirm that a coach who understands his athletes, guides them according
to their abilities, prepares the athletes for their goals and guides them should be oriented towards success through
his sports knowledge and exemplary attitude. In addition, among the qualities that distinguish him from other coaches
is a coach who instills a sense of belonging in his athletes and continues his work without abandoning the principles
of unity, solidarity and honesty. As a result of the study, it was found that there are one or more training methods that
the trainer adopts and implements to achieve his goal, and at this stage they need to be improved. My research
examined the characteristics, competencies and team management skills of coaches and leaders working in sport.
KEYWORDS
Sports, Leadership, Coaching, Leadership in sports, Approaches to leadership.
Research Article
APPROACHES, BEHAVIORAL CHARACTERISTICS, PRINCIPLES AND
METHODS OF WORK OF COACHES AND MANAGERS IN SPORTS
Submission Date:
November 18, 2023,
Accepted Date:
November 23, 2023,
Published Date:
November 28, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue11-16
Azamat Orunbayev
Asia International University Physical Culture Chair Manager, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
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American Journal Of Social Sciences And Humanity Research
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(2021:
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OCLC
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1121105677
Publisher:
Oscar Publishing Services
Servi
INTRODUCTION
No matter how talented and hardworking an athlete or
team of athletes is, success cannot be achieved unless
they are properly directed and developed technically
and tactically. All athletes need a coach to succeed. A
coach is a sports person who has accumulated
theoretical knowledge and experience, guides and
trains athletes in accordance with their abilities,
prepares them for competitions, and guides them.
Coaching task
A coach's job is not just to coach or show how to play
a sport. He interprets the information he receives from
sports scientists, sports doctors and sports
psychologists, compares it with his own experience,
and then passes it on to the athlete. Because the
information of scientists is theoretical information and
is not suitable for practical use. These data should
undergo some changes depending on the personal and
sporting characteristics of the athletes. The most
important condition for achieving success, which is the
main goal in sports competitions, is to ensure a healthy
relationship between coach and athlete. The main area
of work of a coach is the athlete or team. These
relationships can usually be thought of as relationships
with individuals or groups. Their difference from any
human relationship is that their purpose, activity and
structure are more specific. Various characteristics of
the coach and characteristics of the athlete or team are
important in establishing the right relationship
between coach and athlete or team. There are two
main coaching factors that help maintain a healthy and
successful coach-athlete relationship. These are the
characteristics of a coach and how he works.
Trainer characteristics
The characteristics of an ideal coach can be
summarized as follows: Sports Knowledge: The athlete
must have confidence in the knowledge of his coach.
He must be able to trust his coach to overcome any
problems he faces in the professional field. In addition
to general sports knowledge, the coach must also have
a high level of knowledge in his field and master it. He
should also learn new information in the field of sports
and reflect it in his practice. These characteristics allow
athletes to trust the coach.
Be open to innovation and development: Both the
coach's mindset and the sport's culture must be open
to new information. A coach must be willing to access,
learn and apply new information in an ever-evolving
field of sport. To achieve this, innovation must be
pursued through means such as congresses,
symposiums, the Internet, books and magazines.
Personal Characteristics: The coach is expected to have
positive personal qualities that enable him to build
good relationships with athletes and others. These
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include consistency, responsibility, flexibility (soft
when necessary, firm when necessary), promoting
positivity, acting democratically and fairly, openness to
criticism, empathy, humility, self-criticism, and
leadership skills. In addition, he must be able to
withstand pressure from club managers, fans and the
media.
Wide range of interests: The trainer as an individual
must have sufficient general knowledge. According to
his profession, he is expected to have knowledge in
these areas as he will have to collaborate with sports
theorists and researchers, managers, sports doctors
and sports psychologists.
Be a Role Model: A coach must be a good role model
for athletes both in and outside of sports. A coach
should be able to do whatever he wants his athletes to
do. For example, a coach who prohibits his athletes
from drinking should not distribute alcohol to his
athletes.
Honesty: A coach must be honest with himself and his
athletes. He must be able to reveal the mistakes of his
athletes with the same honesty as his own, ensuring
that the athletes will receive their due, if not by words,
but by actions, they will show the desired result.
Involvement: The coach must have a keen interest in
his profession and athletes. They should be interested
in the lives of athletes, their problems outside of sports
and try to support them. They should keep their
relationship within the framework of love and respect.
Act Constructively: Must provide constructive criticism
and take responsibility for the successes and failures of
the athlete or team. The decisive factor for success is
the coach. It is the leader who determines the team's
teamwork . It's hard for players to respect a coach who
throws himself into the air when a goal is missed or
blames the wrong player after a game.
trainer's working style
Every trainer has one or more training methods that
they use to achieve their goals. It is important what
these methods are, what characteristics they have and
whether they take into account the characteristics of
athletes.
There are two general approaches to creating a trainer
training program: structure it according to scientific
evidence or give preference to your own experience.
It's actually important to use these two approaches
together. Because scientific data is obtained under
certain conditions. However, there are various external
conditions that affect training and competition. To this
should be added the characteristics of athletes.
Therefore, when determining a working method, all
factors should be taken into account and adjustments
made if necessary. As coaches implement their training
methods, their relationships with athletes are also
critical to success. Some trainers can be strict and
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authoritarian in their work, while others can be more
democratic. Although it is necessary to be
authoritarian in terms of discipline, sometimes it is
necessary to be gentler. If we put all this together, we
can say that the sweet-hard relationship is appropriate.
Behavioral characteristics of the trainer
One of the most important decisions a coach must
make is choosing a coaching style. Coaching style
influences how decisions are made, what skills and
strategies are taught, how competitions are organized,
and what methods are used to regulate players and
athletes. This determines what roles they will be given
to make decisions. There are three main features of
coaching:
•
Authoritarian (commander and commander),
•
Liberal (tolerant, non-interference),
•
Democracy (participation, exchange).
While coaches don't necessarily fall into one of them,
they are more likely to fall into or lean into one.
Authoritarian trainers
In an authoritarian style, all decisions are made by the
coach. The task of athletes is to respond to the
commands and orders of their coaches. The coach has
the knowledge and experience, and his job is to tell the
athletes what to do. The athlete's job is to listen,
understand, obey and do it. The coach has complete
control and the athletes are passive. The coach is not
concerned with gradually gaining control over his
athletes. Rather, they worry too much about losing
control and the information they have. He doesn't
really trust athletes or people. This is why management
is so important. When control slips away from them,
they experience great anxiety, stress and uncertainty.
In short, authoritarian coaches;
•
The coach makes all decisions.
•
The task of the athletes is to follow the
instructions and instructions of the coach.
•
Control is entirely in the hands of the coach.
•
Athletes are passive. They don't believe control
should be handed over to interval athletes.
•
Takes care of your data.
•
This brings anxiety and fear of losing control.
•
They don't trust athletes.
Liberal coaches
They try to make very few decisions. Trainers using this
style give little instruction and set few rules for
organizing training. When it comes to their attitude
towards disciplinary matters, they do not interfere
unnecessarily. Those who adhere to this coaching style
manage their teams and athletes using a liberal
approach in addition to the democratic coaching style.
In their coaching duties, they are tolerant rather than
prescriptive. Summary of the liberal style;
•
They try to make as few decisions as possible.
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•
They don't intervene when things get out of
control.
•
Control is not exercised properly, which can
lead to an anarchic environment.
•
They
act
carelessly,
carelessly
and
irresponsibly.
•
They take care of the players and act as
waiters.
•
They may be powerless and inadequate in
solving problems.
•
They want to get rid of their athletes and make
their free time lazy.
•
They feel the need to cover up their
shortcomings through authoritarianism.
•
They don't care about actual education and
training.
•
They are not successful, they are successful by
accident.
•
They don't worry about developing intrinsic
motivation.
•
They are not concerned with developing
control and responsibility in athletes.
•
They can be neither democratic nor dictatorial.
Democratic trainers
Those who follow this style of training share the
decisions that need to be made with the athletes.
Teachers who use the democratic style believe that
without learning to make decisions, young people will
not be able to grow up healthy. They are responsible
for helping their athletes by teaching them leadership
skills and influencing their development. They do not
accept either dictatorship or indifference. They do not
have negative concerns about themselves. They
operate with the understanding of gradually
transferring control to the athletes. They try to help
athletes take responsibility for their lives. Brief
description of the democratic style;
•
The decisions made will be brought to the
attention of the athletes.
•
Adequate and appropriate education and
training prevail.
•
He values the freedom of athletes.
•
They strive to teach their athletes leadership
qualities.
•
They do not accept either dictatorship or
liberalism.
•
They are not overly concerned and do not
doubt themselves and their knowledge.
•
They provide an opportunity for athletes to ask
questions.
•
They strive to learn as much as they teach.
•
They tend to attribute success to athletes.
•
They motivate athletes physically, socially,
emotionally and mentally.
•
They instill intrinsic motivation and control in
their athletes.
•
They develop confidence and respect for
athletes.
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•
They help athletes make decisions and take
responsibility.
•
They think and plan exercises that matter to
athletes.
•
The prevailing opinion is that I am for my
athletes.
•
They see athlete development as their goal.
The prevailing opinion is that sports are for
athletes, and not athletes for sports.
Coaching and Leadership
General coaching; It is based on the interaction of the
athlete, sports managers, the media, the public and the
coach and has the characteristics of a science and an
art that are formed simply and precisely through the
interaction of the athlete, the sport and the coach. can
be called a profession. Accordingly, as a technical
expert, a coach is one who has the necessary
knowledge in his field and can scientifically apply this
knowledge to people of different temperaments for
the success of the team. sports skills and strategies. In
addition to these characteristics, a coach must be a
good organizer, an effective leader, a motivator and a
teacher who provides the athlete with independence
and competence.
Coaching is defined as the non-violent use of influence
in the management and coordination of team
members to achieve the tasks assigned to them, and
from a pedagogical point of view, it is training aimed at
achieving the highest results from the player; From a
psychological point of view, a limited method affecting
the development of talent; From a physiological point
of view, this is explained as a reaction that improves
the ability to carry out internal and external structural
changes in the div. From a leadership perspective, a
coach is defined as a trained manager of people
(athletes) working towards a goal and intelligently
guiding their athletes towards that goal.
Based on these characteristics, research into the
influence of a coach on team performance has defined
an effective coach as “one who can elicit successful
performances or elicit positive psychological reactions
from his athletes.” The coach, who can influence both
the psychological well-being of athletes and their
physical performance, must also be prepared to
respond to the personal and individual needs of the
athletes. Therefore, in addition to technical and
athletic knowledge and skills, effective coaches may
have to play multiple roles in the lives of their athletes.
These roles may include leadership, friendship,
teaching, role model, psychologist/counselor, or
mentoring. In terms of these roles, sports coaching
leadership skills clearly demonstrate the importance of
developing physical fitness, coordination, technical,
tactical and psychological skills in communicating,
motivating and coaching athletes. Therefore, a
successful coach must demonstrate effective
leadership skills and these skills must contribute to the
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physical, technical, tactical and psychological
performance of the athletes. Teams that work with
coaches who have effective leadership skills are more
likely to achieve success and high performance.
However, many coaches today work in high-level
management
jobs
without
much
leadership.
Therefore, it can be said that coaches who set realistic
goals for themselves during the season, encourage
their players to achieve those goals, increase team
spirit, and expand and improve their programs have
true leadership skills.
Leadership concept
Leadership requires providing other people with
insight and direction about what is possible. Effective
leadership requires the ability to create traditions.
Effective leaders excel at creating a team culture
associated with team sports. This culture includes the
selection, motivation, reward, protection and inclusion
of team athletes, fans and everyone who contributes
to the organization. Coaching is a face-to-face form of
leadership. It brings together people of different
nationalities, their talents, experiences and interests.
As a leader, a coach helps his athletes take
responsibility and achieve success. Coaching is not
about memorizing technical skills or developing
perfect game plans. Coaching is about truly caring
about people, truly trusting them, being sincere with
them and caring about them. Coaches with excellent
leadership skills give their teams a vision and know
how to bring that vision to life. As a leader, the coach
demonstrates the ability to plan and organize well how
to combine the skills of athletes to maximize the
performance of each player and maximize the success
of the team. Leaders achieve success by recognizing
and leveraging the physical, psychological, and social
environment. Excellent leadership or coaching
requires psychological skills in mobilizing people and
especially interpersonal skills. Good communication
skills are required to speak, listen, plead, argue, agree,
encourage, comfort, etc.
Leadership in sport is more important than in other
areas of management. Because the structure of sports
clubs is not similar to other organizations. Actively
participates in influencing the leading group towards
set goals in sporting events. This allows leaders and
athletes to form long-term relationships. In this
process, leaders share various successes, glory,
sorrows, disappointments, pain and joy with their
athletes. This creates a special atmosphere in the team.
Successful athletic trainers recognize that the
relationship between themselves and the environment
positively influences athlete performance. Sports
leadership is a field that requires the mastery of many
personal and technical skills. Influencing the actions
and behavior of different players on a team is not an
easy task. Moreover, in recent years the nature of the
sport has changed, the coach interacts with many
people and groups. The head coach must collaborate
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with each department, evaluate their performance,
and make a judgment about the team's success.
Responsibilities of managers in sports
Instructions: Shows the movements you want to teach
athletes. Knowledge and Sharing: Learns new
information about the sport and shares it with
athletes.
Consulting: advises athletes on all issues during and
outside of training.
Friendship: Maintains relationships with athletes in a
friendly and warm environment, minimizing hierarchy.
Support: Supports athletes' continued love and
success in sports and highlights the positive aspects of
them.
Motivation: Uses knowledge of motivation to
appropriately motivate athletes.
Planning: Ensures the planning and implementation of
athletes' daily, weekly, monthly and seasonal training
programs.
Organizer: Prepares team camps before and during the
season, organizes special tournaments and decides on
participation in organized tournaments.
Public Relations: Organizes and manages relationships
with managers, other teams and the press.
Leadership approaches in sports
Features of the approach
In the characteristic approach, since the characteristics
of the leader are the most important factors
determining the effectiveness of the leadership
process, the coach differs from the athletes in physical
and personal characteristics. Coaches who have
intelligence, vision, self-confidence, age, height,
integrity
and
decision-making
are considered
successful athletes. While it is logical for a coach to
have superior qualities and abilities, what is important
is that the athletes who follow the coach believe that
the coach has the same qualities and abilities. A study
was conducted using personality trait theory to
identify the characteristics of successful mentoring.
For example, in one study, coaches were described as
tough, strict, authoritarian, able to withstand pressure
from
fans
and
media,
emotionally
mature,
independent in thinking, realistic in their direction, etc.
An attempt was made to highlight its characteristics.
However, there is not much validated and accepted
research on this profile of coaching. The opinion that
leadership in sports is determined by personal qualities
does not have scientifically based support. The ideal
coaching style in sports cannot be explained by
personality theory.
Behavioral approach
The behavioral approach is based on the principle that
leaders can be identified by their behavior. Attitude
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research critiques a particular approach and finds that
leadership is not innate but can be developed. Rather
than being an individual element, leadership is
proposed as a style of behavior that arises from the
leader's relationships with group members. If we
consider sports teams; We see that coaches can also
demonstrate
achievement
or
athlete-centered
behavior. For some coaches, athletic success is the
number one goal, no matter what. For some coaches,
the athlete’s health and his integration into society as
a moral person through sports are much more
important. As a leader, the coach must establish good
relationships and communication and set clear goals
and objectives when taking on a new team. Successful
trainers
have
effective
communication
skills.
Successful leaders have effective teaching and
demonstrative behavior. Successful coaches give
effective advice on what to do, why, when and how to
do it. At the same time, successful coaches encourage
intensity and effort.
Emergency approach
Trait and behavior approaches emphasize the
importance of individual factors while ignoring
interactions between people and circumstances. Many
studies have been conducted and models and theories
put forward based on the contingency approach.
These theories provide critical insight into effective
leadership in sport and exercise science. Factors that
may be considered important for successful leadership
in sport include: Team characteristics
–
team status and
situational demands. Of particular interest to those
involved in sports are the relationships between
coaches and athletes in certain situations. According to
the approach, a coach's style is determined by his
needs and personality. The approach also states that
coaching style is an established, stable personality
trait. According to this approach, there were two styles
of leadership: people-oriented and task-oriented. The
coach attempted to define performance in sport using
athlete-centered and performance-centered methods.
Depending on the situation, people can differentiate
between a relationship-oriented style and a task-
oriented style. Young athletes especially need a
relationship-oriented coach for optimal performance,
personal development and growth. Traditional sports
training places more emphasis on authoritarian
behavior. Contrary to what has been said, this
condition interferes with athletic development.
Additionally, coaching and coaching leadership in
various sports disciplines requires quick action and
movement. In such cases it is very difficult to apply the
democratic method. Many decisions need to be made
very quickly and responsibilities must be fulfilled.
Leadership Functions in Sports
A leader's responsibilities may vary depending on the
types, qualities and different situations of the groups
he leads. Age groups, gender, goals, type of activity,
group structure, and other situational characteristics
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are some of the factors that may cause variation.
Leaders must perform many functions that may be
common to each group.
Leader (follower) as a practitioner
The most important role of a leader is to coordinate the
activities of the group. The leader must control every
movement of the group. This is the constant role of a
leader. A leader usually delegates the work that needs
to be done to other group members. In such practices,
weakness of the leader may interfere with job
performance or prevent members from developing a
sense of responsibility and participation in group
activities. A leader cannot be expected to do the job
directly as a manager, especially on sports teams.
Coordinate the work of athletes before and after
competitions or training, know what each athlete must
do like clockwork and ensure that they carry out their
duties accordingly, perhaps with the implementation
function performed by a manager.
Leader as planner
The leader often takes on a planning role, making
decisions about how to achieve group goals. These are
usually plans that need to be implemented
immediately to achieve a goal. Perhaps there are plans
for the future. A leader is a person who fully knows the
plan and stands by it. When considering sports teams,
plans can be short term or long term. While planning
for a football team's pre-season goals is short-term,
planning for infrastructure work for at least 5 years is
long-term planning.
Leader as expert
Possessing the highest level of expertise in terms of
technical knowledge and abilities required to achieve
group goals, and establishing authority based on this
knowledge and abilities, is an important characteristic
expected of every leader. The manager must have a
certain level of experience in the field of activity.
Specialization of functions often forces managers to
hire technical assistants. Within a group, the leader is
often the source of information and the developer of
certain practices. A person who is a source of
information about the group's stated goals is a natural
candidate for leadership. Therefore, an effective leader
is a coach and teacher. The trainer must be able to carry
out the task of skill development and training. Athletes
programmed by a coach will be more creative,
successful and self-confident. An effective sports
coach must know the strategies and skills of the sport
he/she is involved in. Even the best trainers review
literature, attend seminars, and use the teaching skills
of other trainers to improve their experience.
Reward and Punisher
One of the tasks of a leader is to evaluate the behavior
of group members based on their compliance with
group goals or to establish group rules and to apply
punishments and rewards to members within certain
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limits. The acceptance of punishment and the reward
effect that a coach gives to his athletes is very different
from the similar behavior of other athletes. Thanks to
this feature, the leader gains control over the group.
When performing such a task, the coach must ensure
that all athletes are treated equally. Otherwise, the
chain of trust between coach and athlete will be
broken; The atmosphere of chaos within the team is
inevitable. It would also be wrong to apply only reward
or only punishment. A coach's ability to establish
power over athletes based on strong love and respect
is closely related to his attitude and sense of fairness in
the distribution of rewards and punishments.
A leader as a problem solver or advisor (friend).
Based on the definition, an effective mentor should be
a relative, family member and, if necessary, a
psychologist. The point is that these characteristics
help the athlete achieve his potential results with a
certain interaction. When athletes who deviate from
team goals are pressured by club officials, the team
coach takes the blame for the athlete. Similar behavior
is expected from athletes. Allowing such behavior is
one of the natural responsibilities of a leader.
Leader as a role model
In most groups, leaders must model behavior toward
members. The overall behavior of the coach sets an
example for the athletes of what to do and how to do
it. The coach must be aware that athletes are observing
him and modeling his attitudes and behavior, and act
accordingly.
Leader as representative
Not all group members can establish direct
connections with other groups and people. Thus, the
leader takes on the responsibility of representing the
group. The leadership channel is used in all
communications from the inside out and the outside in.
The coach is also the representative of his team. After
the game he will make a statement to the press on
behalf of his team. He/she assumes the role of
representative by attending necessary openings and
conferences.
Leader as leader
Within a group there are groups with different
characteristics. A leader who knows the specific details
of the group's structure better than other members is
the most suitable person to take on the role of leader
within the group. Leaders have the right to check that
plans meet the goals of group members. The coach
makes plans for the team to achieve its goals. These
goals, set on behalf of the team, are the collective
goals of the team. Keeping athletes under control,
guiding them towards these goals and, if necessary,
imposing some restrictions is one of the tasks of the
coach. In addition, the coach must know the exact
details of the team's composition and keep them under
control.
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Briefly about coaching styles
Conter summarizes the three coaching styles as
follows.
Authoritarian style
•
The coach makes all decisions.
•
The athletes’ task is to react and carry out the
commands and orders of the coach.
•
The coach is in complete control of the
situation.
•
They do not believe that control should be
gradually transferred to athletes.
•
They have fears and doubts about their
knowledge.
•
They don't trust athletes.
•
Despite this, management is very important to
them.
•
When control leaves them, they experience
great stress and feelings of insecurity.
•
They worry and fear that their shortcomings
will be revealed.
•
They are only focused on winning.
•
They tend to take credit for their
achievements.
•
They don't really care about the fun and
pleasure of the athletes.
•
They hinder the development of internal
motivation in athletes.
•
Victory comes first, then the athletes, and only
then the mentality.
•
They harm the development of athletes' self-
confidence and self-esteem.
•
They harm the independent and free
development of athletes.
•
Athletes want to be in control of their entire
lives.
•
They place great importance on the respect
and honor of others, but do not make much
effort to earn it.
•
They are very interested in the result of the
game, race, competition.
•
The prevailing opinion is that athletes are next
to me.
Liberal style
•
They try to make as few decisions as possible.
•
They provide very little education and training.
•
Unless things get out of hand, they don't
interfere.
•
They do not exercise any control; an anarchic
atmosphere reigns.
•
They are very incompetent in organizing work,
drawing up plans and programs.
•
They act as guardians and waiters for the
player.
•
Athletes are dominated by refusals, passing
time, filling it, sleeping, shirking and laziness.
•
They don't care about real education.
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•
Motivation management is out of the question.
Complex and random situations prevail.
•
They are not concerned with improving
intrinsic motivation.
•
Athletes are not worried about reaching their
potential, they are having fun and having fun.
•
They are not concerned with developing self-
confidence and self-esteem in their athletes.
•
They lack the ability to use sport as a tool for
athlete development.
•
They do not like their profession; the prevailing
policy is to while away the day and save time.
Democratic style
•
The decisions made will be brought to the
attention of the athletes.
•
Adequate and appropriate education and
training prevail.
•
Athletes are concerned about developing
responsibility.
•
When athletes are given responsibility, the idea
of transferring control to them prevails.
•
They value the independence and freedom of
athletes.
•
They do not have excessive worries and doubts
about themselves and their knowledge.
•
They do not have extreme feelings of self-
doubt and insecurity.
•
They provide an opportunity for athletes to ask
questions.
•
Updates and bug fixes. They turn mistakes into
learning experiences and do not consider
mistakes as shortcomings.
•
They tend to study as much as they teach.
•
They encourage athletes to reach their
physical, social, emotional and mental
potential.
•
They give athletes the opportunity to have fun
and have fun.
•
They create intrinsic motivation and control in
their athletes.
•
Together with their athletes, they set goals and
help them achieve them.
•
They help athletes make decisions and take
responsibility.
•
They think and plan events that matter to
athletes.
•
They view athlete development as a goal.
•
The prevailing opinion is that sports are not for
sports, but sports are for athletes.
CONCLUSION
Coaches' behavior may vary depending on the
characteristics of the athletes on the team they coach
and other external factors. It is wrong to divide
coaches into good and bad. It is important to note that
coaches are aware of their own leadership style and
can make adjustments to it based on the
characteristics of their athletes. For example, if it is
wrong for a coach with athletes who do not fully
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Publisher:
Oscar Publishing Services
Servi
believe in him to use a democratic coaching style, then
an extremely authoritarian style is also wrong. The
leadership behavior of coaches can be determined
according to the perceptions of athletes and players,
and accordingly, studies can be conducted to
determine the satisfaction of athletes. An authoritarian
leader essentially excludes followers from control;
These are leaders who have no say in determining
goals, plans and policies.
The most important disadvantage of the authoritarian
leadership model is that the leader is very selfish and
does not take into account the beliefs and feelings of
the athletes. This situation negatively affects athletes
and causes them psychological dissatisfaction. Over
time, hatred, depression, conflicts and disagreements
develop in the team towards the coach. The leader's
natural authority may gradually disappear. Adopting
authoritarian behavior in this context can cause some
problems.
A democratic coach accepts the ideas and opinions of
his athletes and gives them the opportunity to work
together. Although this may seem positive, the
downside is that being democratic always creates
various problems. The coach must be careful not to
abuse the athlete-coach relationship in this
collaborative effort. With due care, democratic
behavior can be seen as the most positive behavior.
DISCUSSION AND SUGGESTIONS
A leader who assumes motivational identification must
treat groups of athletes as individuals and establish the
necessary
rapport.
Talking
to
the
athlete,
understanding his problems, encouraging him, helping
to increase his self-confidence - these are the
characteristics of a leader. A leader observing the
psychological processes of athletes must know that he
is actually preparing the group for life by preparing it
for competition, and must act more carefully. A leader
must embrace the principle of working together,
winning together, taking satisfaction and pleasure to
the next level by instilling respect, giving meaning to
the concept of fellowship, camaraderie and enhancing
the sense of belonging. A leader who should be
interested in the psychological processes in the group
must pay attention to problems in the family, school,
and social environment and share their pain. The leader
must explain the goals to the group, encouraging them
to work together, imparting their knowledge, and
instilling love and respect for the team. The leader, as
a consultant, must help the group, encourage it, and
open the way to friendship and fellowship. This is the
only way for leaders to take their place in sports, who
must always lead by example, emdiv a sense of
justice and understanding, and regulate their behavior
depending on the situation.
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Publisher:
Oscar Publishing Services
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