Relationships among peer leadership, coach leadership, and individual and team outcomes

Two studies examined the relationship between peer and coach leadership effectiveness and adolescent female athletes using transformational leadership theory as a framework (Bass, 1985; Bass & Avolio, 1994). Study 1 was designed to replicate and extend previous research by examining relationships between personal characteristics and peer leadership behaviors, and between peer leadership behaviors and team outcomes (Glenn, 2003; Glenn & Horn, 1993; Moran, 2003; Moran & Weiss, 2006). Female adolescent soccer players (N = 191) completed measures to assess teammate leadership, their own leadership characteristics and behaviors, and team outcomes. Canonical correlation analyses were used to examine study relationships. The first analysis revealed that athletes who were rated higher by teammates on instrumental leadership and rated themselves higher in instrumental/prosocial leadership behavior reported higher soccer competence, peer acceptance, and intrinsic motivation. Athletes rated higher on prosocial leadership by teammates scored higher on perceived behavioral conduct. The second analysis showed that athletes who rated themselves higher in instrumental/prosocial leadership behavior reported greater task and social cohesion and collective efficacy. Athletes who were rated higher by teammates on instrumental and prosocial leadership reported greater social cohesion.;Study 2 addressed the unique and combined influence of athlete and coach leadership on individual and team outcomes, also within transformational leadershiptheory. Female adolescent soccer players (N = 412) completed surveys assessing teammate and coach leadership behaviors and individual (perceived soccer competence, intrinsic motivation, enjoyment, commitment) and team (social and task cohesion and collective efficacy) outcomes. First, confirmatory factor analysis of the MLQ-5X resulted in a 3-factor solution for peer and coach leadership including transformational, corrective, and passive/avoidant behaviors. Second, structural equation modeling was used to explore relationships among transformational, corrective, and passive/avoidant leadership behaviors and individual and team outcomes. For the unique influence of peer leadership, transformational behaviors were positively related to athletes' enjoyment, intrinsic motivation, task and social cohesion, and collective efficacy, while corrective and passive/avoidant behaviors were negatively related to task cohesion. For the unique influence of coach leadership, transformational behaviors were positively associated with perceived soccer competence, intrinsic motivation, enjoyment, task and social cohesion, and collective efficacy, while corrective behaviors were negatively related to the same individual outcomes as well as task cohesion and collective efficacy. For the combined influence of peer and coach leadership, coach transformational behaviors were positively related to athletes' perceived competence, enjoyment, task cohesion, and collective efficacy, while peer transformational behaviors were positively related to task and social cohesion. Findings from both studies showed support for transformational leadership theory as a framework for understanding peer and coach leadership effectiveness in sport.