Transformational Coaching and Leadership: Athletic Administrators' Novel Application of Social and Emotional Competencies in High School Sports

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Autor/inn/en	Hebard, Stephen P.; Oakes, Lindsey R.; Davoren, Ann Kearns; Milroy, Jeffrey J.; Redman, Jody; Ehrmann, Joe; Wyrick, David L.
Titel	Transformational Coaching and Leadership: Athletic Administrators' Novel Application of Social and Emotional Competencies in High School Sports
Quelle	In: Journal of Research in Innovative Teaching & Learning, 14 (2021) 3, S.345-364 (20 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hebard, Stephen P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-1017
DOI	10.1108/JRIT-01-2021-0006
Schlagwörter	Transformational Leadership; Athletic Coaches; Athletics; Student Athletes; High School Students; Student Welfare; Social Emotional Learning; Holistic Approach; Administrators; Administrator Attitudes; Student Development; Interpersonal Relationship; Educational Environment; Indiana; Minnesota; Texas (Fort Worth); Ohio; California; Tennessee + Suchen Sie Ihr Suchwort? Leichtathletik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Studentenseelsorge; Holistischer Ansatz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kalifornien
Abstract	Purpose: The coach-athlete relationship mediates the relationship between sports participation and student-athlete character, health and well-being outcomes. High school athletic administrators (AAs) can provide critical leadership, mentorship and direction for coaches to optimize student-athlete performance and human development. Social and emotional learning (SEL) is an evidence-based approach to developing adult and student competencies for holistic development across the lifespan that has been primarily performed and researched in the classroom. The purpose of this research is to capture the lived experiences of AAs applying a novel SEL-based curriculum (InSideOut Initiative, ISOI) with coaches and student-athletes in high school sports. Design/methodology/approach: Interviews of 10 AAs captured their lived experiences of applying SEL-based leadership and coaching and their perception of its impact on coaches and student-athletes in high school athletics. Findings: AAs described leadership and coaching that are characterized by (1) safety, support and mentorship; (2) skill and support-based behavior modeling; (3) trusting, loving and supportive relationships; (4) self-reflection of values/beliefs and behaviors that impact self, student-athlete and culture; (5) the influence of emotions on the aforementioned; (6) the ability to have a long-term, sustainable impact on student-athletes and (7) alignment with their immediate environmental context. Research limitations/implications: The data captured in this study suggest that ISOI-trained AAs practice SEL-competent leadership and coaching. Evaluation of the novel application of SEL-based interventions in athletics will be useful to understanding their effects on participant social and emotional competencies and outcomes traditionally associated with classroom-based SEL applications. Practical implications: Athletic administrator interviews describe an approach to high school sports that requires a reconceptualization of the purpose of athletics. When the high school sport operates as a curriculum, integrated opportunity for its student-athletes and athletic administrator and coach leadership aligns with this overarching philosophy, there may be increased potential for positive youth development. Originality/value: The results of this research are valuable in demonstrating preliminary evidence of how SEL-based leadership and coaching is applied and impacts adult and student-athletes in a unique sport context. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01