Matt D. Hoffmann

An examination of the relationship between athlete leadership and cohesion using social network analysis

ABSTRACT Two studies investigated the structure of different athlete leadership networks and its relationship to cohesion using social network analysis. In Study 1, we examined the relationship between a general leadership quality network and task and social cohesion as measured by the Group Environment Questionnaire (GEQ). In Study 2, we investigated the leadership networks for four different athlete leadership roles (task, motivational, social and external) and their association with task and social cohesion networks. In Study 1, the results demonstrated that the general leadership quality network was positively related to task and social cohesion. The results from Study 2 indicated positive correlations between the four leadership networks and task and social cohesion networks. Further, the motivational leadership network emerged as the strongest predictor of the task cohesion network, while the social leadership network was the strongest predictor of the social cohesion network. The results complement a growing body of research indicating that athlete leadership has a positive association with cohesion.

Investigating athlete mentoring functions and their association with leadership behaviours and protégé satisfaction

The purpose of the present study was twofold. The first purpose was to examine the relationship between athlete mentor leadership behaviours and protégé receipt of mentoring functions. The second purpose was to examine the association between mentoring functions and protégé satisfaction. Intercollegiate athletes who indicated that they were protégés (N = 272) completed measures to assess their athlete mentors’ use of leadership behaviours (DTLI) and mentoring functions (MRI). Protégés also completed an instrument (ASQ) which assessed the degree to which they were personally satisfied during the time they were mentored. The results of structural equation modelling showed that the transformational leadership behaviour of inspirational motivation was positively related to psychosocial mentoring. In addition, the transformational leadership behaviour of intellectual stimulation and the transactional leadership behaviour of contingent reward showed positive associations to vocational mentoring. Finally, results showed that psychosocial mentoring was positively related to protégé satisfaction. These findings provide sport psychology consultants, coaches, and athletes with important knowledge concerning which mentoring functions are related to specific leadership behaviours and protégé satisfaction.

A comparison of well-peer mentored and non-peer mentored athletes’ perceptions of satisfaction

Abstract The purpose of the present study was to compare well-peer mentored and non-peer mentored athletes’ perceptions of satisfaction. A total of 444 intercollegiate athletes (272 well-peer mentored and 172 non-peer mentored) from a variety of sport teams participated in the study. Athletes from both well-peer mentored and non-peer mentored groups reported their satisfaction levels using the Athlete Satisfaction Questionnaire. The results of a MANOVA and follow-up post hoc ANOVAs showed that well-peer mentored athletes were significantly more satisfied than their non-peer mentored counterparts in terms of individual performance, personal dedication, team task contribution, team social contribution, team integration, ethics, ability utilisation and training and instruction. Overall, the findings suggest that athletes who are well-peer mentored by a teammate perceive higher satisfaction levels with various aspects of their athletic experience than athletes who are not peer mentored by a teammate. Given these positive findings, practitioners (i.e., coaches, sport psychology consultants) should inform athletes on the benefits of peer-to-peer mentoring. The practical implications of the results and strategies to promote peer athlete mentoring relationships in sport are highlighted.

Children’s Active Play Imagery and Its Association with Personal and Social Skills and Self-Confidence

Abstract The purpose of the current study was twofold. The first purpose was to examine the relationship between children’s active play imagery and personal and social skills. The second purpose was to examine the relationship between children’s active play imagery and self-confidence. A total of 105 male and female children (Mage=9.84, SD=1.41) were recruited from various summer programs, and completed inventories that assessed their active play imagery (i. e., capability, social, and fun), personal and social skills, and self-confidence. Hierarchical multiple regression analysis revealed that all three types of active play imagery (social, capability, and fun) were positively and significantly related to personal and social skills, with social imagery accounting for the most variance. Further, regression analysis showed that both fun and capability imagery were positively and significantly associated with self-confidence, with fun imagery accounting for the most variance. This study highlights the usefulness of imagery in fostering children’s personal and social skills as well as self-confidence.

Preliminary development of a questionnaire to assess peer athlete mentoring functions: the Athlete Mentoring Questionnaire (AMQ)

ABSTRACT Using a multiphase approach, the purpose of the present study was to develop a psychometrically sound questionnaire to measure protégés’ perceptions of peer athlete mentoring functions. Phase 1 consisted of three stages: (a) item development, (b) assessment of content validity via think-aloud interviews with peer mentored athletes, and (c) assessment of content validity via an expert rating panel. In phase 2, 377 Canadian National team and varsity athletes who were peer mentored completed an initial 42-item version of the Athlete Mentoring Questionnaire (AMQ) and its factor structure was examined using confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and hierarchical ESEM (ESEM-within-CFA). Measurement invariance testing was also performed in phase 2. The final version of the AMQ contains 34 items that measure six peer athlete mentoring functions. It is hoped that the development of the AMQ will spur research in the emerging area of peer athlete mentoring.

Children's Experiences Wearing Pedometers in a Telephone-Delivered Imagery Intervention Aimed at Increasing Active Play

Purpose: Much of what we know about pedometer interventions and imagery interventions with children is grounded in quantitative data. The general purpose of the present study was to qualitatively explore the experiences of children who had participated in a 4-week imagery intervention designed to increase active play. Specifically, the current study investigated childrens experiences with (a) wearing pedometers and (b) listening to audio recordings (imagery scripts and short stories) via an automated telephone system. Method: Two focus-group interviews were conducted with a subsample of children (aged 9–10 years) who had completed the imagery intervention: 1 interview with children from the imagery group (n = 7) and 1 with children from the control group (n = 5). Results: Findings indicated that children enjoyed wearing pedometers. At the same time, children reported some complaints about wearing these devices (e.g., they are uncomfortable). Children also described that the automated telephone system was fun to use, despite the fact that it was difficult to remember to call the system 3 times each week. Finally, children in the imagery group noted that the imagery scripts were easy to imagine and motivated them to engage in active play, while children in the control group found the short stories interesting. Conclusion: The results of the current study can help researchers and practitioners develop and implement effective pedometer and imagery interventions with children.