Dissertation to receive Master's degree (M.A)
Trend: Sports Management
Dissertation abstract (including summary, objectives, implementation methods and results obtained):
The purpose of this research is to investigate the meaningful causal relationship between competence and leadership self-efficacy in female volleyball sports coaches in Tehran province. The research method is descriptive-survey type. The statistical population of this study is The research consists of all female volleyball coaches of Tehran province, among whom 251 were randomly selected. The data collection tool was the self-efficacy questionnaire (Murphy, 1992) with a validity of 81% and the coach's competence questionnaire (Leonardo DaVinci, 2000) with a validity of 85%. were conducted using descriptive statistics (index of tendency to center-index of tendency to dispersion) and inferential statistics (method of exploratory factor analysis-structural equation modeling such as confirmatory factor analysis and path analysis using LISREL software). 0.576 has a direct, strong and meaningful causal relationship with the guidance and counseling component of the coach's competence index, self-efficacy with a regression coefficient of 0.429 has a direct, moderate and meaningful causal relationship with the information provision component of the coach's competence index, also leadership self-efficacy with a regression coefficient of 0.587 with the network component and assessment of the competence index has a direct, strong and meaningful causal relationship. From the comparison of the relationships between leadership self-efficacy and the index The competence of the coach and its components in women's volleyball coaches in Tehran province, it is concluded that there is a meaningful causal relationship between the self-efficacy of leadership and the competence of the coach and the components of guidance and counseling, providing information and networking and evaluating.
. Introduction
Nowadays, the most important condition for the success of training first-class athletes is the existence of excellent coaches. The large investments that are made in the field of coaching and attracting effective and efficient coaches for club ownership reveal the necessity of paying attention to the selection of efficient coaches. From the middle of the 19th century until today, very extensive and diverse studies have been conducted in order to know the various reasons that cause the success of managers (coaches). Such studies can be divided into three main groups. The first group is those studies that depend on the manager's behavior (Tannenbaum and Schmidt, 1957) [1] and the second group includes those studies that consider the manager's success to be dependent on his individual characteristics and traits (Stagdill, 1948) [2] and the third group includes studies that relate the manager's success to a contingent leadership style appropriate to the conditions and situation created (Fiedler, 1967) [3].
The profession of education and training, like other professions, has gone through its development process and today, as a result of the specialization and division of this profession into many branches, education and training has many specialists. One of these specialists are sports coaches who are responsible for the training of athletes. In order to improve the sports performance of champions and achieve stability in the performance of different sports skills, especially in the last two decades, sports coaches and researchers have paid attention to psychological factors. Coaches as guides should be able to create the strongest motivations in their athletes and improve performance and better results in sports fields (Moradi, 1990).
Coaches are considered important factors in the success and failure of sports teams (Jerry Lynch 2013, Martinez Reiner, 2017). For this reason, the selection of elite coaches is very important and requires criteria and characteristics that can be used to select the most suitable people to guide and lead the team (Kote 1999, Fang 2003). Coaches are constantly evaluated by the external environment (media and spectators) and internal (club managers and sports teams) (Hardwick, 2006; Leland, 1988). Therefore, not only their job performance, but also their behaviors are always monitored and evaluated. Performance evaluation is defined as identifying, measuring and managing the performance of people in organizations and giving feedback and guiding them to better and higher performance.
Coaches and leaders are the main managers of every sports team and coaching is a completely professional job, that's why coaches should be familiar with the principles and methods.
Coaches and leaders are the main managers of every sports team, and coaching is a completely professional job, that's why coaches should be familiar with the principles and methods of team leadership, how to use the power of coaching, self-help, competence and effective communication with athletes. Coaches who want to live up to the commitment of their profession and be successful in this field should be able to take advantage of the position of leadership (coaching), communication, self-utility, self-competence and power in addition to performing technical and specialized roles.
Gondi [4] (1998) considers the characteristics of an efficient coach (listening, leading, being a teacher, guiding), being a consultant and being a role model. According to the definition of Filtz and his colleagues [5] (1999), coaching efficiency refers to coaches' confidence in their abilities to influence and teach athletes successfully, and more efficient coaches with effective behavior (creating motivation, positive reinforcement of performance, conditional reinforcement, teaching technical points, encouraging to avoid mistakes, etc.) influence athletes more than other coaches.
According to Chase and his colleagues (2005) [6], Coaching effectiveness includes the level of experience and preparation of the coach, leadership skills and development of the coach, previous successes, previous skills, growth and development of players and social support. Also, Chen (2007) [7] reported that there is a significant causal relationship between the effective leadership of coaches and team cohesion, as well as the motivation of players to improve. Mears and his colleagues (2005) [8] reported that coaching effectiveness has an effect on coaches' behavior, team satisfaction, and victory percentage. When a coach has a high degree of self-efficacy, his players will believe in their abilities and mutual trust with the coach. According to Feltz's definition, coaching self-efficacy is the extent to which the coach believes he has the capacity to influence the learning and performance of his athletes (Nicolas et al., 2008). [9]
Bandura and colleagues believe that the feeling of self-efficacy is formed as a result of enduring challenges and performing sequential and step-by-step behavior in people (Bandura and Shank 2004)[10]. Self-efficacy refers to a person's sense of mastery over his ability to perform certain activities. In general, the coach's self-efficacy is a basic tool for the use of health promotion and education (Bandura and Adams, 2001) [11].
Attention to the ability to play the role of a coach and empowering him to improve the sense of self-efficacy is considered one of the most important factors for increasing efficiency and performance (Shafaian, 2015). Jamesion (1980) [12] states that managers (coaches) should not be expected to do extraordinary things without having the necessary competencies and qualifications.
Kevin and Parges (1986) [13] state that sports managers need competencies such as ability and skill in public speeches, knowledge and sports information and writing skills, ability to realize in different sports fields, time management, human communication and physical fitness to be successful and effective in performing their duties. has A qualified instructor can neutralize the effects of students' economic and social status on learning and increase efficiency (Porter and Magee, 2004) [14]. Barrett et al. believe that to improve the quality of education, attention should be paid to improving the quality of teaching and learning at the same time (Bart et al., 2008) [15]. Anjos Silva (2010) [16] states that the qualifications of professors is one of the most important issues related to the quality of their teaching. Kivian and Kane (2009) also presented a model for professors' competence, based on which professors' competence is divided into four categories: individual competence, educational competence, research competence and cooperation competence.
Figure 1.1. Teacher Competency Model
GJN Consulting Center in (2004) has defined competencies as consisting of a set of knowledge, skills, abilities and motivation that the manager (coach) can perform the assigned tasks well. And also Rolfes and Saunders (2007) [17], according to previous scattered studies about the competence of professors, consider the following components to define the competence of professors:
1. Teacher's knowledge 2. Teacher's behavior 3. Teacher's thinking 4. Decision making 5. Teacher's personality 6. Effective control of students' learning activities.
2.1. Statement of the problem
In recent years, interest in various aspects of exercise and sports for health and well-being has expanded significantly in all parts of the world, and the application of psychology in sports has also been specifically emphasized (Telwell and Greenless, 2003).