جستجوی مقالات مرتبط با کلیدواژه "group cohesion" در نشریات گروه "تربیت بدنی"

No athlete can be successful when he/she has not a cognizant and competent coach. The Purpose of this study was to investigate the relationship between coache's leadership styles and team cohesion and competitive anxiety in Iranian women's futsal Premier League. Research method was descriptive- correlation and carried out based on a field study approach. The statistical population was consisting of the all players of eleven teams who contributed in the 9th annual women`s Futsal league championship in the year 92-93(N=123). The whole population members contributed as a statistical sample in the current research. The results of multiple regression analysis indicated that only the leadership style of positive feedback and autocrat are capable of anticipating Group cohesion within the five-leadership style. The results of this test have determined the leadership method of education and training as the most powerful reason for anticipating the cognitive and physical anxiety. Based on the underlying results of the current research, it is suggested that the women`s Futsal coaches of the country should choose the appropriate leadership styles with respect to the players` personal characteristics as well as team conditions in order to properly control the Group cohesion and competitive anxiety. Further, it is recommended that the coaches pay attention not only to the players` physical preparation, but also to the physiological aspect and the players` competitive anxiety because pre-competition anxiety can affect the players` technical and physical preparation leading to disorders in the athlete's performance.

The purpose of this study was the relationship between coaching behavior with group cohesion and collective efficacy of women players in Iranian hockey pro – league. The research method is descriptive – survey. The statistical population was including of hockey women's Players of the sixth Premier League (130 people). 90 players were voluntarily participated in the study and finally 70 questionnaires were correctly analyzed. We used to (CBQ) Martin and Barnes Questionnaire (1999), (GEQ) Caron et al Questionnaire (1985) and (CEQ) and Fletz and Lirch Questionnaire (1998). Validity was approved from viewpoint of sport management specialist (10 people) and their reliability also with Cronbach's alpha in order 0/81, 0/83, 0/85 was approved. Descriptive statistics (mean Standard deviation) and inferential statistics (k-s, multiple regressions) were used. There is a significant positive relationship between coaching behaviors (Reinforcement, contingency technical training, General technical training, organizing) with group cohesion. And there is a significant negative relationship between coaching behaviors (punitive technical education, punishment) with group cohesion Also there is a significant positive relationship between coaching behaviors (Mistake contingency technical education, general Encouragement, General technical training, Reinforcement, public relations, Keeping control) with collective efficacy. And there is a significant negative relationship between coaching behaviors (Mistake contingency Encouragement and Organizing) with collective efficacy . Also there is a significant positive relationship between collective efficacies with group cohesion. Then, it's concluding that Women hockey coaches to improve of group cohesion and collective efficacy to operate Coaching behaviors mentioned in your team.

This study aimed to investigate the effect of exercise on group cohesion ethics basketball and women's futsal teams took place in Ahwaz. This is the objective. The study population included all women's teams for basketball and football athlete of the city of Ahwaz. See, for example, the study of which 118 cases were identified. In order to collect data from three questionnaires to measure individual Aslaat Sports Ethics Questionnaire (ITCSQ) by Dyvdsvn et al (2006) was written. In addition to sports teams measure group cohesion questionnaire and Bravly Wade Meyer (1985) based on cognitive model of Caron (1982) was used. Analytics data collected for the Pearson correlation test using spss software and structural equations approach using AMOS software to check and test the research hypotheses were examined. The results showed a commitment to ethical values with a correlation coefficient 0/25 direct and positive relationship with group cohesion sports teams there. Structural equation modeling results showed that athletes with coefficient values Route 0/89 and the critical ratio (CR) 3/69 Tasyrdard on group cohesion.

The purpose of this study was to investigate the relationship betweenCultural intelligence and group cohesion in Iranian handball premier league. Research method was the type of correlation and the statistical population included all of handball athletes premier League of Iran. According to Morgan table, 110 subjects constituted the study statistical sample. The results showed that Met cognitive element of cultural intelligence, and Stretch a group-task element of group cohesion had maximum mean. Also, the results showed that there was a positive and significant correlation between Cultural intelligence and group cohesion in Iranian handball premier League. Predictor variables (cultural intelligence) revealed 20% changes in the rate of group cohesion. Totally, according to the findings of this research suggest that coaches should attention to Cultural intelligence their teams until through this can be performed. Then better their strategies and through the greater group cohesion, successfully runs his team.

The purpose of this study was to investigate the relationship between Cultural intelligence and group cohesion in Iranian volleyball premier league.
Research method was the type of correlation and the statistical population included all of volleyball athletes premier League Iranian in the year 1392 (N~180). According to Morgan table, 169 subjects constituted the study statistical sample. For this purpose, Cultural intelligence (Ang & et al, 2004) and group cohesion (Curron & et al, 1998) questionnaires were used. Descriptive and inferential statistics methods were utilized for data analysis at a significant level.
The results showed that strategy (Met cognitive) element of cultural intelligence, and Stretch a group-task element of group cohesion (4.11±0.598) had maximum mean. Also, the results showed that there was a positive and significant correlation between Cultural intelligence and group cohesion in Iranian volleyball premier League. According to the linear relationship among variables and the assumption of errors independence from each other, predictor variables (cultural intelligence) revealed changes in the rate of group cohesion.
Totally, according to the findings of this research suggest that coaches should attention to Cultural intelligence their teams until through this can be performed better their strategies and through the greater group cohesion, successfully runs his team.

The purpose of this study was to describe the power sources of coaches and its relationship with group cohesion of participations at the First Iranian Students Olympic. The population of the study (n=1264) involved the entire athletes, participated in the first student Olympics of the high school grade. The sample (n=348) was selected on the basis of stratified random sampling method (different sports teams from futsal, handball, basketball, football and volleyball). Sussman and Dip's (1989) Power sources questionnaire and Group Environment questionnaire GEQ (1985) was used to Data collection. The face and content validity of these questionnaires by 6 Professor of sport management And coaches were studied and The requested amendments were reviewed. So the reliability of the Group Environment questionnaire and Power sources questionnaire by a Pilot study, α= 0.78 and α=0.72 obtained. Results showed that the expert power was the most important way in the using the coaches’ power from the players viewpoint. Also the coercive power had the least application among the coaches. The results indicated that there was a significant positive relationship between the expert and referent powers with the task cohesion and group cohesion (p≤0.05). Also there was a negative relationship between reward power and task cohesion (p≤0.05). With regard to the findings of this study highlight the role of expertise in team sports, can utilize it in the selection of qualified instructors.

In team sports, group cohesion is an important factor in the effectiveness of the team. The purpose of this study is examining the group cohesion relationship and team goals to be effective in helping a person. The population of the research was students participating in the field team includes 1,952 people has formed a Eleventh sport Olympiad Students. According to Krejcie & Morgan chart 322 athletes from 24 sports teams of boys and girls were selected as cluster.the Measuring Tools included a Group Environment questionnaire of 18 questions Carron, Vidmeyer and Brawely (1985) (GCS) and Questionnaire on effectiveness of research teams from Batman Billy and Colin Wilson (2002). For data analysis, use from descriptive statistics, including Mean, standard deviation and Inferential statistics including independent t-test and Pearson correlation in SPSS. Significance level is of p>0.05. The results show a direct significant relationship between group cohesion and effectiveness of participation in teams sport. (p = 0.001, r =0.731). Independent t-test results indicated that are not significant differences between group cohesion and effectiveness in the two groups of boys and girls. Attractive group of individuals – social component of team cohesion is the most communication with effectiveness.

The purpose of this study was to examine the relationship between coach's leadership styles and team Cohesion in the basketball teams participating in the 10th Sport Olympiad of male Students. Athletes (n=113) from 14basketball teams completed the perceived version of the leadership scale for sport (LSS) and the group environment questionnaire. The LSS contains 40 items that measures five dimensions of leadership behaviors- training and instruction, democratic behavior, autocratic behavior, social support and positive feedback. The GEQ with 18 items assess the two dimensions of team cohesion- task and social cohesion. Data were analyzed with Pearson correlation coefficient, repeated measures ANOVA, and Bonfferoni post hoc test in significance level of P≤0.05. Results showed coach’s behaviors of training and instruction, democratic and social support were all positively correlated to team cohesion, but coach’s behaviors of positive feedback and autocratic had not significant relationship with group cohesion. Comparison of coach’s leadership styles demonstrated that basketball coaches exhibited higher in training and instruction and lowers in autocratic behavior. Also Results showed that successful and unsuccessful teams tend to be more cohesion levels of these teams was more than less successful teams. In summary, the effect of leadership styles on group cohesion and team success obviously demonstrated the importance of using the appropriate leadership styles that can redound to better team success and performance. This results agree with more studies among results of Hang (2004) and Hoseini (2010).

The present study examined the relationship between coach's leadership styles and group cohesion in the individual and group teams participating in the 10th sport domestic universiade of male students. 321 out of 1906 students selected as sample of this study. Athletes completed two instruments in this study; Leadership Scale for Sport (LSS, Chelladurai & Saleh, 1980) and the Group Environment Questionnaire (GEQ, Carron, Widmeyer, & Brawley, 1985). The LSS contains 40 items that measures five dimensions of leadership styles and The GEQ with 18 items assess the two dimensions group cohesion. Cronbach's alpha coefficient was utilized to examine the internal reliability of LSS (r=0.85) and GEQ (r=0.72). Data were analyzed with one-sample kolmogrov-Smirnov, repeated measures ANOVA, Bonfferoni post hoc test,Pearson Correlation coefficient, and T-test(for independent groups), significance level of P≤0.05. Results showed coaches exhibited higher in training and instruction and lower in autocratic style among both interactive group teams and co-acting teams. Finally, there are no significant differences in task and social levels of interactive group teams and co-acting teams. Results showed coach’s styles of training and instruction, democratic, social support and positive feedback were all positively correlated to group cohesion and autocratic style negatively correlated to group cohesion.

The purpose of this study was to determine the relationships between Coaching leadership behavior, group cohesion, and performance of Iranian women's prologue volleyball teams. In this correlational study, 76 female volleyball players (age 24.96±4.26 yrs, athletic experience 9.71±4.74 yrs, and membership experience in professional teams 6.55±3.73 yrs) from prologue teams in 2009 completed individual characteristics questionnaire, Leadership Scale in Sport (LSS; Chelladurai & Saleh, 1980), and Group Environment Questionnaire (GEQ; Carron et al., 1985). Data were analyzed using Pearson correlation coefficient and multivariate linear regression model at the 0.05 significant levels. Results showed that total level of group cohesion is significantly related to training and instruction, democratic behavior, autocratic behavior, social support, and positive feedback, and total level of leadership behavior (p≤0.05). Also, performance of women's prologue volleyball teams is significantly related to training and instruction, democratic behavior, autocratic behavior, social support, and positive feedback, total level of leadership behavior, task cohesion, social cohesion, and total level of group cohesion (p≤0.05). Results of regression analysis showed that democratic and autocratic behavior have significant contribution in prediction of task cohesion (56%), social cohesion (63%), and total level of group cohesion (73%), however, positive feedback also was significant predictor for social cohesion in women's prologue volleyball teams (p≤0.05). About team performance, regression analysis showed when the both of leadership behavior and group dimensions are entered together to the analysis, only leadership behavior included training and instruction, social support, and positive feedback can predict team performance (p≤0.05). Findings of this study confirm the importance of coaching leadership behavior in prediction of group cohesion and team performance.

Coaches have great influence on their teams, and their leadership styles and behaviors have a great effect on the performance of their athletes. The aim of this study was to investigate the relationship between coaches’ leadership styles and group cohesion in selected student teams in Urmia city. The sample of the study consisted of 75 high school students who completed two questionnaires of this study: leadership scale for sport (LSS Chelladuria & Saleh, 1980) and group environment questionnaire (GEQ, Carron, Widmeyer & Brawley, 1985). LSS contains 40 items that measure five dimensions of leadership styles (training and instruction, democratic behavior, autocratic behavior, social support and positive feedback. The GEQ with 18 items assessed two dimensions of task cohesion and social cohesion. Cronbach’s alpha coefficient was utilized to examine the internal reliability of LSS (r= 0.82) and GEQ (r=0.81). Data were analyzed with one-sample Kolmogorov-Smirnov, Pearson correlation coefficient, ANOVA with repeated measures and Bonfferoni post hoc test at P<0.05. The results showed that coaches used training and instruction leadership style more and democratic style less than other styles. There was a positive significant relationship between social support (r=0.49; r=0.37), training and instruction (r=0.56, r=0.38) and positive feedback (r=0.34; r=0.33) with task and social cohesion and a negative significant relationship between autocratic style (r= -0.17, r= -0.18) with task and social cohesion. The results of this study and previous studies showed that coaches’ leadership styles and behaviors had a great effect on team cohesion and coaches play an important role in developing team cohesion.

The purpose of this study was to determine the relationship between emotional intelligence, group cohesion and aggressiveness among soccer players.

The subjects were included 95 athletics (ages 18- 32) that had been selected by cluster sampling method from II division soccer teams of Tehran. Data were collecting by using Sheering EI standardized questionnaire, Group Environment Questionnaire (GEQ) and Competitive Aggressiveness and Anger Scale (CAAS). Data were analyzed, using Pearson's correlation coefficient and statistical regression tests at the significant level of p
0.05.

The findings of the study showed that there is positive and significant relationship between EI and team cohesion, negative and significant relationship between EI and aggressiveness (p<0.01). Emotional intelligence also significantly predicted group cohesion (Adjusted R2 = 0.53), and aggressiveness (Adjusted R2 = 0.36).

Regarding the finding of this study, it seems that paying attention to EI is very effective and valuable for improving mental health and eventually improving performance of soccer players.