European Journal of Physical Education and Sport Science

ISSN: 2501 - 1235

ISSN-L: 2501 - 1235
Available on-line at: www.oapub.org/edu

doi: 10.5281/zenodo.998953 Volume 3 │ Issue 10 │ 2017

THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES

WITH THE SATISFACTION AND MOTIVATION OF FOOTBALL
PLAYERS IN TRABZON UNIVERSITIES

Kürşat yusuf Aytaçi

Adiyaman University,
School of Physical Education and Sport, Turkey

Abstract:
The purpose of this study was to investigate the relationship between leadership styles
of coaches with the satisfaction and motivation of football players in Trabzon
universities. In terms of the purpose of the research, it is an applied type, descriptive
and correlation one. The statistical society of this research consists of all players of
soccer teams of Trabzon universities, with number of 125. Using the Cochran formula,
the number of players reached 95 but increased to 100. The method used for sampling
was simple random method. In this research, 3 questionnaires were used to collect
information. Questionnaire of Leadership Scale in Exercise of Chaldorii and Saleh
(1980), Players Satisfaction Questionnaire (ASQ), Remmer and Chaldurai (1998), and
Players' Motivation Questionnaire (Bahram et al., 2002). SPSS.20 software was used for
data analysis and Spearman correlation coefficient was used to analyze the hypotheses.
The results of the research showed that there was a significant positive relationship
between the leadership style of education and practice, with satisfaction (r = 70%, p
<0.01) and developmental motivation (r = 72%, p <0.01), amorous behavior style with
satisfaction = 51%, p <0.01) and progressive motivation (r = 60%, p <0.01). Democratic
behavior with satisfaction (r = 36%, p <0.01) and developmental motivation (r = 38% P
<0.01), social support behavior with satisfaction (r = 64%, p <0.01) and progressive
motivation (r = 67%, p <0.01) and positive feedback behavior with satisfaction (r = 73%,
P <0.01) and progressive motivation (r = 78%, p <0.01), there is. Also, there was a
significant positive correlation between satisfaction with the motivation of football
players in Trabzon universities (92.9%, p <0.01).

Copyright © The Author(s). All Rights Reserved.

© 2015 – 2017 Open Access Publishing Group 181
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

Keywords: leadership styles, satisfaction, progressive motivation, football players,

Trabzon universities

1. Introduction

Leadership is a collective, dynamic and traditional topic that has become the focus of
management and sports psychology most of the time. Although often referred to as
team leader, class teacher, or teacher as a leader, leadership is not a simple feature of
one person, but it includes dimensions, practices and complex and complex features.
Leadership has an impact on individuals so that they work with the desire for group
goals. When someone takes the responsibility of a group as leader, in addition to having
the necessary features and controls, this person should also be a leader in the
appropriate leadership style of the group. In sporting positions, this role is coached and
in group sporting disciplines, like other groups and organizations, the personality and
leadership style of the manager is directly related to the role of the team with the
performance, motivation, satisfaction and cohesion of the group, and activities A group
of people are affected by many psychological and physical factors (Hersey et al, 2001).
Case (1984) identified coaches as one of the most important human resources in sports
organizations. He believes coaches, even if they do not use the term leadership, but
their tasks require leadership such as advanced and organized activities. In order to
achieve the team's goals, the coaches tackle tasks such as targeting, planning,
organizing, controlling and coordinating and influencing players to achieve goals. In
fact, by formulating such policies in group processes and social interactions, they bring
the same tasks as the leader (Chu and Kim, 2014). Mc Neillis (1993) believed that
leadership of elite teams was parallel to leadership in advanced organizations,
embraced the same function and duties. The type of leadership style is very important
in achieving the success of a sports team, as with other factors such as motivation of
people, financial resources, goals, etc. If other factors play a good role in the success of a
team, but the leadership style does not create incentives for followers, one cannot
expect that team is to achieve its goals, which is success and victory (Bryce, 2007). The
results of Alemu, S. M. and Babu, 2011; Saybani, 2013 indicate that the type of behavior
of the instructor has a detrimental effect on the performance and athletic characteristics
of the athlete. One of the mental attributes of athletes influenced by their mentor
coaching style is their satisfaction. Coaches and caretakers should be important for the
enjoyment and satisfaction of athletes and if athletes are satisfied with the behavior and
leadership style of the coach, one could hope for a favorable outcome and performance.
Athletes' satisfaction involves two main dimensions of the process of coach's

European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 182
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

behavior and the result of the coach's work of the two sections of the coaching and
training practice and the behavior and interaction of the coach and the outcome of the
coaching process is divided into two parts: team performance and individual
performance (Almo & Babo, 2011). Among the three factors are athletes, coaches and
spectators and the center of focus. Coaches can be examples of the right behavior for
their surroundings. The important thing is that the coach's leadership style clearly
determines his approach to helping the group to take responsibility and in order to
meet the needs of this group, successful coaches can be very effective using different
coaching styles, so that sometimes the change in leadership style can have dramatic
results immediately. In sport, one aspect that coaches need to manage with respect is to
their leadership style. Sports Leader is a framework for testing and evaluating processes
and cognitive responses to activities by the athlete. In the formation and development
of sports teams, one cannot ignore the role of the coach in the performance of the
players (Rizi, 2013). One of the most important factors influencing the success of a team
is the behavior of team leaders. Clearly, sports educators must stop staying in the past
and prepare themselves to meet the needs of today's sport. It is necessary to change
their attitude, behavior and strategy and adopt a new approach to leadership.
Therefore, it is essential to examine the leadership styles in the field of coaching and
sport. For this reason, this study aims to enhance the leadership of coaches in university
football sport and it is intended to examine the relationship between the leadership
styles of coaches with the satisfaction and motivation of football players in Trabzon
universities.

2. Materials and Methods

In terms of the purpose of the research, it is an applied type, descriptive and

correlational one. In terms of data collection method, the research method is field one.

2.1 Statistical population

The statistical population of this study is all the players of football teams of Trabzon
universities, with number of 125.

2.2 Sample size and sampling method

Using Cochran's formula, the number of statistical samples was 95 subjects, which
increased to 100.
The method of sampling was simple random.

European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 183
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

2.3 Data gathering method

In the first stage, the information gathering was done by using a library method and a
snap tool. In the second step, the information gathering was obtained by obtaining a
license from the management and coordinated by the heads of universities, supervisors
and football coaches of the universities of Trabzon, Refer to the players and each
questionnaire is distributed among them.

2.4 Data collection tool

In this research, three questionnaires were used for data collection. In the personal
information questionnaire, age, gender, professional background, and field of study
were measured.
The Sport Leadership Scale Questionnaire was developed by Chaldorii and Saleh
in 1980, based on the multidimensional leadership model in sport, to examine and
study the leadership style of instructors in sporting settings. A player's Satisfaction
Questionnaire (ASQ) was developed by Rimmer and Chaldorai in 1998, and the players'
motivation questionnaire was developed by Bahram et al. in 2002.
The LSS questionnaire consisted of 40 questions and evaluated the five
leadership styles of coaches (style of instruction and practice, authoritative style,
democratic style, social support style and positive feedback style) from the players'
point of view. Responses based on the Five Likert scale are valued: never (1) rarely (2),
occasional (3), often (4) and always (5). The players' satisfaction questionnaire consisted
of 14 questions that measured the level of satisfaction of the players in 4 dimensions
(performance, cognition, quality, progress) from the athlete's point of view. The
athlete's satisfaction questionnaire options also have a seven-point of Likert system
(score 1, I'm not satisfied at all, and I'm totally satisfied with grade 7).
In order to determine the initial validity of the questionnaires, 10 the expert
opinion professors from Trabzon universities have been used. The players' motivation
questionnaire includes 25 questions and each one is of the five questions that each
subject will choose one of the options.(So that I totally agree with the number 1, I agree
with the number 2, I have no idea, number 3, I disagree with the number 4 and
completely disagree with the number 5). So extraction of data is done easily. This
questionnaire has 3 scales (competition, goal-oriented, victorious).

2.5 Validity and reliability of the questionnaire

To assess the validity of the questionnaire, content validity was used, so that the
questionnaires were provided to 10 professors of Trabzon universities and their views

European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 184
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

were asked whether the questionnaires were a good tool for measuring the variables or
not and were confirmed by them.
Cronbach's alpha coefficient was used to measure the reliability of the
questionnaires. In the first stage, the Cronbach's alpha coefficient was calculated for 30
respondents. Finally, for the leadership style of the instructors, 0.78, the satisfaction
questionnaire was 0.87 for the players, and 0.79 for the achievement motivation
questionnaire.
In the final stage, for the total sample, the coefficient of reliability was calculated.
The results of Cronbach's alpha coefficient for instructors 'leadership styles
questionnaire were 0.76, for the players' satisfaction questionnaire 0.81, and for the
achievement motivation questionnaire, it was 0.80, which indicates a high reliability
coefficient.

2.6 Information analysis method

After collecting information and registering them was analyzed by SPSS software.
Spearman test was used to analyze the data.

3. Results

According to the results, the mean of behavioral training and practice was 4.54,
Authoritative behavior 3.96, Democratic behavior 3.37, Social support behavior 4.28,
Positive response behavior 4.24. Therefore, it can be said that among the leadership
styles, the highest mean is related to the behavior of training and practice and the least
average is related to the behavior of the democratic one. The average competition is
3.85, goal orientation 3.88, victory 3.94 and motivation 3.89. Therefore, it can be said that
among the components of motivation, the highest average is related to victory and the
least average is related to competition.
The average players performance was 3.82, recognition 3.86, quality 4.20,
achievement 3.92 and players satisfaction 3.93, respectively. Therefore, it can be said
that among the components of satisfaction of players, the highest mean is related to
quality and the lowest mean is related to performance.

Table 1: Results of Spearman correlation coefficient and determination coefficient

Leadership style Structures Satisfaction Achievement Motivation
Training and practice Spearman correlation coefficient ** **
0.70 0.72
behavior Sig. 0.001 0.001
Determination coefficient (R2) 0.49 0.51

European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 185
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

Authoritative behavior Spearman correlation coefficient ** **

0.51 0.60
Sig. 0.001 0.001
Determination coefficient (R2) 0.26 0.36
Democratic behavior Spearman correlation coefficient ** **
0.36 0.38
Sig. 0.001 0.001
Determination coefficient (R2) 0.12 0.14
Social support behavior Spearman correlation coefficient ** ** 0.67
0.64
Sig. 0.001 0.001
Determination coefficient (R2) 0.40 0.44
Positive feedback Spearman correlation coefficient ** **
0.73 0.78
Style Sig. 0.001 0.001
Determination coefficient (R2) 0.53 0.60
** Sig. at the level of 0.001

According to the results of Table 1 and considering that the significance level of the
error of the test for the confidence level is 0.99, less than 0.01, therefore, it can be said
that and leadership styles of teaching and practice, authoritative behavior, democratic
behavior, social support behavior and positive feedback behavior are related to
satisfaction and motivation of football players in Trabzon.
Also, the highest coefficient of determination between leadership styles and
players' satisfaction with coefficient of determination was 0.53 for positive feedback
behavior style and the lowest coefficient of determination with an intensity of 0.12 for
democratic behavior. Also, the highest coefficient of determination between leadership
styles with the motivation of players' achievement with a coefficient of 0.60 was related
to the leadership style of positive feedback behavior and the least coefficient of
determination with an intensity of 0.14 related to democratic behavior. Also, the highest
coefficient of determination between leadership styles with satisfaction of players with
coefficient of determination was 0.53 related to the leadership style of the positive
feedback behavior and the lowest coefficient of determination with an intensity of 0.12
was related to democratic behavior.

4. Discussion and Conclusion

Based on the results, leadership styles of teaching and practice, authoritative behavior,
democratic behavior, social support behavior and positive feedback behavior are
related to satisfaction and motivation of football players in Trabzon universities. Also,
the highest coefficient of determination between leadership styles and players'
satisfaction with coefficient of determination was 0.53 for positive feedback behavior
European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 186
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

style and the lowest coefficient of determination with an intensity of 0.12 for democratic
behavior.
Also, the highest coefficient of determination between leadership styles with the
motivation of players' achievement with a coefficient of 0.60 was related to the
leadership style of positive feedback behavior and the least coefficient of determination
with an intensity of 0.14 related to democratic behavior. In explaining of this, it can be
said that increasing the leadership style of education and practice, amateur behavior,
democratic behavior, social support behavior and positive feedback behavior,
satisfaction level, and motivation for the progress of the Trabzon universities are
increasing. In other words, there is a significant relation between leadership styles and
satisfaction and motivation of the players in Trabzon universities. Jill Helmbick and
Anthony J. Amoros (2004) investigated the effects of players 'perceptions on the
behavior of instructors on players' internal motivation and showed that players
'perception of coaches' behavior influenced their motivation.
Interestingly, all of the coaching leadership behaviors (with the exception of
social support behavior) had a significant relationship with perceived competence,
autonomy and dependence (the main components of internal motivation) of the
players. Also, only the democratic and authoritative leadership styles of the instructors
directly and indirectly had a positive and significant effect on the players' motivation.
Ronayne (2004) examines the effect of instructor behaviors on team dynamics,
the effect of coaching behaviors on team coherence and team performance. The results
of this study showed that there was a positive correlation between the perception of
players from team cohesion and team efficiency during the season, with their
perceptions of high levels of educational, democratic, social support, positive feedback,
information feedback, as well as low levels of adherence to conduct and Punishment-
Oriented Feedback. The results of this study showed there was a significant relationship
between team integrity and team efficiency at the beginning of the season, and
especially at the end of the season.
Wang et al. (2007) by examining the athlete's athletic behavior and satisfaction in
individual and group sports found that coaches can have a great influence on the
satisfaction of the players, regardless of the level of athlete. Regression analysis showed
that there is a significant relationship between each of the trainer's behaviors (mental
preparation, technical skills, Chinese goal, physical activity, tournament strategy,
personal relationship and personal relationship) with satisfaction of individual players.
Hummiester et al. (2008) conducted a study on the effect of coaching behavior on
internal motivation, mental skills, and satisfaction of 251 athlete students. They showed

European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 187
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

that athletes whose instructors used leadership style were mentally more durable and
more satisfying than their athletic athletes who did not serve as mentors.
Nazarudin and colleague (2009) in a study titled "leadership style and attitude
suitability" at university of Malaysia's basketball team, a significant relationship was
found between the leadership style of the instructors and the athlete's satisfaction.
Almo and Babo (2011) conducted a study titled football coach of leadership style and
commitment players. The results showed that there was a significant relationship
between the commitment of the sport and the success of the team and the coaches of the
successful teams. In summary, the effect of coaching behaviors on player commitment
and team success apparently highlighted the importance of using the appropriate
leadership style.
Chu and Kim (2014) concluded that athlete students found that coaches with a
teenager style had a significant impact on student sports participation and also, sports
participation as a mediator variable can result in athletic success.

5. Suggestions

Given the fact that the coaches' leadership style plays a decisive role in motivating
players to progress, therefore, it is suggested that, given the main role of the instructors
in creating the motivation for advancement, they should use positive and democratic
feedback from the leadership styles of social support which emphasizes the relationship
with the athlete and the opportunity to participate in decision making in order to
increase the level of athlete's achievement motivation.
Regarding the effect of coaches' leadership style on job satisfaction of players and
because the positive feedback leadership style, training and practice and social support
have the most effect on the satisfaction of the players, instructors can increase the
satisfaction of athletes using appropriate leadership styles.
Using leadership styles of training and practice, positive feedback and social
support can increase the satisfaction of the players. Instructors should increase their
knowledge of the players, support and support them, honestly and kindly and timely
and appropriate appreciation of their behaviors, as well as applying their specialization
and abilities in teaching and practicing techniques, tactics and strategy, skillfully
improving individual and team performance, results in satisfaction of athletes.

European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 188
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

References

1. Alemu, S. M. and Babu, S. (2011), Football Coach Leadership Styles And Players
Commitment, National Monthly Refereed Journal of research in Commerce and
Management, Vol. 2, No. 5, pp. 110-121.
2. Alfermann, Dorothee, Lee, Martin J., Wurth, Sabine, 2005. Perceived Leadership
Behavior and Motivational Climate as Antecedents of Adolescent Athletes` Skill
Development, Athletic Insight, the Online Journal of Sport Psychology.
3. Amorose, Anthony J., Horn, T. S., 2000. Intrinsic Motivation: Relationship With
Collegiate Athletes` Gender, Scholarship Status, and Perceptions of their
Coaches` Behavior, Journal of Sport & Exercise Psychology, Vol. 22, PP. 63-84.
4. Bryce Newell. The Relationship of Coaches’ Leadership Styles and Gender to
Performance Outcomes and Academic Performance in College basketball. A
Thesis Proposal Presented to The Faculty of Humboldt State University. August
2007
5. Cakioglu, Asli, 2003. Leadership and Satisfaction in Soccer: Examination of
Congruence and Players` Position, Senior Theses advanced search/ leadership
and team cohesion.
6. Cho O., Kim S. The Impact Coach`s Servant Leadership on Athlete`s
Performance. 2014 Aahperd National Convention & Expo, Gateway to
Success.2014.
7. Hammermeister J, Chase M. Servant Leadership in Sport: A New Paradigm for
Effective coach Behavior. International Journal of Sports Science & Coaching.
2008; 3(2):227-239.
8. Hersey P., Blanchard K. H. & Natemeyer W. E. (2001). Situational leadership and
power. In W. E. Natemeyer & J. T. McMahon (Eds.). Classics of Organizational
Behavior, Prospect Heights, IL: Waveland Press (3rd Ed.) PP.321-329.
9. Nazarudin, M. N.; Fauzee, M. S.; Jamalis, M. Geok, S. K. and Din A. (2009).
Coaching Leadership Styles and Athlete Satisfactions among Malaysian
University Basketball Team, Research Journal of international Studies, Vol. 9. Pp.
4-11.
10. Riemer & Chelladorai, 1998, Role ambiguity and athlete’s satisfaction, Journal of
sport science.
11. Rizi, R.; Azadi, A.; Farsani, M. E. and Aroufzad S. (2013).Relationship between
leadership styles and job satisfaction among physical education organizations
employees, European Journal of Experimental Biology, Vol. 3. No. 2, pp. 48-53.

European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 189
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

12. Ronayne, Lindsay Seana, (2004) Effects of Coaching Behaviors on Team

Dynamics: How Coaching Behaviors, Influence Team Cohesion and Collective
Efficacy over the Course of a Season, Master of Science in Sport Studies, Physical
Education, Health, and Sport Studies, Miami University.
13. Saybani, H.; Yusof, A; Soon, C.; Hassan, A. and Zardoshtian, S. (2013). Athletes’
Satisfaction as Mediator of Transformational Leadership Behaviors of Coaches
and Football Players’ Sport Commitment Relationship, World Applied Sciences
Journal, Vol. 21, No. 10, pp. 1475-1483.
14. Walker, Joseph, Thomas, 2002. Exploring the influence of the individuals’ ability
to experience flow while participating in a group dependent activity on the
individuals satisfaction with the group performance, in practical fulfillment of
the requirements for the degree of doctor philosophy, Recreation and tourism
management
15. Wang, Y. S. (2006). The relationship between coaching leadership behaviors and
Taiwanese collegiate tae Kwon Do Competitors satisfaction.

European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 190
 Kürşat yusuf Aytaç
THE RELATIONSHIP BETWEEN LEADERSHIP STYLES OF COACHES WITH THE SATISFACTION AND
MOTIVATION OF FOOTBALL PLAYERS IN TRABZON UNIVERSITIES

Creative Commons licensing terms

Authors will retain the copyright of their published articles agreeing that a Creative Commons Attribution 4.0 International License (CC BY 4.0) terms
will be applied to their work. Under the terms of this license, no permission is required from the author(s) or publisher for members of the community
to copy, distribute, transmit or adapt the article content, providing a proper, prominent and unambiguous attribution to the authors in a manner that
makes clear that the materials are being reused under permission of a Creative Commons License. Views, opinions and conclusions expressed in this
research article are views, opinions and conclusions of the author(s). Open Access Publishing Group and European Journal of Physical Education and
Sport Science shall not be responsible or answerable for any loss, damage or liability caused in relation to/arising out of conflict of interests, copyright
violations and inappropriate or inaccurate use of any kind content related or integrated on the research work. All the published works are meeting the
Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-
commercial purposes under a Creative Commons attribution 4.0 International License (CC BY 4.0).

European Journal of Physical Education and Sport Science - Volume 3 │ Issue 10 │ 2017 191