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Elite Sport Coaches Are Often Compared to Corporate Executives in How They Lead a Team. Research on Successful Coaching Has Focu

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Elite Sport Coaches Are Often Compared to Corporate Executives in How They Lead a Team. Research on Successful Coaching Has Focu EXCEPTIONAL ADAPTABILITY IN COLLEGIATE COACHING by JEREMY ELLIOTT (Under the Direction of Bryan McCullick) ABSTRACT Elite sport coaches are often compared to corporate executives in how they lead a team. Research on successful coaching has focused on task-oriented behaviors (planning, scheduling), relations-oriented behaviors (attitude, relationship building), and external leadership (communication, networking). Not surprisingly, these are also the foci of research on successful business leaders. One trait of effective leadership in business not explored in coaching is change-oriented behaviors, or “adaptability” (Pulakos, Arad, Donovan, & Plamondon, 2000). Adaptable leaders seek new ways to solve problems, master new skills, embrace new challenges, and thrive in volatile contexts such as coaching. Therefore, the purpose of this study was to analyze the exceptional adaptability of collegiate sport coaches. This study employed instrumental and collective case study to gain an insider’s view through various sources of information. Collegiate coaches (N=11) exhibiting exceptionally adaptable traits were interviewed. Criteria for participation included a winning record at more than one institution and two of the following accomplishments: (a) recognition as coach of the year, (b) multiple conference or national championships, and (c) induction into the Hall of Fame. Interviews were transcribed verbatim and analyzed inductively. Three themes emerged from the data that helped explain these coaches exceptional adaptability. These coaches: (a) possessed a non-sport related knowledge base, (b) had formative encounters related to their profession, and (c) found it essential to work like a corporate executive. While exceptionally adaptable coaches do have a firm knowledge of their sport, they also possess different types of knowledge which aid them in facilitating their plan. Additionally, these coaches have experiences throughout their lives, not just their coaching careers, from which they are able to draw to implement their approaches to coaching. Finally, exceptionally adaptable coaches conduct themselves as corporate executives by surrounding themselves with the best possible personnel and being transparent with their plan. Exceptionally adaptable coaches utilize specific knowledge, experience, and behaviors allowing them to succeed across a variety of contexts. It is these examples which set them apart from an average coach at the collegiate level. INDEX WORDS: adaptability, coaching, coach behavior, coach expertise EXCEPTIONAL ADAPTABILITY IN COLLEGIATE COACHING by JEREMY ELLIOTT B.S., The University of Georgia, 2001 M.S., Marshall University, 2003 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2015 © 2015 Jeremy M. Elliott All Rights Reserved EXCEPTIONAL ADAPTABILITY IN COLLEGIATE COACHING by JEREMY ELLIOTT Major Professor: Bryan A. McCullick Committee: Paul G. Schempp Kathryn J. Roulston Electronic Version Approved: Suzanne Barbour Dean of the Graduate School The University of Georgia December 2015 iv DEDICATION I would like to dedicate this dissertation to the people who inspired me to become who I am today but are no longer with us to see the fruits of my labor. To my MawMaw and PawPaw, thank you for everything. Though I ended up in school far longer than you ever thought I would be, I wouldn’t have been able to complete my first steps in higher education without help from you. To my Grandad, I wish I could I have gotten to chat with you about all of the coaches I got to speak with in this process. Part of my passion for this subject springs from the chats we used to have about sport. I miss those. To Matt, I don’t know what to say here. You’re supposed to be celebrating this accomplishment with me. In a strange way, I guess you are. The story of our friendship is far too long to fit in such a small space, but I hope you knew the presence you were and continue to still be in my life. Thank you for helping me realize my need to find and create new pieces of knowledge. I miss and love you all. This is for you. v ACKNOWLEDGEMENTS First and foremost, thank you to my advisor, Dr. Bryan McCullick. Your guidance and feedback were critical in the development of this study, the data collection and analysis, and the writing of this paper. However, it was your role as mentor, confidant, and friend that allowed me to complete the last four years of study. I greatly look forward to your continued counsel in the future on professional, academic and trivial (maybe even over a pint). Additionally, many thanks to my other committee members. Dr. Paul Schempp has been instrumental in my progress as an educator, presenter, and scholar. I appreciate the knowledge he has helped to instill in me, perhaps none more important than the fact that I am sometimes the butt of the joke. Dr. Kathy Roulston opened a whole new world to me when I walked into her Introduction to Qualitative Research class. Her guidance was qualitative methods throughout was instrumental in the completion of this study. Thank you to my beautiful wife, Terenca. I couldn’t have asked you to come back into my life at a better time. Don’t underestimate the role you had in giving me the drive I needed to finish this. Thank you to Nina and Ava for allowing me to be with your mother. I know consistently I ask a lot of the two of you, but I do so because I want you to be able to outdo me one day. It will be the same for your little brother or sister too. Thank you to all of my lab mates: Brian, JD, Nicole, Bennett, David, Nilo, and Tiffany. If I learned nothing else in school, it was that it’s important to work your ass off, vi but it might be more important to have people to collaborate with, complain to, laugh with, and blow off steam with if need be. Thanks for doing all of those things with me. Ditto, Thomas. There’s a long list of friends that count as family in my book: Dee, Nanci, Cuz, Mark, Kim, Bill, Rhonda, Steven, Ali, and Dr. G, thank you all for your love and support. Finally, thank you to my family: Mom, Dad, Kristen, Chelsea, Gran, and an unending list of aunts, uncles, and cousins. I know I didn’t have to write this to make any of you proud of me, but I hope you are nonetheless. vii TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .................................................................................................v CHAPTER 1 Introduction ........................................................................................................1 Identifying Effective Leadership Behavior ..................................................3 Connecting Effective Leadership Behavior with Effective Coaching Behavior .......................................................................................................6 Adaptability..................................................................................................9 Summary ....................................................................................................15 Purpose .......................................................................................................15 2 Review of Literature ........................................................................................17 Coaching as a Profession ...........................................................................18 Research in the Field of Coaching .............................................................23 Leadership ..................................................................................................29 Adaptability................................................................................................38 3 Methods............................................................................................................45 Study Design ..............................................................................................45 Role of Researcher .....................................................................................47 Theoretical Framework ..............................................................................51 Participant Selection ..................................................................................54 Procedures ..................................................................................................57 viii Data Collection ..........................................................................................59 Data Analysis .............................................................................................61 Data Trustworthiness .................................................................................63 Transferability ............................................................................................65 Summary ....................................................................................................66 4 A Non-Sport Related Knowledge Base ...........................................................68 Knowledge of Personnel ............................................................................69 Knowledge of Self .....................................................................................81 Knowledge of How to Develop Trust Filled Relationships .......................83 Summary ....................................................................................................86 5 Formative Encounters Related to the Profession .............................................87
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