1)The purpose of the article was to give an insight of the differences evident in

leadership behavior using the Revised Leadership for Sports Scale (RLSS), which is usually

eminent between the male and female coaches, at their different levels of coaching.

2)Within the article, the author envies that to realize the objective of the research; the researchers

submitted two hypotheses. The first hypotheses indicated that both male and female coaches

would show a different response to the RLSS concerning the leadership behavior (Jamber., &

Zhang, 1997).

3)Additionally, the second hypotheses were concerning the differences of RLSS

that would be eminent at different levels of coaching, as they can be categorized as junior

high level, high school level, and college level.

4)An important point to note is that the

researcher used a random sampling method to collect the samples.

5)The non-random samples of the coaches were collected based on volunteering, out of

which more than one hundred coaches were involved.

6)Moreover, more than a half of the samples were males while the rest were female coaches, and
the coaching levels were given consideration as well.

7)However, there were problems that were realized is that the samples were not equally distributed
because the junior high coaches were low.

8)Additionally, more emphasis was on the analysis of the data where considerations were on the
interaction between the gender and the three levels of coaches (Jamber., & Zhang, 1997).

9)Not forgetting the research was based on the utilization of the Revised leadership for sports Scale
as an essential instrument in the analysis of such skills. Among the parameters under consideration
To extend the knowledge of leadership in sport, differences in leadership behaviours, using the
Revised Leadership for Sport Scale (RLSS), between male and female coaches and among different
coaching levels is calculated. It is hypothesized that male and female coaches will respond differently
to the six leadership dimensions of the RLSS. Additionally, these RLSS differences occur among the
coaching levels. Participants were 162 coaches at the junior high school, high school, and college
level in the USA. Scales were given in a variety of settings. Participants described personal coaching
behaviours. Results indicated significant differences between the coaching levels, yet no significant
differences between male and female coaches and no significant interactions between gender and
coaching level. Use of the RLSS is appropriate when investigating leadership behaviours to
distinguish between the coaching environments and related behaviours. It can be a useful tool in
understanding leadership behaviour in the sporting world.
Jamber, E. A., & Zhang, J .J. (1997). Investigating leadership, gender, and coaching level using the
Revised Leadership for Sport Scale. Journal of Sport Behavior, 20, 313-322.

The purpose of the study was to determine possible differences in leadership behaviors,

using the Revised Leadership for Sport Scale (RLSS), between male and female coaches

and among different coaching levels.

The researchers submitted two hypotheses.

The first hypothesis was that male and female coaches would respond differently to the RLSS in

overall leadership behaviors.

The second hypothesis was that differences on the RLSS

would occur among coaching levels: junior high, high school, and college.

The sample was nonrandom, including 162 coaches that were chosen on a volunteer

basis.

Within the sample, 118 (0.73) of the coaches were male, while 44 (0.27) were

female. With regard to coaching level, 25 (0.15) were junior high coaches, 99 (0.61) high

school, and 38 (0.24) at the college level.

While this is a good sample size, the problem lies with the distribution of the sample. The sample
number for junior high coaches, in particular,

is rather low. A larger sample with regard to all categories would have aided in the data

analysis, particularly when looking for possible interactions between gender and coaching

level.
4.29 WIKI (Termasuk Wikipedia)

Wiki boleh diubah atau ditulis semua, mahupun ditokok tambah oleh sesiapa pun. Gunakan
maklumat dari Wiki dengan betul. Wiki boleh dijadikan permulaan pertama mencari latar belakang
dan maklumat bagi apa-apa topik. Anda juga perlu menggunakan dan sertakan citasi untuk
mengenal pasti kesahihan serta mencari sumber asal. Rujuk pensyarah anda – samada anda
dibenarkan menggunakan Wikipedia sebagai sumbur rujukan