Research Critique 1
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
The instrument utilized was the Revised Leadership for Sport Scale (RLSS) developed
by Zhang, Jensen, and Mann in 1996. This scale is used to measure six leadership
behaviors: training and instruction, democratic, autocratic, social support, positive feedback,
and situational consideration. The scale uses 60 statements, which were preceded by In
coaching, I: A Likert scale was then given for each statement: 1 = never; 2 = seldom; 3 =
occasionally; 4 = often; and 5 = always. This produced an ordinal level data set. Scales
were administered in a number of environmental settings: classrooms, gymnasiums, practice
fields, and offices. The internal consistency for each section was calculated: 0.84 for training
and instruction; 0.66 for democratic; 0.70 for autocratic; 0.52 for social support; 0.78 for
positive feedback; and 0.69 for situational consideration. There was no information,
however, regarding the validity of the RLSS.
A MANOVA was used to analyze the data for differences between male and female
coaches with regard to leadership behaviors. This is not consistent with the type of data
collected. The RLSS used a Likert scale (ordinal), yet a MANOVA would be most
applicable for normally distributed, quantitative data. The analysis showed there were no
significant differences between male and female coaches in overall leadership behaviors.
When the six leadership styles were examined separately, there was a significant difference
in social support between males and females. In general, females scored much higher than
did the male coaches.
A MANOVA was also used to examine the data for differences between the three
levels of coaching (junior high, high school, and college) with regard to leadership behavior
in general. There were significant differences between the three levels. When breaking
down the six behaviors and examining them individually, an ANOVA was used to analyze
the data. Again, because the data for the RLSS is ordinal, an ANOVA is not the best
analysis tool. The three coaching levels scored differently on three of the six behaviors:
democratic behaviors, training and instruction, and social support. High school coaches
scored much higher than college level coaches in democratic behavior. Junior high coaches
were significantly lower in training and instruction than either high school or college coaches.
Junior high coaches also demonstrated a lesser degree of social support than either the high
school or college coaches.
A MANOVA was again used to analyze the data for any interaction between gender and
coaching level with regard to overall leadership behavior. Once again, a better analysis
method could have been chosen based on the nature of the data collected. The results
indicated no significant interactions.
The ecological generaliziability for the study is fairly high. The surveys were mailed out,
and returned on a volunteer basis. However, due to the nonrandom nature of the sample,
the results would not generalizable beyond the 162 participants in the study. There was no
effect size is listed for the study.
In order to reduce threats to internal validity, the participants were asked to respond
honestly and confidentiality was stressed so that the coaches might feel more at ease in
responding. No other efforts were indicated.
The researchers mention that the scales were given in a variety of settings. This could
present a threat to the internal validity in that participants might not have been entirely
focused on completing the scale, but instead on coordinating practice, completing
paperwork, etc. There are a number of other factors that could effect the internal validity of
the study, yet were not addressed by the researchers. Coaching experience would greatly
effect the responses of the participants, yet this was not considered in the study. The gender
of the athletes may be a contributing factor to the coaches responses. It is not unreasonable
to suppose that coaches of female athletes, particularly at the junior high and high school
levels, will demonstrate more social support than those of male athletes. The nature of the
sport could also be critical. Certain coaching styles are more applicable for individual sports
(wrestling, track, and tennis) than for team sports (football, soccer, and basketball). The
socioeconomics and population of the school itself could play a factor. Certain schools have
better athletes and programs in a particular sport, while others may not be able to field a
winning team. In addition, at the high school level, coaches are occasionally asked/forced to
work with a program they have no knowledge of or desire to coach due to staffing
shortages. This could dramatically influence a coachs response to the scale questions. The
history of the program as well as the individual coachs personal coaching history could
greatly influence responses. If the program has had several losing seasons in a row, perhaps
the attitude of the coach could be different than that of a coach who has recently won a state
An additional set of questions regarding the personal history of the coach in question
could have helped reduce many of these threats. With additional information, the
researchers may have been able to use a modified matching system when analyzing the
results. By increasing the number of independent variables to include things such as
coaching experience and gender of the athletes, the researchers could have reduced some of
the potential threats to internal validity. In addition, bringing coaches together to a common
setting could have reduced location threat. Coaches meet seasonally for clinics. Perhaps
obtaining permission to administer the survey during these meetings would have been
possible. It would have also been possible to actually go to individual schools and meet with
the coaches as a group to administer surveys. This method would have given a good
cross-section of gender and coaching experience for a variety of sports.
While the study has merit, the methods need to be re-evaluated. The power of the study
needs to be increased by obtaining a larger sample size. The numerous potential threats to
internal validity need to be addressed and minimized where possible. It would also be
helpful to be given data regarding the validity of the RLSS. Without these, it is impossible to
evaluate the potential meaningfulness of this study.
A standard article critique should address the following areas:
- The Critique
- Literature review
- Research questions (hypotheses)
- Body (article discussion and evaluation)
- Conclusion, or follow-up research proposal
- Reference page
First you address the key areas of concern discussed in the article. After critiquing the article, provide a paragraph on a potential follow-up study. This follow-up study paragraph does not have to be an extensive description of a completely new study. Rather, it may adopt the basic design of the first study, only with some modifications to make it better.
Please note that writing a critique text means analyzing and evaluating, not just summarizing. A summary merely reports what the text said; that is, it answers only the question, "What did the author say?" A critique, on the other hand, analyzes, interprets, and evaluates the text, answering the questions how? why? and how well? A critique does not necessarily have to criticize the piece in a negative sense. Your reaction to the text may be largely positive, negative, or a combination of the two. It is important to explain why you respond to the text in a certain way.
Step 1. Analyze the text
As you read the book or article you plan to critique, the following questions will help you analyze the text:
- What is the author's main point?
- What is the author's purpose?
- Who is the author's intended audience?
- What arguments does the author use to support the main point?
- What evidence does the author present to support the arguments?
- What are the author's underlying assumptions or biases?
You may find it useful to make notes about the text based on these questions as you read.
Step 2. Evaluate the text
After you have read the text, you can begin to evaluate the author's ideas. The following questions provide some ideas to help you evaluate the text:
- Is the argument logical?
- Is the text well-organized, clear, and easy to read?
- Are the author's facts accurate?
- Have important terms been clearly defined?
- Is there sufficient evidence for the arguments?
- Do the arguments support the main point?
- Is the text appropriate for the intended audience?
- Does the text present and refute opposing points of view?
- Does the text help you understand the subject?
- Are there any words or sentences that evoke a strong response from you? What are those words or sentences? What is your reaction?
- What is the origin of your reaction to this topic? When or where did you first learn about it? Can you think of people, articles, or discussions that have influenced your views? How might these be compared or contrasted to this text?
- What questions or observations does this article suggest? That is, what does the article make you think about?
Step 3. Plan and write your critique
Write your critique in standard essay form. It is generally best not to follow the author's organization when presenting your analysis, since this approach lends itself to summary rather than analysis. Begin with an introduction that defines the subject of your critique and your point of view. Defend your point of view by raising specific issues or aspects of the argument. Conclude your critique by summarizing your argument and re-emphasizing your opinion.
- You will first need to identify and explain the author's ideas. Include specific passages that support your description of the author's point of view.
- Offer your opinion. Explain what you think about the argument. Describe several points which you agree or disagree with.
- For each of the points you mention, include specific passages from the text (you may summarize, quote, or paraphrase) that provide evidence for your point of view.
- Explain how the passages support your opinion.
(based on: Rosen, Leonard J. and Laurence Behrens, eds. The Allyn & Bacon Handbook. 1994).