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Fitness, Sports and

Recreation Leadership
Quarter 3 - Module 1
Concepts and Principles of
Good Leadership in Sports and Recreation
Department of Education ● Republic of the Philippines
Fitness, Sports and Recreation Leadership – Grade 12
Alternative Delivery Mode
Quarter 3 - Module 1: Concepts and Principles of Good Leadership
in Sports and Recreation
First Edition, 2020

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Published by the Department of Education – Division of Cagayan de Oro

Schools Division Superintendent: Dr. Cherry Mae L. Limbaco, CESO V

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Author/s: Loida Alvarado Yamaro

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Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent

Co-Chairpersons: Alicia E. Anghay, PhD, CESE

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 Senior
Senior High
High School
School

Fitness, Sports and

Recreation Leadership
Quarter 3 - Module 1
Concepts and Principles of
Good Leadership in Sports and Recreation

This instructional material was collaboratively developed and reviewed

by educators from public and private schools, colleges, and or/universities.
We encourage teachers and other education stakeholders to email their
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Department of Education ● Republic of the Philippines

 Table of Contents

What This Module is About........................................................................................................................i

What I Need to Know...................................................................................................................................ii
How to Learn from this Module................................................................................................................ii
Icons of this Module....................................................................................................................................iii

What I Know.................................................................................................................................................iii

Lesson 1:
Leadership Theory and Recreational Leader..............................................
What I Need to Know......................................................................................................
What’s New: (Leadership Style).................................................................................
What Is It.............................................................................................................................
What’s More: Word Hunting.........................................................................................

What I Have Learned: Acrostic...................................................................................

What I Can Do: My Leadership Experience............................................................

Lesson 2:
Leadership in Sport...................................................................................................................
What I Need to Know......................................................................................................
What’s New: (Distributed Leadership)......................................................................
What Is It.............................................................................................................................
What’s More: (Write It)...................................................................................................
What I Have Learned:(Determining Predominant Leadership Style)......
What I Can Do: (Poster)................................................................................................

Summary
Assessment: (Post-Test)
Key to Answers...........................................................................................................................................
References
What This Module is About
This module entitled Fitness, Sports and Recreation Leadership pursues to use
physical education and recreational activities as an instrument for creating actual leadership
experiences and developing leadership potential.
Bisland (2004) noted that one of the problems in leadership education today is the
lack of a clear definition. In many cases leadership is treated as a group of skills. For
example, Karnes & Stephens (1999) recommended teaching self-understanding, conflict-
resolution, and problem-solving skills as components of leadership to young children. They
also believe that leadership is both a skill and an art that must be practiced.

The following are the lessons contained in this module:

1. Leadership in Fitness, Sports, and Recreation activities

2. Principles and Technique in Fitness, Sports, and Recreation activities

What I Need to Know

In this module, you are expected to achieve the learning competency, to wit:

1. Practices quality leadership in the conduct of fitness, sports and recreation activities;
(SP_LS12-Ia-1)

Specifically, you are expected to:

1. Develop knowledge and understanding of: a) the concept of leadership - definition,

styles, and opportunities. b) the characteristics of leaders and leadership roles. c) the
characteristics of those we lead.
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

II

What I Know
 Pre-Test
True or False questions:
1. A leader must initiate an activity, under the group's needs, and carry the activity
through to completion
o True o False
2. Leadership is the ability to intentionally provide both positive and negative influences
on the lives and behaviors of others
o True o False
3. The leader should possess qualities that are sought for and admired by followers
o True o False
4. The leader must be a: director, decision-maker, good listener, resource person,
negotiator, faci1itator, role model and teacher
o True o False
5. Communication is the second key to leadership
o True o False
Multiple Choice. Select the letter of the best answer from among the given choices.
6. Often, this type of leader will stay away from active participation, establishing an
impersonal role rather than a friendly or hostile one
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
7. Everything must be done according to procedure or policy
a. Bureaucratic
b. Coercive
c. Democratic
d. Transformational
8. The leader suggests alternatives and establishes a work path that the group can
follow
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
9. The leader gives the group complete freedom in decision making
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
10.Encourage leader to adapt their style and behavior to meet expectations of followers
 a. Autocratic
b. Bureaucratic
c. Transactional
d. Transformational
11.This type of leadership implies that individual group members are consulted in the
decision-making process by the leader
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
12.This leadership style is characterized by a minimum of control or structures
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
13.No attempt is made to influence the behaviour of the group directly o affect the
selection of projects or the methods of work used by the group
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
14.The leader encourages individuals in their undertakings
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
15.Inspire followers to transcend their self- interest for the organization
a. Autocratic
b. Bureaucratic
c. Transactional
d. Transformational
 Lesson Leadership Theory and
1 Recreational Leader

What’s New

Why do some people excel in leadership roles? Leadership theories look for
explanation on how and why certain people become leaders. Most theories often
focus on the characteristics of leaders but some attempt to identify the behaviors that
people can adopt to improve their own leadership abilities in different situations.
Leadership, as a concept, has been researched and written about for
generations. There still is no clear agreement about what it is or how to define it. In
some common grounds, leadership seems to be required when individuals and/or
groups have goals to achieve. It seems to be about assisting in the pursuit of these
goals, particularly through decision-making.
Some defined leadership as a directive role, the behavior of an individual
while he is involved in directing group activities (Hemphill, 1949). Others defined
leadership as a social process. Leadership is a process of social influence in which
one person is able to enlist the aid and support of others in the accomplishment of a
common task (Chemers,1997)
In the book, Health and Physical Education 120, leadership is defined as the
ability to intentionally provide positive influences on the lives and behaviors of others.
The leader should possess qualities that are sought for and admired by followers. A
leader must initiate an activity, under the group's needs, and carry the activity
through to completion. Good leadership is not something a person is born with.
Effective leadership requires more than simply a strong personality that is capable of
leading everybody. Leadership contributes to order, motivates productivity, and
influences the way in which resources, both material and human, are used.

1
Characteristics of a Leader (may include some or all of the following)

Loyal comforting considerate

Supportive flexible cheerful
teamworker well-mannered thoughtful
supervisor genuine respectful
decision-maker affectionate helpful
problem-solver kind good-listener
responsible patient truthful
planner eager sincere
organized negotiator reliable
encouraging motivated trustworthy
delegator
(adapted from: Elementary Health evaluator humorous
Education Program, Calgary Board of Education
Self-Awareness, Acceptance and Relating to Others, Grade 4, 1985)
goals-oriented communicator dependable
helpful honest understanding
warm accepting committed
pleasant giving creative
caring energetic sensitive
(adapted from: Elementary Health Education Program, Calgary Board of Education Self-Awareness,
Acceptance and Relating to Others, Grade 4, 1985)

Leadership Roles
In his compilation, Sid Stevenson, Ph.D., CPRP said that the list below is just
an example of some of the responsibilities many leaders assume. One must
recognize that the list could be achievable by one strong individual or by several
individuals depending on each leader’s characteristics, the situation and the group’s
characteristics, to wit:
1. Builds comradery and cohesiveness. Leaders help people feel like they
belong
2. Identifies goals. Leaders help individuals and groups define and clarify their
goals
3. Develops methods to achieve goals. Able to show individuals and groups
specific procedures to use to reach their objectives
4. Organizing the work of others
5. Motivates others. Leaders should be an energizing force
2
 6. Evaluates the work of others. Determines if goals have been reached and
suggests corrective action when necessary
7. Represents the group. Speaks on behalf of the group
8. Develops group members, helps improve skills, knowledge and capabilities
9. Promotes the ideals of the profession
10. Establishing the group atmosphere
11. Promoting the ideals of the profession

What Is It

Types of Leadership/Leadership Style

1. Autocratic. Activities of the group are tightly controlled by the leader

who dictates the specific work path a group may follow, as well as the
techniques which may be employed. Often, this type of leader will stay away
from active participation, establishing an impersonal role rather than a
friendly or hostile one. A leader retains power (classical approach). S/he is
decision-making authority, does not consult employees for input.
Subordinates expected to obey orders without explanations. Motivation is
provided through structured rewards and punishments.

2. Bureaucratic. Manager manages “by the book¨. Everything must be

done according to procedure or policy. If it is not covered by the book, the
manager refers to the next level above him or her.

3. Democratic. This type of leadership implies that individual group

members are consulted in the decision-making process by the leader. The
leader suggests alternatives and establishes a work path that the group can
follow. The leader provides whatever assistance is necessary and
encourages individuals in their undertakings. Often referred to as
participative style. Keeps employees informed. Shares decision making and
problem solving responsibilities. “Coach” who has the final say, but gathers
information from staff members before making decisions.

3
 4. Coercive. It is the power from a person’s authority to punish; most
obvious types of power a leader has. Good leaders use coercive power only
as a last resort. In today’s sophisticated and complex workplace, excessive
use of coercive power unleashes unpredictable and destabilizing forces which
can ultimately undermine the leader using it.

5. Laissez-faire. Laissez-faire style is characterized by a minimum of

control or structures. The leader gives the group complete freedom in
decision- making. No attempt is made to influence the behaviour of the group
directly, or to affect the selection of projects or the methods of work used by
the group. Also known as the “hands-off¨ style, little or no direction, it gives
followers as much freedom as possible. All authority or power is given to the
followers. Followers must determine goals, make decisions, and resolve.

6. Transactional. Motivate followers by appealing to their own self-

interest. Motivate by the exchange process. Focuses on the accomplishment
of tasks & good worker relationships in exchange for desirable rewards.
Encourage leader to adapt their style and behavior to meet expectations of
followers.

7. Transformational. Charismatic and visionary. Inspire followers to

transcend their self-interest for the organization. Appeal to followers' ideals
and values. Inspire followers to think about problems in new or different ways.
Common strategies used to influence followers include vision and framing.

Recreational Leadership

Recreational leaders plan, organize and coordinate recreational, cultural, and

athletic activities for people to enjoy in their leisure time. They work in community
centres, municipalities, corporations, clubs and other similar public and private
institutions. They are also found in correctional institutes, homes for the elderly and
other facilities that recognize the therapeutic aspects of recreation.

4
 The dynamics of different groups pose different needs. These needs will be
discussed within the course in relation to the following groups; pre-schoolers,
elementary school children, adolescents, peers, adults, senior citizens, students or
adults with disabilities. The leader must be a director, decision-maker, good listener,
resource person, negotiator, facilitator, role model and teacher.
Additional qualities of a leader is presented in an acrostic, C.A.M.P. which is
found in the CIRA Post-Secondary Student Leadership Guide (#6300S0, Gack
Pearse-Lead On).

C - Cooperation - a lot can be accomplished on our own, but no one can do it all
alone.

A - Attitude - An effective, productive leader must have a positive attitude and must
believe in what they do.

M - Maturity - Maturity has a lot to do with commitment and responsibility.

P - Preparation - Success in anything can be measured by how prepared we are to

reach it.

5
 What’s More

Activity 1: Words Hunting

For you to assess your level of understanding about the leadership,
characters and roles of a leader, you are going to hunt and list down the word or
group of words related to it. You can look the word/s horizontally, vertically,
diagonally, backwards or another way to form a words. Write your answer in a sheet
of paper.
S K I L L S N I C K A W H Q I U P R S P
L T B L E E Y G B A Y A B A S C R R L R
A O I D A A I E O I O O N N E I N G M O
O C O M R A D E R Y S T Y R A U F G E F
G R O U P L O E I D A Y A M M Y R O M E
S T R E V B A V R N T R N A E K I E B S
M C G H L L J A Y S I E E O S L Z R E S
P N A K Y L U L N I H L V R D A A A R I
F R N K L L N U M O T I V A T E S J S O
A I I F A R K A L E N S P R A I Y M R N
A A Z V O P I T N K M Y Y A M A R R O E
E O E L A R A E C H S B A A L F L S O O
K O W N C L O R S T I N E W O Q F G H X
Z B M N J L E I C I U N P R O M O B I L
E P H A R S O D E T T I P P S S K I N S

1. _____________________________ 6. _____________________________
2. _____________________________ 7. _____________________________
3. _____________________________ 8. _____________________________
4. _____________________________ 9. _____________________________
5. _____________________________ 10. _____________________________

6
What I Have Learned
Activity 2: ACROSTIC
In your own words, provide a meaning each letter base on the topic.
Write your answer in a sheet of paper.

C–

A–

M–

P–

What I Can Do
Activity 3: My Leadership Experiences
Recall a memory where you think you applied at least 3 types of leadership, with
your siblings, friends, and classmates. Write your answer in a sheet of paper.

Type of Leadership My Experience

Autocratic

Bureaucratic

Democratic

Coercive

Laissez-faire

Transactional

Transformational

8
Lesson

2 Leadership in Sport
 What’s New

Athlete, coach, manager, and captain --- who is the leader? Many people are
providing leadership when required --- not just one leader. Leadership is a single-
handed heroic performance and that is the property of every individual. Also, it is
socially-constructed with followers in a context (Sinclair,2007).

Distributed Leadership
Distributed Leadership has a wide range of individuals and groups are
brought into leadership (not just one coach). Leadership practice is thought of as a
product of the interactions of leaders, followers and situations. This, therefore, is an
interactive, rather than leader-based perspective. (Spillane,2005)
Is a sport group merely the collection of a number of individuals and the
leader the most dominant individual? It doesn’t appear so. The idea of there being a
single leader of a sport group seems to be an oversimplification. The importance of
the coach is perhaps overstated at the expense of contextual factors such as
available resources. Leadership may be more helpfully thought of as being
distributed across many individuals within a sport group.

What Is It
 An established model of leadership in sports is Packianathan Chelladurai’s
multidimensional model of leadership also known as MML. This model was the
substance of a doctoral dissertation in management science. It represented a
synthesis and reconciliation of the models of leadership found in the mainstream
management literature. These pre-existing models tended to focus more on either
the leader, or the member, or the situation.
A unique feature of the model is that it includes three states of leader
behaviors. Required behavior is the set of prescriptions and proscriptions of the
situation in which leadership occurs. Required behavior is mostly defined by
the situational characteristics that include the goals of the group, the type of task
(e.g., individual vs. team, closed vs. open tasks), and the social and cultural context
of the group. The nature of the group defined by gender, age, skill level, and such
other factors would also partly define required behavior. Preferred behavior refers to
the preferences of the followers for specific forms of behavior (such as
training, social support, and feedback) from the leader. Members’ preferences
are a function of their individual difference characteristics such as personality and
their ability relative to the task at hand.

Members are also aware of the situational

10 requirements; thus, their
preferences are influenced by those requirements. The actual behavior is largely
based on leader characteristics in terms of personality, expertise, and experience.
However, the leader would also be constrained to abide by the requirements of the
situation and to accommodate member preferences as well.
Another significant feature of the MML is its similarity assumption. That is, the
model specifies that the desired outcomes of individual and team performance and
member satisfaction will be realized if the three states of leader behavior are similar
with each other. Any misalignment among the three states of leader behavior would
lessen performance and/or satisfaction. Further, if there is continued inconsistency
between actual leader behavior and the other two states of leader behavior, the
leader’s position within the group would become weak. The dynamic nature of
leadership is indicating feedback from attained performance and/or member
satisfaction. That is, the leader may begin to exhibit more of task-oriented behaviors
if she or he feels that the performance was below expectations. On the other hand,
leader behaviors may begin to be more interpersonally oriented if it is felt that
members were low on morale and/or satisfaction.
In 2007, Chelladurai made one important modification to the model. It was the
integration of the concept of transformational leadership into the multidimensional
model. In his view, leadership showed by coaches is largely concerned with pursuit
of excellence. In the process of pursuing excellence, the person is transformed from
a relatively unfulfilled beginner into an expert performer. Thus successful coaches do
exhibit transformational leadership and, as such, including the concept into the
model was necessary as well as easy. In essence, the coach as the leader
transforms member characteristics in terms of goals and attitudes and changes the
situational requirements by expressing a new mission and convincing the members
of the possibility of the mission and their capacity to achieve that mission
The idea that transformational leadership influences leader characteristics
would be most relevant where a coach has one or more assistant coaches. That is,
the chief coach would attempt to transform the assistant coaches in the same way
he or she would transform player characteristics. If there is only one coach, it would
mean that the coach would change his or her own characteristics to fit the
transformational mood an attempt to change the situational characteristics as well as
the characteristics of the members.

11
 What’s More
Activity 1: Write it

Describe here a sport activity or any activity experience of yours that was
enhanced by the leader.

Describe here a sport activity or any activity experience of yours where the
leader’s actions detracted from the experience

adapted from https://hnr.k-state.edu/doc/rres-310/09-workbook.pdf

12
 What I Have Learned

Activity 2: Determining Predominant Leadership Style --- A checklist approach

The following instrument is designed to offer a cursory view of predominant

leadership styles. Evaluate yourself or a colleague on their predominant leadership
style and compare the results. Instructions: Read each item carefully. Write your
answer in a sheet of paper.
4 = Always, 3 = Often, 2 = Occasionally, 1 = Seldom, 0 = Never

4 3 2 1 0
1. Finds time to listen to group members.
2. Makes sure group members are working up to their
optimal capacity.
3. Directs the activities of group members on particular tasks
4. Looks out for group members’ personal welfare
5. Shows willingness to make changes in leadership
approach(s)
6. Emphasizes the meeting of deadlines
7. Solicits group input in important decisions
8. Emphasizes the maintenance of definite standards of
performance
9. Supports group members in their actions
10. Makes personal position clear

Scoring: Add Items 1,4,5,7,9 Total Relationship Score __________

Add Items 2,3,6,8,10 Total Task Score __________

adapted from https://hnr.k-state.edu/doc/rres-310/09-workbook.pdf

13
 What I Can Do

It’s time for you to express artistically through a poster to promote one
SPORT as an exercise and stress reliever in this of pandemic.

Poster Making Criteria:

_____ - 30% Relevance to the Theme

_____ - 25% Originality
_____ - 20% Creativity
_____ - 15% Color Harmony
_____ - 10% Visual Impact
_____ TOTAL

14
Summary

Leadership is not something a person is born with. Certain personal traits,

such as self-confidence, may give some advantage over others, but effective
leadership requires more than simply a forceful personality that is capable of
dominating everyone else. Leadership contributes to order, motivates productivity,
and influences the way in which resources, both material and human, are used. In
sport or any recreational activities, distributed Leadership is very important.
According to Spillane, 2005, it has a wide range of individuals and groups
are brought into leadership (not just one coach). Leadership practice is thought of as
a product of the interactions of leaders, followers and situations. This, therefore, is
an interactive, rather than leader-based perspective.

15
 Assessment: (Post-Test)
True or False questions:
1. A leader must initiate an activity, under the group's needs, and carry the activity
through to completion
o True o False
2. Leadership is the ability to intentionally provide both positive and negative influences
on the lives and behaviors of others
o True o False
3. The leader should possess qualities that are sought for and admired by followers
o True o False
4. The leader must be a: director, decision-maker, good listener, resource person,
negotiator, faci1itator, role model and teacher
o True o False
5. Communication is the second key to leadership
o True o False
Multiple Choice. Select the letter of the best answer from among the given choices.
6. Often, this type of leader will stay away from active participation, establishing an
impersonal role rather than a friendly or hostile one
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
7. Everything must be done according to procedure or policy
a. Bureaucratic
b. Coercive
c. Democratic
d. Transformational
8. The leader suggests alternatives and establishes a work path that the group can
follow
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
9. The leader gives the group complete freedom in decision making
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
10.Encourage leader to adapt their style and behavior to meet expectations of followers
a. Autocratic
b. Bureaucratic
c. Transactional
d. Transformational
11.This type of leadership implies that individual group members are consulted in the
decision-making process by the leader
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
12.This leadership style is characterized by a minimum of control or structures
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
13. No attempt is made to influence the behaviour of the group directly o affect the
selection of projects or the methods of work used by the group
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
14.The leader encourages individuals in their undertakings
a. Autocratic
b. Democratic
c. Laissez-faire
d. Transformational
15.Inspire followers to transcend their self- interest for the organization
a. Autocratic
b. Bureaucratic
c. Transactional
d. Transformational

17
 Key to Answers

Pre-Test Lesson 1 Post Test

What’s More
16. True 1. True
17. False 1. Leadership 2. False
18. True 2. Comradery 3. True
19. True 3. Goals 4. True
20. False 4. Group 5. False
21. A 5. Organize 6. A
22. A 6. Motivates 7. A
23. B 7. Evaluates 8. B
24. C 8. Members 9. C
25. B 9. Profession 10. B
26. B 10. Skills 11. B
27. C 12. C
28. C 13. C
29. B 14. B
30. C 15. C
References

 Asilo, Necel S. “Leadership, Leadership Styles And Recreational Leaders.”

SlideShare, January 12, 2016. https://www.slideshare.net/NecAsi/leadership-
leadership-styles-and-recreational-leaders.
 CIRA Teachers Guide to the Student Leadership Development Program,
Secondary (1985)(#070430), Elementary (1990)(#070130), Post-Secondary
(1993) (#630050)
 Corbin, H. Dan,. Leadership in Recreation Prentice-Hall1970
 Edington, Christopher R. and Ford, Phyllis M. Leadership in Recreation and
Leisure Service Organizations. New York: MacMil1an Publishing, 1985.
(#630020)
 Fryer, Richard. “Leadership in Sport.” SlideShare, February 28, 2013.
https://www.slideshare.net/rfryer75/leadership-in-sport-16823187.
 http://psychology.iresearchnet.com/sports-psychology/sport-leadership/
multidimensional-model-of-sport-leadership/
 https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Health-
PhysicalEducation/LeadershipThroughPhysicalEducationAndRecreation-
CourseOutline.pdf
 https://www.thecareersguide.com/Course-Leisure__Tourism-
Leisure_Management_and_Recreation-
RECREATION_LEADERSHIP__VRE100-313
For inquiries and feedback, please write or call:

Department of Education – Bureau of Learning Resources (DepEd-BLR)

DepEd Division of Cagayan de Oro City

Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: ((08822)855-0048
E-mail Address: [email protected]