The Critiquing Process in Developing Reliable and Valid Body of Essay

The Critiquing Process in Developing Reliable and Valid be of Knowledge - Essay ExampleAccording to their first hypothesis, the coaches of different genders (male or female) would react upon the RLSS differently in leadership behaviors. On the other hand, the second hypothesis refers to the occurrence of differences on the RLSS among different coaching levels that implicate college, high-school and junior-high. Summary The data forming the sample was non-random, which comprise of 162 coaches being selected on the volunteer basis. There were 118 (73%) male coaches and 44 (27%) female coaches with in the sample. In relation to the level of coaching, the sample included 25 (15%) junior-high coaches, 99 (61%) high-school coaches and 38 (24%) college-level coaches. Although this makes a good sample however the issue is in the distribution of the sample, particularly, the sample number for the junior-high-level coaches is comparatively low. Instead, a larger sample constituting all categ ories of coaches would have been helpful in the analysis of the data, especially in the case of the potential interaction of gender with the level of coaching. The tool employed was the Revised Leadership for run around Scale that was created by Zhang, Jensen and Mann (1997). The RLSS can be use to evaluate the 6 leadership behaviors that include bringing up and instructional behavior, autocratic behavior, democratic behavior, social support behavior, situational attachment behavior and positive feedback behavior. Sixty statements were used in the scale, being preceded by the phrase, In coaching, I. Each one of these 60 statements were accompanied by a Likert scale that is 1 for never, 2 for seldom, 3 for occasionally, 4 for very much, and 5 for always. This constructed a data set of ordinal level of measurement. Scales were monitored according to various environmental settings such as the gymnasiums, the fields of practice, the classrooms and the offices. The internal consisten cy was estimated for each type of leadership behavior, which corresponds to 84 % for cultivation and instructional behavior, 70 % for autocratic behavior, 66 % for democratic behavior, 52 % for social support behavior, 69 % for situational consideration behavior and 78 % for positive feedback behavior. Nevertheless, there was no information provided in relation to the validity of RLSS. military rating & Review In order to analyze the data, a MANOVA was employed for the