Social Identity Leadership as a Tool for Youth Coaches: Exploring Usage in Dance

The purpose of this study was to explore the use of Social Identity Leadership (SIL) in dance education. The study was based on the premise that, like any other form of physical activity, encouraging initial uptake but also subsequent adherence are important parallel concerns for teachers and coaches alike. The study was carried out among Physical Education (PE) and dance teachers in Kuwait. An online survey was used to collect data, which was analysed using SPSS. It was found that social leadership was applied more to recruiting (mean score = 2.02) than retaining learners (mean score = 1.61) although even here, usage was very variable. More positively, however, average scores suggested that applying skills in both applications were viewed as important and formed part of most teachers’ repertoire. Furthermore, this form of leadership was seen as contributing to professional development of PE teachers in general. In terms of its use in dance, results indicate that social leadership is used to create an inclusive environment and a sense of community among learners. Further work is indicated to make this a more universal tool.

本研究旨在探讨社会认同领导力（Social Identity Leadership, SIL）在舞蹈教育中的应用。本研究基于如下前提：与其他任何体育活动形式一样，鼓励初始参与及后续坚持，是教师与教练共同关注的重要并行问题。本研究在科威特的体育（Physical Education, PE）教师与舞蹈教师中开展。研究采用在线调查收集数据，并使用SPSS进行分析。研究发现，社会领导力在招募学习者（均值=2.02）方面的应用多于留存学习者（均值=1.61），尽管其应用程度存在较大差异。然而，较为积极的是，平均得分表明，在这两种场景下应用相关技能均被视为重要，且已成为大多数教师技能体系的一部分。此外，这种领导力形式被认为有助于体育教师整体的专业发展。在舞蹈领域的应用方面，结果显示社会领导力被用于营造包容的环境，并在学习者中建立社区归属感。未来需开展进一步研究，以使该工具更具普适性。