leadership team captain essay

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Demonstrating Leadership as a High School Sports Captain

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There is no question that leading other people is not easy. Whether it means taking charge in a group project for school, putting together a fundraiser or a volunteer event, or even coordinating social plans on a Friday night, it can be at times difficult and time-consuming to try to get people to listen to you and work together to benefit the group as a whole.

This being said, for all the trials and tribulations that one might have to go through in a leadership position, there are usually many benefits as well. This is certainly the case in high school sports. Becoming a team captain for your high school sports team can be a fulfilling experience that offers many professional and personal benefits. Read on to find out more about how you can set a model for leadership as a sports captain.

Introduction to Leadership in Sports

Every sport is different in the amount of teamwork it requires, but even more individual sports teams (like wrestling and tennis) train together and have a certain team dynamic. Whether it is an individualized or a team sport, all sports can benefit from having a student leader, and so high school sports teams usually have a student captain.

Many high school sports teams have a captain in addition to a professional coach because student athletes might have a better rapport with their teammates than an adult coach. Although a coach might be able to relate to students more than a teacher or another authority figure, there is no question that student captains will obviously have more common ground with other students.

For students who are chosen to be captains, taking on a leadership position can also be helpful for college applications—admissions committees want to see students who are able to take on responsibility and work well with others. For more information about taking on leadership roles, check out this CollegeVine blog post .

Becoming Captain of Your Sports Team

Typically, the process of becoming captain of your high school sports team will vary from school to school. Usually, the process will depend upon some combination of the opinion of your peers and the opinion of your coaches. For example, the team might have a vote to determine candidates, and the coach might make the final designation. For clarification of your specific school and team’s procedures, you should ask your coach.

If you’re seeking out a leadership position on your team, it is in your best interest to make sure you are well-respected and well-liked by your team members. Show up to events on time and make an effort to engage with all members of the team (not just the members who might happen to be your friends). Offer to help others on your team out, and be sure that you’re not a show-off or a ball hog.

You should also make sure that you are an experienced and solid performer in your sport—although this doesn’t necessarily mean you need to be the very top player on the team.

In addition, it will be helpful if you display dedication and visibly work hard towards team goals. If the team is looking to improve its strategy, you should be helping to make these changes. If there are conflicts within your team that need to get resolved, get involved and help your team members talk it out. You should also be trustworthy and work well with your coach—if you do end up becoming captain, you’ll be working hard alongside him or her, so you want to demonstrate that you can handle the responsibility and helpful to both your team members and your coach.   

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Leadership on the Field

One major aspect of demonstrating leadership as a sports captain is being a leader on the field, on the court, or in the gym. This means taking responsibility for tasks delegated to you by your coach—these tasks will vary a lot from team to team, so be sure to ask your coach if you’re not sure what is required of you or what will be helpful. Be sure that you provide direction and encouragement to your teammates during training and practice sessions. You should also try to give substantive feedback that others can use to improve. Try to think of how you can benefit the team as a whole, not just how you can give yourself opportunities to shine.

In addition, you should try to come to understand the strengths and weaknesses of different team members in order to help craft and support a successful overall strategy. Lastly, one of the most important ways you can lead is to set a good example—pay attention to your coach and be sure to show them respect, play fair, and be sure to show good sportsmanship even when a game or event doesn’t necessarily go your way.

Leadership off the Field

While there are many ways in which you can demonstrate your leadership skills on the field, there are also ways that you can do this off the field. First of all, you can maintain the expectations of good behavior and practice what you preach. This might mean taking the high road where others might be tempted to do something immature (perhaps something like making fun of the members of a competing team).

You should also try to set a good example for maintaining academic performance and balancing priorities as a student athlete. This might mean staying in on a Friday night to study for a test because you know you’ll have training all weekend, or it might mean working on your homework together with teammates before or after practice.

It may also be wise to maintain close relationships with other members of the team and to encourage others to do the same—not only can social tensions impede the athletic performance of a team, but they can also be unpleasant for any and all of the teammates involved! Remember that if there’s a problem between two or more members of your team, it is always best to try and communicate in order to resolve the issue rather than remaining passive aggressive and allowing tensions to worsen.

In general, if you want to demonstrate leadership as a high school sports captain, you should strive to be someone that your team members can emulate and look up to. Perhaps you have a personal hero of your own in athletics or otherwise—think of this individual and ask yourself what they might do in a given situation involving your team.

In order to demonstrate leadership both on and off the field, it is most important that you lead by example. Continue to be the type of team member that thinks about the entire group rather than just him or herself, and be respectful to your coach as well. While taking on the role of team captain might be difficult and straining at times, there is no question that with proper consideration and dedication, this role can be very beneficial both to you personally and to your teammates.

For more information about leadership roles and student athletics, check out these blog posts:

Your Resume, Revamped: Securing Leadership Positions and Perfecting your Extracurricular Profile

A Guide to Leadership Roles in Music Groups

Leading Your School’s Chapter of UNICEF Club

Extracurricular Activities for Student Athletes

Want access to expert college guidance — for free? When you create your free CollegeVine account, you will find out your real admissions chances, build a best-fit school list, learn how to improve your profile, and get your questions answered by experts and peers—all for free. Sign up for your CollegeVine account today to get a boost on your college journey.

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Team Captain Speech

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Published: Mar 5, 2024

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13 Essential Qualities to Help You Become an Effective Team Captain

Last Updated: January 12, 2024 Fact Checked

This article was co-authored by Ryan Tremblay . Ryan Tremblay is a Basketball Coach and the Owner of National Sports ID and STACK Basketball. With over 30 years of experience, Ryan specializes in basketball coaching, social media marketing, and website design. Ryan created the National Sports ID as a platform to verify the age/grade of youth athletes and STACK Basketball to inspire young athletes to grow into mature individuals and basketball players. Ryan was a First Team All-Decade basketball player in Bergen County and finished in the top 20 all-time leading scorers in the county’s history with 1,730 points. He went on to Caldwell University on a basketball scholarship where he was part of three championship teams. Ryan was a two-time All-Metropolitan, All-State, and All-Conference point guard and the all-time three-point leader in the school’s history, landing him in the Caldwell University Athletic Hall of Fame. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 282,304 times.

It's one thing to be a good team player, but it's another to be a good captain. Few will have the opportunity to take such an important leadership role. If you are fortunate enough to become a team captain, you will need to be a leader for your teammates both on and off the field.

Leading During the Game

• Some ways to show your effort include not jogging when you should be running, and never giving up on a play. If you slack off or give less effort, that is a sign that they do not need to try as hard either.
• This is especially important if you are losing during a game. Don’t let the situation dictate your effort. Let your teammates know that you will always give your best effort, even if you don’t win the game. It can be hard to keep that energy up while losing, and your teammates will need your example to help.

• Be respectful to fans. You can always lead your teammates in saluting or applauding the cheers of your own fans after the game. Ignore booing, taunts, or insults to show your teammates that those things shouldn’t affect their performance. Never shout back or make obscene gestures in response to negative fan comments.
• Talk to your teammates about sportsmanship as well. Ask them to describe what they think sportsmanship means, and how they are going to practice it during games. That way they will know and understand what you are doing, rather than you hoping they pick it up. It never hurts to remind them of the proper way to treat each other and their opponents.

• Don’t be afraid to discuss calls with the referees. Just remember to do so respectfully. Asking why something was or was not a foul, and explaining why you thought otherwise, is much better than trying to argue that the referee was wrong. Ask “Why was that a foul?” and listen to the answer rather than more accusatory statements like “That’s a terrible call” or “You didn’t call that foul on the other team.”
• In some sports, the referees will share certain rules with the captains that players should be aware of. Make sure you share these rules with your teammates and coaches to make sure everyone has an idea of how the official plans to call the game.
• In most sports, abusing the officials is a good way to pick up a penalty, or get yourself thrown out of the game. Not only will you be setting a bad example, but you will also be directly hurting the team.

• This is another piece of dealing with officials. If your teammates see you complaining about calls, it gives them an excuse to say the referee is the reason you are losing the game, rather than take responsibility for not playing well.
• Remember that this is for your mistakes only. It is not the captain’s job to accept responsibility for teammates’ mistakes. If you are always trying to take the blame, your teammates won’t be able to take responsibility for their own errors.

Communicating with Teammates

• This doesn’t have to be a big speech like you’re in a sports movie. Simple encouraging phrases like “Let’s go!” or “We can do this!” can be helpful letting the team know you believe you can play well and win.
• This can be especially important if your teammate has been chewed out by the coach for a mistake. Piling on won’t help, so help pick him up. Let him know he can improve and that you believe he will do better the next time. A simple pat on the back and telling your teammate “It’ll be alright, you’ll get them next time” is a friendly reminder that you and the team supports him.
• Body language matters. Don’t do things like shrug your shoulders or throw your arms up in the air if a teammate makes a mistake. Even without saying anything, these kinds of gestures communicate negative feelings and send a bad message to your teammates. [5] X Research source

• Encourage your teammates to talk to one another as well. Show them that it’s important to appreciate good effort, even with high-fives and a simple “Way to go!”
• When facing a tough situation, like a player who doesn’t respond well to criticism or someone who is causing trouble, find ways to talk to them away from the rest of the team. Ask about his concerns and let him know how what he is doing hurts himself and the team. Remember to be firm and consistent, and remind him that actions that hurt the team can’t be tolerated. [6] X Research source
• Remember that, on the field, you are in charge. If you’ve decided how something should be done, communicate that quickly and confidently. Tell them “This is what we are doing,” and don't be afraid to explain your decisions. The more consistent you can be in explaining what you want to do will help your teammates trust and follow you.
• The team probably won't like every decision you make. That is one of the tough parts of being a leader. If they know they can trust you, it will be easier to accept your choices, even if they disagree or it doesn’t work out.
• Make sure you listen to your teammates’ suggestions for improvement as well. This lets them know that you value their opinion, and can take advice as well as give it. Besides, you know that your game can always improve.

• You don’t want this to be too accusatory, saying things like “You’re doing it wrong.” Try to be more suggestive, saying things like “Why don’t you try this,” or “Just remember to do this one other thing when you make this move.”
• This means talking to your fellow captains too. Lots of teams have more than one captain, so you need to be willing to work with your fellow captains to make sure you are all on the same page.

• Work with your coach to help create these goals. You want to make sure they are consistent with your coach’s vision for how the team should be run and the success you have.

Setting an Example Off the Field

• You need to be familiar with all of your teammates, including the best ways to motivate them. Not everyone responds to motivation the same way, so you’ll need to know the best ways to motivate and encourage each of them individually.
• Avoid team cliques. You are part of a team made up of players, not a team made up of teams. You won’t be able to make everyone friends, but you should be willing to break up groups that exclude other members.
• If you have personal issues with a teammate, it is always better to discuss them in private. You want to avoid calling out teammates in public, which can cause embarrassment, and make the disagreements worse.

• If you notice problems developing in teammate’s habits or their level of play that the coach can’t solve, call a players-only meeting to help one another discuss issues without the coach looking over everyone. This can take some of the pressure off and make it more likely to be solved. [11] X Research source

• Some good ways include holding a team dinner or party, making a team motto and even printing up shirts with it, or maybe creating a silly postgame tradition to recognize good performances. Even just briefly talking to your teammates when you run into them outside of practice or the game can help make them feel more like a part of the team.
• Many teams will have more naturally outgoing players that like organizing social events and other morale-boosters. It is okay to let someone else be the unofficial (or official) “social coordinator” as long as you support them and make sure the whole team is included.
• Not everyone on the team will be best friends, but doing social events together will help you all learn more about each other, and remind everyone of the importance of the team.

• If you play for a school team, this means doing well in your classes and staying out of trouble. In most high schools and colleges, you won’t be able to compete if your grades are poor, so make sure you and your teammates stay eligible. Set a good example for your teammates by getting the best grades you can, encouraging success on and off the field.
• If you are a professional athlete, avoid getting into legal trouble. As a captain, you are one of the team’s most important public faces, and getting arrested or suspended is bad for your, and the team’s, image. It can also prevent you from playing, which doesn’t help your team at all.
• Whatever level or organization you play at, be careful about material you post on social media accounts. Keep your comments positive, both to your teammates and your opponents.

Expert Q&A

• A good captain will be passionate about the sport and about winning. You are involved in a competitive event and should be setting an example to others in doing what you need to do to make the team successful. Good captains demand success from themselves and their teammates. [14] X Research source Thanks Helpful 0 Not Helpful 0
• Great captains aren’t born. Being a good leader, like any other aspect of your sport, will take time and practice. Don’t worry about making mistakes, just focus on doing your best, and you will improve. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ Ryan Tremblay. Basketball Coach. Expert Interview. 13 November 2020.
• ↑ https://usavolleyball.org/resource/guide-to-being-a-great-captain/
• ↑ https://appliedsportpsych.org/resources/resources-for-athletes/the-3-c-s-of-being-a-captain/
• ↑ http://usafootball.com/blogs/u.s.-national-team/post/10837/4-traits-of-being-a-good-captain-from-the-classroom-to-the-field
• ↑ http://www.appliedsportpsych.org/resource-center/resources-for-athletes/the-3-c-s-of-being-a-captain/

About This Article

To be a good team captain, always give 100 percent during games and practices so that you can lead by example. You should also demonstrate good sportsmanship by treating your opponents, officials, and coaches with respect. If you make a mistake, own up to it and apologize if necessary, instead of making excuses. Additionally, use phrases like "We can do this!" to build team spirit and let your teammates know you believe in them. For more tips, like how to set goals for your team, read on! Did this summary help you? Yes No

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The Captain Class

A New Theory of Leadership

Seen by many as a ceremonial position, Walker reaffirms the importance of the captain and rebukes assumptions that challenge it. Overshadowed by heavily endorsed celebrities and “GOAT” (Greatest of All Time) athletes, effective captains may receive less notice, but they greatly impact team performance with unconventional interpersonal skills. Interviews, historical records, and scientific studies are cited to support his claims, formula, and classification of these captains. Readers are reminded that leaders of all kinds can embody exceptionality and implement unexpected approaches to make a team, company, society, or civilization work.

Key quote: “Though [ The Captain Class ] uses sports as its source material, it’s ultimately a book about a single idea – one that is simple, powerful, and can be applied to teams in many other fields, from business and politics to science and the arts. It’s the notion that the most crucial ingredient in a team that achieves and sustains historic greatness is the character of the player who leads it” (p. xvii). -Sam Walker.

Key Concepts:

“Though [ The Captain Class ] uses sports as its source material, it’s ultimately a book about a single idea – one that is simple, powerful, and can be applied to teams in many other fields, from business and politics to science and the arts. It’s the notion that the most crucial ingredient in a team that achieves and sustains historic greatness is the character of the player who leads it” (p. xvii). -Sam Walker.

Alpha Lions: Identifying the World’s Greatest Teams. Using a comprehensive, detailed criteria to evaluate sports teams in history around the world, 17 “Tier One” teams stand out.

Captain Theory: The Importance of Glue Guys. The men and women who led the seventeen Tier One teams were not traditional leaders. They did not have the type of profile we’d expect a superior leader to have.

Talent, Money, and Culture: Alternative Explanations. The most successful teams in sports history did not necessarily have “enlightened management or more financial resources” or even superior talent (p. 68).

Do Coaches Matter? The Vince Lombardi Effect. On Tier One teams, the coach is not the main reason for a team’s success, and great coaches for Tier One teams had a partnership with a player who worked as a “proxy on the field” (p. 86).

The Opposite Direction: Leadership Mistakes and Misperceptions. Wrong assumptions held by sports fans and business leaders about sports leaders are damaging the ability to build winning teams.

False Idols: Flawed Captains and Why We Love Them. Unlike many celebrated but flawed team leaders, Tier One captains do not operate at a “fiery temperature,” and they are not motivated by angst.

The Captaincy in Winter: Leadership’s Decline, and How to Revive It. “Great leaders do not need to be glamorous. They only need a knowledge of what a successful effort looks like and a plan to get there. They do not need to remind people how great they are” (p. 270).

Epilogue . The author tells the story in detail of one event in the life of Jason Varitek of the Boston Red Sox – a captain who completely changed the momentum of an important game.

Origins of Elite Teams

Sam Walker combed through historical records of professional and international sports leagues, associations, confederations, and annual tournaments and developed a formula to distinguish the most accomplished dynasties. He calls these teams “Tier One” teams. His terminology, criteria, rules, and the results of his study are highlighted below and laid out on pages 15-30.

He used three criteria to qualify a group of athletes as a team. The team has “five or more members,” “its members interact with the opponent,” and “its members work together” (pp. 15-16).

Additionally, he used three rules for a team to have been considered an exceedingly credentialed team. “The team played a major sport,” “it played in the world’s top competition,” and “its dominance stretched over many years” (pp. 17-18).

To be considered a Tier One team, it had to meet two claims. The first claim was that “It had sufficient opportunity to prove itself” (p. 23). Secondly, its record had to stand alone (p. 24).

Tier One Teams

As a result of Walker’s criteria, 17 teams qualified for Tier One world’s greatest teams (pp. 27-30) 

• The Collingwood Magpies , Australian rules football (1927-30)
• The New York Yankees , Major League Baseball (1949-53)
• Hungary , international men’s soccer (1950-55)
• The Montreal Canadiens , National Hockey League (1955-60)
• The Boston Celtics , National Basketball Association (1956-69)
• Brazil , international men’s soccer (1958-62)
• The Pittsburgh Steelers , National Football League (1974-80)
• The Soviet Union , international men’s ice hockey (1980-84)
• The New Zealand All Blacks , International Rugby Union (1986-90)
• Cuba , international women’s volleyball (1991-2000)
• Australia , international women’s field hockey (1993-2000)
• The United States , international women’s soccer (1996-99)
• The San Antonio Spurs , National Basketball Association (1997-2016)
• The New England Patriots , National Football League (2001-18)
• Barcelona , professional soccer (2008-13)
• France , international men’s handball (2008-15)
• The New Zealand All Blacks , International Rugby Union (2011-15)

The captains of the 17 Tier One teams, known as the “Glue Guys”, did not match the expected profiles of a superior leader. Tier One captains had the following unexpected traits:

• “They lacked superstar talent.
• They weren’t fond of the spotlight.
• They didn’t ‘lead’ in the traditional sense.
• They weren’t angels.
• They did potentially divisive things.
• They weren’t the usual suspects
• No one had mentioned this theory [that the captain was the driving force]
• The captain [wasn’t] the primary leader” (pp. 48-49).

Five Theories Not Always Associated with Tier One Greatness

Theory One: “It takes a GOAT.” In all but three cases, “the most dominant teams in history had hierarchies in which the leader of the players was not the go-to superstar” (pp. 52-57).

Theory Two: “It’s a matter of overall talent.” Of course, winning teams need a group of skilled players with balanced strengths, but in Walker’s analysis, a “talent cluster” is not always needed for what Walker dubs as “freakish success” (pp. 57-61).

Theory Three: “It’s the money, stupid.” “When it came to freakish success, lavish spending seemed to have little to do with it” (pp. 61-64).

Theory Four: “It’s a question of management.” In the case of the New Zealand All Blacks (represented two times on the Tier One list), management did far from elevate the All Blacks, so “its winning culture must have had another source” (pp. 64-67).  

Theory Five: “It’s the coach.” “To bring a team to the top, coaching only goes so far” (p. 85). Coaches – often not always well-known or lauded – on Tier One teams achieved their greatest success when they had a player serving as their proxy on the field (pp. 67-86).

Captain Profiles

Stories of leaders like Tim Duncan, Yogi Berra, Carlos Puyol, Carla Overbeck, Jack Lambert, Maurice “Rocket” Richard, and more showed that Tier One captains all shared the following traits (listed below and on page 91). The seven traits of Tier One captains include:

• They Just Keep Coming: Doggedness and Its Ancillary Benefits. “Captains of the greatest teams in sports have had an unflagging commitment to playing at their maximum capability” (p. 111). This also included a commitment to conditioning and preparation for the end goal of ensuring a victory.
• Intelligent Fouls: Playing to the Edge of the Rules. Tier One captains stretch the rules at times in order to win. In times of high pressure, captains were able to intentionally bend or push rules (without the intent to do harm) in pursuit of a worthwhile goal. The captain did not care how he was perceived by the outside world and remained entirely focused on the internal dynamics of his team (pp. 90, 132).
• Carrying Water: The Invisible Art of Leading From the Back. Tier One captains didn’t hesitate to lead from behind in a service role rather than as a spectacular superstar. Leaders embodied the hidden art of leading from the back. “They gravitated to functional roles” and were less concerned about their own performance. The great captains “lowered themselves in relation to the group whenever possible in order to earn the moral authority to drive them forward in tough moments.” This shows us that the best way to lead is to serve (p. 153).
• Boxing Ears and Wiping Noses: Practical Communication. Tier One captains facilitated democratic and frequent verbal and nonverbal communication with the entire team. Elite captains are not motivational speakers, cathartic orators, or necessarily articulate people, but they are consistently vocal. There is great value in “quiet, unglamorous, team-oriented, and workmanlike captains” that listen as much as they talk (p. 260). When they talk, leaders do so democratically, encouraging each person to take a turn. Successful leaders circulate widely and talk to everyone with enthusiasm and energy. The secret to effective team communication isn’t grandiosity, instead, leaders foster “a stream of chatter that is practical, physical, and consistent” (p. 170).
• Calculated Acts: The Power of Nonverbal Displays. Tier One captains intentionally used nonverbal communication, which served as a powerful tool for making connections. Leading by calculated acts, eye contact, or pregame rituals, they propel a team to “run faster, jump higher, hit harder, and push through pain and exhaustion.” Tier One captains are masters of the art of automatically connecting with the brainpower of people around them (p. 183).
• Uncomfortable Truths: The Courage to Stand Apart. Tier One captains were not driven by ego, but they also did not shy away from conflict around the goal being pursued. Tier One captains do not hesitate to speak truth to those in power, like the team coach or owner. Even if it is uncomfortable to approach those in power, they do it because they know it will help the team play better together. They avoid groupthink and must operate “at the margins of what members presently like and want rather than at the center of the collective consensus” (p. 198). When conflict labeled as a “personality clash” occurs (the focus is on personal conflict), studies show “significant decreases in trust, cohesion, satisfaction, and commitment” with a negative impact on teamwork. However, “task conflict” (arguing about the job at hand) has a basically neutral effect on performance (p. 200).
• The Kill Switch: Regulating Emotion. Tier One captains regulated their emotions and, even when faced with setbacks, they were able to excel. Leaders handle outstanding circumstances like injury, political or team strife, or a personal tragedy with selfless emotional strength. This has a profound impact on a team in a decisive moment. While emotion can drive a team, it also can disable it. Elite captains always serve the interest of the team.

Emotional intelligence and interpersonal skills are exemplified by elite captains who are tasked with motivating, challenging, protecting, and inspiring teammates. These leaders have high emotional fluency and understand how to use “‘emotional information’ to change their thinking and behavior.” This helps teams “perform better in settings where they have to interact with others.” “Emotional intelligence is closely correlated to the skills required to be an effective leader and can be more significant in this regard than IQ or even a person’s technical expertise” (pp. 163-164).

As an example of a Tier One captain, Carlos Alberto Torres, the last living captain to raise the World Cup during soccer’s golden age in Brazil, explains that Brazil is a culture that does not have “a uniform way of thinking, and there is less formal education. There are some very poor kids who only go to school for a couple of years before they start playing – and the captain has to know that. We need a leader who is a guide for many, many things; someone who can help them. So being captain in Brazil tests the deepest nature of your personality. You have to try to understand people, to know their backgrounds” (p. 151).

Note from the author:  “As a writer, the best analogy I can think of is that captains are like the verb in a sentence. The verb may not be as memorable as the nouns, as evocative as the adjectives, or as expressive as the punctuation. But the verb is the force that does the yeoman’s work – unifying the disparate parts and creating the forward momentum” (p. 265).

“As a writer, the best analogy I can think of is that captains are like the verb in a sentence. The verb may not be as memorable as the nouns, as evocative as the adjectives, or as expressive as the punctuation. But the verb is the force that does the yeoman’s work – unifying the disparate parts and creating the forward momentum” -Sam Walker

Walker, S. (2017). The Captain Class: The Hidden Force That Creates the World’s Greatest Teams. New York: Random House.

The Latest and Greatest Books for Leaders

We work hard to stay abreast of the current writings on leadership, especially those books our clients are reading or have been recommended to read. As a benefit to our clients and to facilitate our own learning, the Admired Leadership team has long maintained a tradition of summarizing the newest books of interest to leaders. Better to read a summary for eight minutes before investing eight hours in the entire book. After reading a good summary, we believe leaders can make better choices as to what to ignore, what to peruse and what to make the time to read closely.

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"Being a Captain teaches you how to be a mentor, a team player and how to lead others and help them to improve"

What I love the most about sport, particularly competing, is the continuous learning element - you can only really get better

Nina Sorensen, Womens Basketball Captain, Winner - Sports Captain of the Year Award 2017, Post Graduate Diploma in Nursing

Award-winning basketball captain Nina Sorensen gives her take on representational sport at City. Not only does she talk about how rewarding taking part in a sport can be, but how she has developed certain skills from being part of a team, on and off the court. 

How did you get involved in representational Sport?

The netball and basketball coaches at my secondary school encouraged me to join the after-school clubs after seeing me play in a PE class. I represented my school in five sports and very rarely had a weeknight when I wasn't on a court or pitch of some sort. This increased to six sports when I moved to another sixth form and two sports at University. 

What do you enjoy about it? What I love the most about sport, particularly competing, is the continuous learning element - you can only really get better, and at the same time you need to adapt to new players, new strategies, and learn to work in a team. I always want to be better than how I was the day before. 

What do you find challenging/rewarding about being a Captain? Being a Captain is one of the best roles you can take on at University, and in life in general, because it teaches you how to be a mentor, a team player and how to lead others and help them to improve. It is a tough role - you have to stress the needs of the team over personal preferences, balance personalities and keep people inspired in a period of poor performance. But what I loved most about being Captain this year was seeing how well others improved as a result of team work and dedication. Being able to be the person people come to when they have an idea or something they want to improve is to me, the best part of the job. 

How do you think that this experience has changed you? Even though I was not able to play this year, I feel this has made me more of a team player than I think I have ever been on court. I understand and appreciate more of the frustrations that people can feel when things aren't going well on court, and the need to be the person that keeps up team morale when this happens. It has highlighted the need to develop a team, and not individual players, and to encourage one of the best aspects of University Sport - the socials! 

Why would you recommend it to others? Being a Captain teaches you to work with people, to be a mentor and to be a voice. These are all skills, in my opinion, everyone should aim to develop and nurture, not just in sport but in their professional lives as well. If you can learn to lead a team, I think people will excel in whatever career or sport they are doing. 

Experience City Case Studies are published by the CityCareers service. If you have a Case Study you would like to see featured, please get in touch.

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Effective Team Captains

By: Premier Sport Psychology

Derek Jeter.  Tom Brady.  Kobe Bryant.  Three polarizing men that have forever left an imprint on the sports they play.  Regardless of your view on these three individuals, each of these athletes have shown uncommon leadership in their respective roles as team captain. Showing the kind of leadership that has transcended their position, their teams, and at times, their sports.  The influence they each have had is remarkable in that they continually made their teammates better when they stepped into the competition.  They modeled excellence in their respective sports while directing their teams toward victory, and it was the influence they possessed that made them such great captains for their teams (Hackman, 2011).  This influence can be broken into three important characteristics: care, courage, and consistency.  It is these three characteristics that make a team captain a great captain and played an important role in Derek Jeter, Tom Brady and Kobe Bryant’s lives of leadership.

Derek Jeter, a retired baseball player for the New York Yankees, has been a leader who shows he genuinely cares.  But what does it mean to care as a leader?  A study done by Lauer and Blue showed that being an effective team captain involves having an overflow of passion for teammates, the game, and competition.  This passion for one’s teammates has an elevated importance to a captain, as one task the captain often partakes of is conflict resolution.  A caring captain will show sensitivity to individual differences between teammates and will present solutions in a positive manner during times of conflict.  This individuality and positivity makes an effective leader, as it involves placing the team’s success before one’s personal desires and needs (Lauer & Blue).  Andy Pettitte, who played alongside Jeter for 13 seasons, said about his commitment, “We play in a city where a whole lot of stuff is made out of what’s going on around us.  The reason why Derek has thrived is because he keeps it simple.  He doesn’t let everything clutter his mind.  He is focused on one thing – to take care of the team’s business.  He continuously pushes everyone around him to focus even during the difficult times.  He often will take the stress upon his own shoulders so the rest of us can focus on playing” (Lennon, 2013).  Pettitte’s sentiments speak to Jeter’s ability to put the team before himself, and to be a source of clarity and discipline when distractions threaten team performance.  Many players, like Ichiro Suzuki, stayed to play with the Yankees, not because of New York or the Yankees, but because of Jeter – a player who cared (Lennon, 2013).

Courage is also a key characteristic among effective captains.  Captains are often seen as the model of excellence in a team because they step up when necessary and are not afraid to compete in the worst situations; they are known to “walk the talk” (Lauer & Blue).  A good captain sets the example for the team by displaying and encouraging the values of the team on and off the field.  Tom Brady did just that during the 2017 Super Bowl.  With the Patriots down by 25 points, Brady pulled his team together and reminded them of why they are playing in the Super Bowl.  He never gave up.  In the fourth quarter with seconds on the clock, he threw a pass into triple coverage.  A decision that he had made on his own after running the clock for 15 seconds and neither of his desired options were open.  An extremely risky pass, tipped by the defense, Brady’s pass was made complete.  Brady is an example of courage as he makes plays with seconds to go that have led his team to many victories (Rohan, 2017).  He is a leader that has been known to be a reliable player, taking the blame for his mistakes and the mistakes of his team.  Brady steps up when necessary even in the most difficult situations on and off the field (Economy, 2017). Matthew Slater said this about Brady in an interview, “We look to him. We have a lot of confidence in him as a player, as a leader, as a teammate, and as a friend. We are thankful he is on our side.” Brady puts a lot of work in to see the success of his team be achieved.

Lastly: Consistency. Consistency is when a captain is holding himself to a high standard, giving it his all in games, and continuing to be caring and courageous when things don’t go their way.  This often causes the individual to become more vocal on and off the court through actions and words (Hackman, 2011).  32,482 career points have given athletes 32,482 reasons to look up to Kobe Bryant.  Yet his example transcends his statistics. (Hansford, 2015).  “There aren’t too many people who understand how you bring it, night after night after night, for all those years at that level, and he is one of the guys who did it,” said coach Greg Popovich.  The consistency that Bryant brought to the court every game was exemplary; he focused on pushing himself and others to be the best version of themselves.  He truly is a man worth recognizing for his love of the game.

Care, courage, and consistency are characteristics that will enhance the influence a captain has on his teammates, and, in turn, lead to success.  These characteristics have created captains who are known to be the glue that holds their teams together while leading their team to victory.

References:

Economy, P. (2017, February 4). These 7 Leadership Traits Make Tom Brady the Greatest Quarterback Ever. Retrieve March 2 nd , 2017, from http://www.inc.com/peter-economy/these-7-leadership-traits-make-tom-brady-the-greatest-quarterback-ever.html

Hackman, R. (2011, March 1). Do Teams Need Leaders? Retrieved February 27 th , 2017, from http://insights.som.yale.edu/insights/do-teams-need-leaders

Hansford, C. (2015, February 16). Kobe Bryant on Leadership: ‘You’re not going to please everybody.’ Retrieved March 2 nd , 2017, from http://www.lakersnation.com/kobe-bryant-on-leadership-youre-not-going-to-please-everybody/2015/02/16/

Lauer, L. & Blue, K. Association for Applied Sport Psychology: The 3 C’s of Being a Captain. Retrieved February 20 th , 2017, from http://www.appliedsportpsych.org/resources/resources-for-athletes/the-3-c-s-of-being-a-captain/

Lennon, D. (2013, March 30). Those Who Know Him Speak Glowingly of Derek Jeter’s Leadership. Retrieved March 7 th , 2017, http://www.newsday.com/sports/baseball/yankees/those-who-know-him-speak-glowingly-of-derek-jeter-s-leadership-1.4961273

Rohan, T. (2017, February 5). The Greatest Comeback Ever. Retrieve March 8th, 2017, from http://mmqb.si.com/mmqb/2017/02/05/nfl-super-bowl-51-new-england-patriots-tom-brady-bill-belichick-fifth-super-bowl-ring

• Author Rights
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• 20th Anniversary Issue
• An Exploratory Study of the Role of Task Dependence on Team Captains’ Leadership Development

Christian J. Grandzol, Ph.D. 10.12806/V10/I2/RF3

Introduction

Examining how to help students develop their leadership potential is a chief concern of leadership educators. Realizing that developing leaders is the result of determined doing, not just learning about leadership theories and concepts (Posner, 2009), educators must consider the impact of an array of sources outside the classroom where students may learn to be better leaders. For college students these include various groups such as student organizations, teams, work experiences, and the subject of this study, team captainship in varsity athletics. These experiences may offer differing potential for students to learn and practice leadership skills.

Investigations of intercollegiate athletics and campus recreational sports found peer leaders in these activities develop leadership skills (Grandzol, Perlis, & Draina, 2010; Hall, Forrester, & Borsz, 2008; Dupuis, Martin, & Loughead, 2006). These leaders, often referred to as team captains, benefited from the opportunities provided by leading athletic teams. Yet, due to differences between organizations and their contexts (Logue, Hutchens, & Hector, 2005), there is need for research on specific involvement areas (Gellin, 2003). This exploratory study examines the leadership development of students who take on leadership positions in intercollegiate varsity sports and whether there were differences based on the type of teams the students led.

Captainship as a Developmental Experience

Dupuis, Martin, and Loughead (2006) reported that team captains engage in various behaviors designed to improve team climate, norms, and functioning. In their qualitative study of collegiate ice hockey captains, they found captains mentored younger team members, structured team activities, served as a communication bridge between coaches and their players, modeled standards, and engaged in other critical leadership behaviors. Further, Loughead and Hardy (2005) found that peer leaders exhibited leadership behaviors that were distinct from their coaches. For example, peer leaders exhibited more democratic behaviors, positive feedback, and social support than their coaches did. As indicated in these studies, team captainship offers opportunities where student- athletes can practice leadership skills.

Two studies assessed whether students holding leadership roles in collegiate sports developed leadership skills. Administering Kouzes and Posner’s Student Leadership Practices Inventory (Student LPI, 2005, 2nd ed.), Grandzol and colleagues (2010) compared the leadership gains of team captains to team members in National Collegiate Athletics Association (NCAA) Division III varsity sports during the course of one playing season. They found that team captains utilized the five leadership practices of (a) model the way, (b) inspire a shared vision, (c) challenge the process, (d) enable others to act, and (e) encourage the heart more frequently than team members. The team captains also increased their usage of all five practices. Team members only developed skills on one leadership practice – inspire a shared vision.

Hall, Forrester, and Borsz (2008) qualitatively studied students serving in volunteer leadership capacities in campus recreational sports. These students developed in areas such as organizing and delegating, giving effective feedback, motivating others, role modeling behaviors, decision making, and reflective thinking. Combined, the findings of these previous studies indicate that positional leadership opportunities in sports can enhance students’ leadership skills.

Influence of Task Dependence

None of the previous studies reported if task dependence was a factor in their findings, but it is a clear contextual difference. Chelladurai (1979) described task dependence as the degree of interaction a student-athlete has with others during execution of the task. Independent sports do not require teammates to interact for successful task completion; student-athletes compete directly against other student-athletes, and the outcomes of those matches contribute to a team score (Beam, Serwatka, & Wilson, 2004). Tennis and cross country are examples of independent sports. In interdependent sports, teammates interact for successful task completion. Football and basketball are examples of interdependent sports.

Task dependence is an important distinction with potential implications on communication, practice environment, coaching relationships, and teamwork. It is reasonable to expect it may impact the experience of a team captain. Considering the wealth of research on leadership differences based on situation (e.g., House, 1996; Blanchard, Zigarmi, & Zigarmi, 1985), task dependence in sports may influence leadership development.

The researchers cited below addressed the issue of task dependence, but did not examine its impact on leadership development. Using a sample of NCAA Divisions I and II student-athletes, Beam, Serwatka, and Wilson (2004) found that independent sports student-athletes preferred coaches who utilized democratic behaviors, situational consideration, and social support to a greater extent than their interdependent sports counterparts did. These findings were similar to Terry’s (1984) and Terry and Howe’s (1984) findings at the elite, club, and university levels.

It appears team sports athletes believe a rigid training environment is necessary for team success while independent athletes seem to prefer greater control over their training environment (Terry, 1984). These preferences have implications on the extent that athletes cede decision making to their coach or peer leader and the acceptance of task-oriented behaviors and positive feedback by those leaders (Beam et al., 2004). They point out that interdependent sports athletes are generally more comfortable yielding decision making to their leaders and prefer task-oriented leadership behaviors than their independent counterparts. The findings are conflicted over which athletes perceive the need for more positive feedback (Terry & Howe, 1984; Beam et al., 2004).

The previous studies examined the preferences of team members for leadership behaviors exhibited by their coaches, but did not address the potential differences among team captains. The studies were also dated or examined non-United States based programs. The findings do explain leadership differences in team captains that may arise from task dependence. Due to interdependent sports athletes ceding more decision making and responsibilities and the requirement for successful interaction in these sports, it was believed interdependent sports captains would have more opportunities to interact, direct, organize, role-model, motivate, and improve their organization than independent sports captains. These might influence the extent of leadership skills the students would gain from their experience.

This study’s purpose was to explore differences on use and development of leadership practices between interdependent and independent sports team captains in NCAA Division III athletics. It was hypothesized that interdependent sports team captains would report higher use of the leadership practices than independent sports team captains. It was also hypothesized that interdependent sports team captains would develop leadership skills at a greater rate than their independent sports peers.

Participants

Sixty-four team captains were invited to participate from six NCAA Division III universities in one Commonwealth of Pennsylvania athletic conference. These captains represented the interdependent varsity sports of soccer and field hockey, and the independent varsity sports of cross country and tennis. Thirty-one captains completed both the pretest and posttest for a completion rate of 48.5%. Of these, 16 were captains of independent teams (12 cross country; 4 tennis), and 15 were captains of interdependent teams (12 soccer; 3 field hockey). The response rate was affected by the number of teams (e.g., men’s and women’s soccer compared to women’s field hockey) and the number of captains on each team. The sample was small, but allowed for correct identification of medium to large effect sizes.

The participating institutions unanimously reported they did not offer formal leadership training for their team captains. Demographic characteristics are provided in Table 1.

D emographic Characteristics

Team Captains

Permission was granted to use the self-version of Kouzes and Posner’s Student LPI (2005, 2nd ed.) to measure team captains’ frequency of leadership practices. The Student LPI was designed specifically for college students and measures broad leadership practices that are transferable to any context, not just sports. The model asserts that leadership consists of an observable set of skills that can be developed given motivation, desire, the opportunity to practice, and coaching (Kouzes & Posner, 2007).

The Student LPI consists of 30 behavior-based items, with six items loading on each practice: (a) model the way, (b) inspire a shared vision, (c) challenge the process, (d) enable others to act, and (e) encourage the heart. Respondents indicate their frequency of a specific behavior on a 5-point scale ranging from “rarely” to “frequently.” The inventory’s directions are self-explanatory.

Internal reliability scores for the five practices are generally between .70 and .85 (Posner, 2004). Multivariate analyses indicate items within each practice are more highly correlated with one another than they are with other leadership practices (Kouzes & Posner, 2006a). Scores show significant test-retest reliability at levels greater than .91 over varying periods (Kouzes & Posner, 2006b). Factor analyses revealed the instrument contains five factors (Kouzes & Posner, 2006b). Scores on the Student LPI were positively correlated with variables such as team cohesion, member commitment, member loyalty, satisfaction, and credibility (Kouzes & Posner, 2006b). The leadership practices were not significantly related to GPA, gender, ethnicity, age, academic background, full or part time status, or year in school across a variety of collegiate student populations (Posner, 2004).

Design and Procedures

Team captains voluntarily participated by completing the Student LPI. Team coaches collected the data by distributing the instruments, confidentiality statements, and demographic questionnaires. Coaches may have influenced the captain responses to the survey, but the effect would have been minimal. Coaches only handed out the surveys. Participating captains completed the surveys on their own time and returned their instruments to a repository outside of their coach’s purview.

Data were collected over an 11-week period. Team captains completed a pretest during their preseason week and a posttest during the last week of their season. Random assignment of participants to groups was not possible because team captains were already members of their specific teams. No attempt was made to re-administer the pretest or posttest to captains who failed to complete either instrument. Missing data were treated as missing completely at random.

Scores were derived for the leadership practices by summing the scores for the six items within the particular dimension, yielding a score from 6 to 30. Higher scores represent more frequent use of the specific leadership practice. To determine whether there were mean differences among groups, repeated measures were computed with analysis of variance (ANOVA) for the five leadership practices. Post-hoc analyses for gender was executed because of the larger numbers of females in the study (see Table 1).

Descriptive statistics were calculated for independent and interdependent team captains for the five leadership practices measured by the Student LPI. Table 2 presents the group means and standard deviations (on a 30-point scale) for each leadership practice across the pre- and posttests. Table 3 summarizes the results of the statistical analyses using the ANOVA.

Group Means and Standard Deviations

a n = 16; bn = 15

Summary of Repeated Measures ANOVA for the Leadership Practices

Source SS df MS F

Model the Way

Between-Subjects

* p < .05 ** p < .01 *** p < .001

Hypothesis 1

Hypothesis 1 posed that interdependent sports team captains would report higher use of the leadership practices. The ANOVA demonstrated interdependent team captains reported significantly higher use of two of the five leadership practices: inspire a shared vision F (1, 29) = 5.57, p < .05 and challenge the process F (1, 29)

= 6.83, p < .05.

Hypothesis 2

Hypothesis 2 posed that interdependent sports team captains would develop leadership skills at a greater rate than independent sport team captains. The ANOVA demonstrated captains in both contexts reported higher usage of all five leadership practices at the end of their season than at the beginning: model the way F (1, 29) = 18.05, p < .001, inspire a shared vision F (1, 29) = 18.86, p < .001, challenge the process F (1, 29) = 13.50, p < .01, enable others to act F (1, 29) = 25.99, p < .001, and encourage the heart F (1, 29) = 13.79, p < .01. No significant interactions with task dependence were found; team captains in both contexts developed leadership skills at a similar rate.

Independent t -tests revealed no significant differences between male and female team captains on any leadership practice.

Interdependent team captains reported significantly higher use of the practices of inspires a shared vision and challenge the process . These results are consistent with past investigations that found interdependent teams pose a different context than independent teams, and interdependent team members cede more decision making and responsibilities to their leaders (Terry, 1984; Terry & Howe, 1984; Beam et al., 2004). Inspire a shared vision requires leaders to create a vision for their organization and enlist the help of others. This practice may be more applicable to a team sport environment where team success is dependent upon effective interaction among members. Challenge the process encourages leaders to take risks and challenge the status quo. Again, due to the necessity of interaction, perhaps interdependent team leaders seek innovative ways to improve the team more often to enable the team’s success.

Independent teams feature individuals involved in their own training, development, and competition. It seems leaders of these teams do not challenge their teammates as much and goal setting is more personally oriented. The nature of independent sports is the likely reason for the difference.

No differences were found among team captains on model the way , enable others to act , or encourage the heart . Regardless of task dependence, captains reported similar frequency of actions such as role-modeling desired behaviors, building trust, empowering followers, and celebrating contributions (Kouzes & Posner, 2007). It seems these leadership behaviors are employed equally on both types of teams. These findings are partially in contrast to previous studies such as Beam et al. (2004) which found higher preferences for behaviors such as positive feedback by independent sport student-athletes. However, their study utilized a different instrument and measured preferences for coaching behaviors. This study measured team captain leadership behaviors; it did not gauge whether team members equally desired the behaviors.

The key findings of this study are that both independent and interdependent team captains developed usage of all five leadership practices during the playing season. These support past investigations that found peer leaders in sports develop leadership skills (Grandzol, Perlis, & Draina, 2010; Hall, Forrester, & Borsz, 2008; Dupuis, Martin, & Loughead, 2006). This study reaffirms the potential for the captain position to enhance student-athletes’ leadership skills.

Contrary to expectations, the team captain experience, whether on an interdependent or an independent team, fostered equivalent and positive leadership practice development. This indicates that the experience, regardless of task dependence, provides a fertile learning opportunity for students. These findings have no direct comparison, but are different than expectations because of the research reported by Terry (1984), Terry and Howe (1984), and Beam et al. (2004). Their studies indicated different preferences for leadership behaviors by team members and different leadership challenges between the two contexts. In this study it was speculated that interdependent team captains would have a greater leadership challenge, and while that may be the case, there was no impact on leadership skill development of the team captains.

As expected, no statistical differences between male and female team captains was found. The results are consistent with others (e.g., Posner, 2004) that found that demographic variables such as gender were not a source of difference. This finding increases the chances that task dependence and captain experience were the sources of observed differences in this study.

This study has implications for leadership educators. It demonstrated that students can learn to become better leaders through “doing” leadership (Posner, 2009).

Students involved in sports peer leadership increased the use of the various leadership practices and did so regardless of the type of team, despite the fact that these students were not enrolled in a formal leadership course and did not partake in a formal reflection process. Perhaps augmenting the leadership experience of being a team captain, with a formal course or reflection process would lead to even greater gains in leadership skills. It is also valuable for leadership educators to consider if the practical leadership experiences students engage in vary by context, require different emphases, or are actually beneficial to students.

This study also has implications for other constituencies. Coaches may consider why independent team captains reported lower use of inspire a shared vision and challenge the process . To the extent these practices are desired and necessary on an independent sports team the coaches may want to mentor their team captains and help them navigate these challenges in a largely individual team structure. The results may also interest the NCAA given its mission of “integrating intercollegiate athletics into higher education so that the educational experience of the student-athlete is paramount” (2004, ¶ 2). The NCAA can use the results to document opportunities for student leadership development in athletics. Student affairs professionals interested in preparing students with leadership skills should realize that different student experiences may offer unique contributions.

The results of this study must be viewed in light of its limitations. The study was exploratory; based on a small sample, and only one conference at the Division III level. Future researchers should consider larger sample sizes and include other competition levels to see if the results can be generalized. This study offered an examination of the development of student leaders during one playing season and is based on only two measurements. Two measurements taken only a few months apart complicate the study of how leadership processes unfold because many leadership phenomena are likely to follow nonlinear growth trajectories (Ployhart, Holtz, & Bliese, 2002). Finally, as in any study where time is a factor, some other life circumstance may have confounded the effect on the leadership practices.

Sports leadership and the potential benefits of “doing” leadership are important considerations for leadership educators, but little research has addressed the leadership of team captains. Studies that did so neglected the issue of task dependence. Findings from this study indicate that student-athletes serving as team captains develop leadership skills regardless of whether they lead an independent or interdependent team. Interdependent sports team captains reported higher use of two leadership practices (see above), which may indicate a greater leadership challenge in team sports. Further investigations are needed for fuller understanding of team captain leadership and the unique contributions that practical leadership experiences offer students.

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Logue, C. T., Hutchens, T. A., & Hector, M. A. (2005). Student leadership: A phenomenological exploration of postsecondary experiences. Journal of College Student Development, 46 (4), 393-408.

Loughead, T. M., & Hardy, J. (2005). An examination of coach and peer leader behaviors in sport. Psychology of Sport & Exercise, 6 (3), 303-312.

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Posner, B. Z. (2009). From inside out: Beyond teaching about leadership. Journal of Leadership Education, 8 , 1-9.

Posner, B. Z. (2004). A leadership development instrument for students: Updated. J ournal of College Student Development, 45 ( 4), 443-456.

Terry, P. C. (1984). The coaching preferences of elite athletes competing at Universiade. ’ Canadian Journal of Applied Sport Sciences, 9, 201-208.

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The 3 C’s of Being a Captain

Larry lauer, phd and kevin blue michigan state university.

Major Point: Captains embody 3 C’s in leading their team: Caring, Courageous, and Consistent.  

Being named a team captain is quite the honor. The position of captain is given to those athletes whom the rest of the team respect and trust to lead the team in the right direction. However, with this great honor also comes great responsibility. A captain must be accountable after a bad performance or practice. Captains are expected to perform in the clutch and lead the team to victory. It is also expected that captains will maintain control in the most pressurized situations and be the model of excellence for their teammates. Wow, coaches and athletes expect a lot of captains don’t they? Is it really worth it to be a captain? 

In our opinion, being a captain is one of the greatest honors an athlete can receive. Yet, many athletes take this honor for granted and do not understand the significance of their responsibilities as captain. In fact, in some situations captains may be selected because they are popular amongst their peers rather than being a suitable candidate for the captaincy. Athletes should take the captain’s role very seriously and put some thought on what it means to be an effective captain. In our opinion a good captain should embody the 3 C’s:  Caring, Courageous, and Consistent.

3 C’s  

Great captains have an undeniable passion for the game, for competing, and for their teammates. They put the success of the team ahead of their own needs and are truly concerned with the well-being of all team members. As a caring captain, you should treat all teammates with respect and recognize the contributions made by all team members. If you have a problem with a teammate, you should approach that teammate in private and in a positive way to address the situation and find a solution. The captain should be the one to stop rumor spreading and gossiping. These kinds of behaviors destroy team chemistry.

Courageous:

Captains are willing to step up. As a courageous captain, you must “walk the talk” and you cannot be afraid to compete in the worst of situations. Courageous captains set the example for the rest of the team. Your actions must embody the core values of the team, especially during times of adversity. Be a model of courage and dedication to your teammates by setting lofty goals and working hard to reach them. Finally, as a courageous captain you must show that you trust your teammates and coaches, and are also willing to hold teammates accountable to working hard and being prepared.

Consistent:

Effective captains need to be the model of consistency. To be a consistent captain you need to hold yourself to a standard of giving 100% effort in every practice and game. You cannot cut corners and earn the respect from teammates and coaches that is necessary to lead the team effectively. Consistent captains also have an authentic style of communicating. Some lead by their actions, while others are more vocal. Importantly, to be a consistent captain you must remain true to your own style of communication and not try to be someone else. If you successfully accomplish these 3 C’s you will earn a 4th C –  credibility . Nothing is more important in leading your team into competition than being seen as an authentic, credible leader. What if you need to develop your 3 C’s? The good news is that captains can be developed; they are not necessarily born captains. To improve your caring, courageousness, and consistency spend time talking to captains you know. How do they handle certain sticky situations? Also, spend time around good captains and model their best qualities. You can also learn a great deal from reading about great captains such as Steve Yzerman, retired Detroit Red Wing. Talk to your coaches as well. Find out what they are looking for in a captain and how you can fulfill that role. Finally, take your role seriously. Be willing to do what is right for the team even if it is “not cool”. And, get out and do it. You will learn much on the job including from your mistakes.

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Building Leadership Skills: Learn the Qualities to be a Strong and Influential Team Captain

Being a team captain indicates you possess certain qualities to be a leader. As a captain, you are uniquely positioned to be an example and guide for others to perform better. Since high school athletics offer invaluable opportunities to develop life skills, your guidance is essential. Your inspiration and motivation can enhance qualities like responsibility, leadership, and confidence to shape futures to be positive and productive. This responsibility can help you grow as a leader and motivate your teammates to do the same on and off the field.

Let’s explore how to build leadership qualities first and what characteristics are needed to be an influential team captain.

Building Leadership Skills

Leadership is a process that requires self-awareness, practice, continuous learning, and mindfulness. Here are some critical steps to help you build leadership skills.

Self-Reflection

Start by understanding your strengths, weaknesses, values, and goals. Self-awareness is the foundation of effective leadership. Reflect on your experiences and consider what type of leader you want to become. Understand who you are and what you are doing.

Set Clear Goals

Define your leadership goals. What do you want to achieve as a leader? Having clear objectives will guide your development and help you measure your progress. Write them down on paper so you can expand the ideas.

Develop Emotional Intelligence

Emotional intelligence involves understanding and managing one’s own emotions as well as the emotions of others. If you don’t have control, others will not, and it will be difficult to follow your lead. Emotional intelligence is a critical quality for a captain. Practice empathy, active listening, self-regulation, and self-control.

Communication Skills

Effective communication is the foundation for a leader. Work on your ability to express ideas clearly, positively, and constructively. Learn to listen and adapt your communication style to your team actively. Influential leaders are great motivators.

Build Confidence

Confidence is an essential trait for leaders. Believe in your abilities and decisions, but avoid overconfidence and being egotistical. Confidence, combined with humility, is a powerful leadership quality.

Leadership often comes with setbacks and challenges. Developing resilience is the key to perseverance. Together, they create a powerful combination to bounce back from failures and continue moving forward.

Feedback and Self-Improvement

Be open to constructive criticism, not negative. You only see what you can see in the mirror. Others will see you differently. Use feedback to improve your leadership skills in a positive, constructive way. Don’t perceive feedback as negative and deconstructive.

Practice Patience

Building leadership skills takes time. Patience is crucial to understanding. Don’t expect to become a great leader overnight. Stay patient, persistent, and committed to your growth.

Captain Qualities

High school athletes who aspire to become influential team captains have a remarkable opportunity to hone their leadership skills. The lessons you learn as a team captain will benefit your sports career and lay the foundation for your leadership journey in life beyond the field. So, step up, embrace the challenges, and become the leader your team needs you to be to succeed.

1. Lead by Example

Leading by example is one of the core principles of leadership. As a captain, you must demonstrate the same behavior and work ethic you expect from your teammates. Whether it’s showing up early for practice, giving your all in every game, or exhibiting good sportsmanship, your actions will determine the team’s standard.

Consistently displaying the values you want your team to uphold will help you earn their respect and trust.

2. Effective Communication

Clear and effective communication is the centerpiece for any leader or captain. It is difficult to express your ideas without good, clear, and respectful communication. And expressing your thoughts and ideas concisely and understandably is essential. As a captain, you are often responsible for bridging the gap between coaches and players. So, the ability to convey feedback and concerns is critical.

Furthermore, maintaining an open line of communication encourages a supportive and harmonious team environment.

3. Motivate and Inspire

A great leader possesses the ability to motivate and inspire their team even in challenging times. As a captain, keeping your team focused and driven towards success is essential. You can instill confidence and determination to help your team easily tackle any obstacle by providing encouragement and positive reinforcement.

Your positive attitude and enthusiasm can spread like wildfire and aid the team in overcoming any obstacles.

4. Respect and Sportsmanship

Respect is fundamental to effective leadership, particularly when handling opponents, officials, and teammates. It is not so easily given, so you will find yourself having to earn it. As a team captain, it is your responsibility to establish the standard for sportsmanship. Encouraging honesty, fair play, and respect on and off the field. Remember that your behavior affects you and reflects the team.

If you desire to earn respect from others, you must demonstrate it in your actions.

5. Decision-Making

As a team captain, you may find yourself in situations that require quick and effective decision-making. For instance, during a game, you might need to make split-second choices or contribute to the team’s strategies and tactics. Or you might have to relax aggressive behavior.

Learn to develop your decision-making skills. Your choices will directly impact your team’s performance and success.

6. Embrace Accountability

One of the most essential traits of a captain is the willingness to take responsibility for their actions and decisions. Also, admitting your mistake and faults show you are not embarrassed. Acknowledging your mistakes helps you to use them as an opportunity for growth. This shows your integrity and demonstrates to your team that you are accountable and willing to learn.

Produce a culture of responsibility within the team, and you will create success.

7. Adaptability

Sports are inherently unpredictable, and plans can change abruptly. As a captain, it is necessary to remain flexible and assist your team in adapting to various situations, outcomes, and results.

Your capacity to adjust and stay composed under pressure will boost your teammates’ confidence.

Remember that leadership is a journey, and there is no one-size-fits-all approach. Everyone’s path to leadership is unique, so focus on developing the skills and qualities that align with your values and goals. Making leadership natural is the selling point, not being something you’re not.

Additionally, be adaptable and open to refining your leadership approach as you gain experience and learn from successes and failures.

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7 Qualities of Great Team Captains

When team captains perform their duties well, it can make a big difference for their team. People rally around those who inspire them to dream more, do more, and become more which is why natural leaders are such an asset. With that being said, although leadership ability comes more naturally to some than others, there are common traits that great leaders share which can be embodied by anyone who desires to be a team captain and make a positive difference for their team.

1. They Always Put The Team First

Great captains aren’t interested in personal glory. Instead, they constantly look for ways to serve their team and help it accomplish it’s goals. They have the mentality that together everyone achieves more which makes them an ideal teammate. This kind of attitude can be contagious within a team and goes a long way to creating an environment that breeds success.

In his playing days at Liverpool, Steven Gerrard represented this quality perhaps better than anyone who has ever played the game. Here’s a quote from his former teammate Fernando Torres explaining what he meant to his club:

He is without doubt the greatest player I have ever played with, he has everything. At Liverpool, he is irreplaceable. Every big club has a standard bearer, a home-grown talent, someone with a lifelong commitment to the cause. People come and go but he’s always there. It’s him and 10 others. He’s everything to the side. That’s Steven Gerrard at Liverpool. I can’t even begin to imagine the place without him. Steven Gerrard would be the captain of my World XI dream team. – Fernando Torres

As a home grown talent, he was more than just a player for Liverpool. He was a passionate fan and diehard supporter who gave everything he had every time he stepped onto the pitch.

Takeaway For Players: If you want to be a team captain, give everything you have to the team. Be the kind of teammate with whom you would want to play and always look for ways to help those around you succeed.

2. They Lead By Example

One of my personal favorite players, Philipp Lahm is a great example of what it means to lead by example. Now in his final year before retirement, Lahm is known for his strong work ethic, representing his teams well on and off the field, and passion for the game. He is the kind of player that others look up to and he sets the tone wherever he goes.

Just like Steven Gerrard, Lahm has the team first kind of attitude that you would expect of a great team captain:

Whether we have the best individual players doesn’t matter. You have to have the best team. -Philipp Lahm

Captains are tasked with the responsibility of leading those around them and setting an example for what is expected. On the teams that I coach, captains are typically the first players to get to the field to help set up and the last to leave once everything has been put away. They take on extra responsibilities and ensure that everything runs smoothly because they have the best interests of the team at heart.

Takeaway For Players: Team captains do all of the things they expect their teammates to do and more. Don’t be afraid to take on extra responsibilities to help the team.

3. They Inspire Those Around Them

Great leaders not only lead by example, but they inspire those around them to do more. People are much more likely to follow a leader who has passion and enthusiasm for what they are doing. Captains can’t be afraid to stand up for what they believe in and rally support.

Good captains also embrace taking on new challenges which makes their teammates want to do the same. They are always excited to play the beautiful game regardless of their opponent. In situations where their team may be the underdog going into a game, they spread positive energy and instill a sense of belief that anything is possible.

Takeaway For Players: Spread positive energy and be enthusiastic about what your team is trying to accomplish. Look to spread this enthusiasm on to others for the benefit of the team.

4. They Have A Positive Relationship With Coaches & Teammates

Captains have to win the trust of those around them in order to lead effectively. Trust is developed over time when players continually do the right things and show their teammates and coaches that they care. Good team captains model the behavior they expect from others and earn respect along the way.

Being chosen as a team captain is an honor that should not be taken lightly. Former US national team captain Landon Donovan once said:

The second highest honor is playing for your country, and the highest honor is wearing the armband for your country. It shows that the players have confidence in me, and that feels good. -Landon Donovan

This quote illustrates that it’s important for captains to be respected by those around them because they are given the responsibility of representing their team. With this in mind, a few ways to build positive relationships are to listen to others and let your actions speak for themselves. In addition, keeping a positive attitude can be helpful and attract others to you.

Takeaway For Players: Develop strong relationships by building trust and doing what is right. Earn the respect of your peers by working hard and setting high standards.

5. They Embody The Core Values of Their Team

Every team may have different core values depending on what it’s goals are and what the players are trying to accomplish. The core values of my high school soccer team are honesty, integrity, and excellence. I rely on my captains to model these core values so that others will follow in their footsteps.

Trust – All strong relationships are built on a foundation of trust. Trust is established over time by continually doing what is right.

Integrity – Integrity means doing what you believe is right at all times, no matter the consequences.

Excellence – Pursuing excellence means always striving to do your best. Excellence can be achieved through good habits, persistence, and a commitment to never stop learning.

Takeaway For Players: Ask your coach what his core values are and try to embody these values. Be a role model for others on the team.

6. They Work Hard & Persevere

Hard work beats talent when talent doesn’t work hard. For a team to be successful, players on the team need to develop a strong work ethic and that starts with the leader. When players feel like giving up, good captains have the ability to raise the energy of their side and help their teammates keep going. When players see their leader working hard it inspires them to to do the same.

Furthermore, in life adversity is inevitable. Whether players are on or off the pitch, bad things will happen. Those who persevere have the best chance of being successful. Captains don’t back down when faced with adversity; they fight until the very end.

Takeaway For Players: Always work hard and never give up even when things are not going your way. Keep a positive attitude and overcome adversity.

7. They Step Up When The Team Needs Them

Whether their team lacking energy in a hot preseason training or down a goal in a championship game, great team captains find a way to step up when their team needs them. It could be by inspiring their teammates, keeping a positive attitude, or continuing to battle even when things are not going well. The important thing is that they are leaders and leaders find a way to make an impact when it matters most.

Takeaway For Players: Stay in tune with what your team needs and try to provide it when the opportunities present themselves.

If you’re a player who is interested in becoming a team captain or coach who is looking to develop quality leaders for your team, this book is an amazing resource. It includes all of the details of a proven 10 week leadership program to develop outstanding team captains.

6 thoughts on “7 Qualities of Great Team Captains”

This is such a great article and points out so many important aspects of a great team captain. The question that came to my mind, and a lot of other parents out there is, when and how do our children learn these skills of being a great leader/team captain? This was something my husband and I thought a lot about while raising our 3 children. In our research, and talking to other parents we discovered the Allazo Youth Leadership This is an amazing program that really teaches kids at any age how to be a great leader. Specifically, we looked into their team captain training and reading through this post, our kids were able to learn and apply each of these areas. Our kids have already benefited greatly from the success of this program and we are greatly anticipating the future. The creators are amazing and really care about the success of your kids as much as you, their parent do. It was amazing.

Thanks a lot I have learnt something from this and will start to apply it in my team. Once again I say a very big thanks to you

This is a good article to help not just team captains, but could also guide team coaches and club owners and managers and the leadership skills that they should display. Trust = consistently doing what you say you’ll do Integrity = consistently doing the right thing Inspire = lead by example and instill belief Selfless = put the needs of the players and the team before your own.

My 12 year old daughter is captain on her club volleyball team..she’s generally a leader, but I don’t think she fully understood her duties. Her team had lost 8 matches in a row. I had her read this article and watch a video on being a champion. She led her team to 3 match wins in her tournament today. She said she tried applying these principals, and it seemed to help a lot.

Incredible Greg, I’m glad she found this helpful!

I love this. I am a team captain myself and I’ve never been.This really made me understand more of the duties and responsibilities.Thank you.

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The 3 Most Important Leadership Qualities to Look for in a Captain

One of the FIRST decisions a coach will make at the beginning of the season is appointing the captain of the team. For many teams, this is somewhat of an automatic decision. It’s the seniors on the team, or the most talented dancer, or the cheerleader who has been on the team all four years. We don’t always consider all of the important leadership qualities when making this decision. I’m here to say, this is no small decision !

There are so many important things to consider when choosing a captain.  A coach should consider many different leadership qualities, what you need from your captain, and also be mindful of the process you decide to use. The actual procedure of choosing a captain, if done right, will set up your team for success and happiness all season. So…What are the leadership qualities to look for when you choose a captain?

Why the Right Leaders Make a Difference

A positive team leader can encourage a team with less than ideal technical abilities to rally and reach unimaginable competitive heights. On the other hand, a team captain may be apathetic and ineffective or actually harmful to a team’s success. (I’ve seen both first hand, and they have a lot to do with my favorite years and the years I had to drink too much wine to stay sane). Captains are an ESSENTIAL element on your team’s road to success.

Three Types of Peer Leadership

Just like different coaching styles, there are three types of peer leadership, and it’s important to consider what role your captain will play, and make sure you have all areas covered by one or more leaders.

Some captains are in charge of “ task behaviors ” including setting a good example on and off the field, offering instruction and teaching of skills, constructive feedback for their teammates, and possibly structuring team meetings.

The third realm is “ external leadership ” because while task and social roles are two important internal functions, leaders must all help the team interact with the outside environment (think alumni events at college football games, media interactions, pep rallies, school-wide fundraisers, etc.)

A Team Needs Balance

All three of these types of leadership are important, and while one person may not cover all three, what matters is a balance of all three across whoever makes up your leadership team. For many teams, the most talented dancer is also a great captain for the task behaviors. She has the technical knowledge to answer questions for other dancers and her teammates appreciate her feedback because they trust her ability. It’s all in the delivery.  Not every talented athlete has the character to be in charge of task behaviors, so don’t automatically make your most talented team member a leader!

Story Break

Character trumps talent.

So instead of considering talent alone, consider what role they will serve. Is he the cheerleader that will rally the troops when things get hard? Will she be the ‘team mom’ and make sure everyone feels included and supported? Will she be the organized one that gets things done for you?

(Speaking of: Thank you to all my former captains who graciously accepted my texts with the random assignments: “please go do X before practice.” I appreciate you!)

Will she be the one who positively represents your program in all of the outside events? Or will she be the one who leads by example in every way: being on-time, going full out no matter what, never forgetting the right shoes or team clothes etc. Decide what role your captain will fulfill and make sure your leadership team covers as many qualities as possible.

There is no ‘Perfect Leader’

The most important information about the three types of leadership is that no one type is better than another. Rather, achieving a balance in leadership behaviors will make everyone happier . (NERD ALERT: This isn’t just my experience talking, there is actual research on it. When a team perceives a balance in leadership qualities, they report higher levels of satisfaction with their team!)

Beyond looking for a balance, what are the leadership qualities to look for in your captains?

Top 3 leadership qualities in a captain.

Research in this area has surveyed thousands of athletes across different sports and different levels and found some key qualities of successful captains:

1) Effective communication skills

2) The ability to control his or her emotions and remain respectful to teammates and coaches

3) Works to maintain a positive general attitude

In one specific study about communication styles, researchers noted that the timing and quality of statements were more important than the quantity.  So captains who understand when it’s important to speak up and when it’s important to keep your mouth shut are more successful than captains who need to hear themselves talk!! (Raise your hand if you’ve had that leader on your team before… ME!)

A FEW OTHER THINGS TO CONSIDER WHEN CHOOSING A CAPTAIN…

College athletes are unique.

While coaching college athletes is unique for a lot of reasons, when considering leadership, being the most talented on the team is NOT what athletes want in a peer leader.  For COLLEGE athletes specifically, research shows the #1 thing athletes look for in a good captain is HARD WORK . Not necessarily talent, but work ethic. The second most frequently desired quality is someone who leads by example. For the sake of interesting information, the research with college athletes showed a little bit of a gender difference. So for those of you with male athletes, things look a little different for them.

When asked about the most important characteristics of a captain, female college athletes reported (in order): working hard, being vocal, encouraging the team, and leading by example. Male college athletes reported (in order): working hard, leading by example, and performance. That means when talking about leadership qualities, women put more emphasis on personality traits (they didn’t even mention talent!), while men placed more emphasis on being a good role model with skill performance ranked last.

Positive Motivational Climate

A team climate in which captains place more emphasis on cooperation, putting in a solid effort, and personal skill improvement, makes teammates feel like they are more capable. When they feel more capable, they are more willing to put in the hard work and strive for personal growth.

Want your team to be more motivated?

Choose captains who help improve the positive motivational climate:

Lead by example

Offer choices and listen to teammate’s ideas (no dictators!)

Put the team first

Encourage everyone equally

Focus on skill improvement (themselves and others)

Make sure everyone on the team is connected and no one is left out

  These behaviors can dramatically improve the motivation on your team. But beyond personality and good character, there are other key things to consider that are a little more unique to our world of cheer and dance.

Other Key Considerations

Teaching ability.

Consider their ability to teach others . For many teams, a captain will often choreograph a sideline or halftime routine, or be asked to teach the fight song or any traditional routines to the rest of the team. If teaching is an important part of your captain’s duties, make sure they can do it! This may take some education on your part, but it’s worth it in the long run! For example, if you have a dancer that can’t count, they often struggle to teach no matter how talented they are and that can be frustrating for everyone all year!

Choreography Skills

Similarly, consider their choreography skills. If captains will ever be expected to choreograph during your season, make sure you like what they do. Yes, they are young, and maybe inexperienced in this area, but make sure they are capable of putting together something that won’t embarrass you on the football field. If you’re scared, this is a good time to remember the balance of leadership aspect I was talking about at the beginning. Make sure at least one of them will keep an eye on things if the group has to put together something new.

Recommendations

Especially for high school athletes, think about how they are perceived outside of your team . Ask teachers for recommendations. You want to know that the person you choose as the ‘face’ of your team treats her teachers with respect. That she has integrity in the classroom and demonstrates a hard work ethic in all aspects of her life.

Finally, and I believe most important , is a captain’s personal work ethic . When you have a leader who pushes the team by always giving it everything they have your team has the best chance of happiness and success. This means everywhere (in practice, the weight room, sidelines, game day, and not just competition). When a leader is the lazy one, get ready for a year of frustrations and subpar performances.

To vote or not to vote? The best way to choose a captain.

Think about the roles of your captain and include evaluations of those skills. A captain tryout could include teacher evaluations, demonstrations of teaching abilities, examples of choreography, grades, technical scores, public speaking ability, etc. Choose the things that are the biggest duties of a captain on your team. Then make an evaluation of those skills all a part of the captain selection procedure.

But don’t exclude a team vote.

When your team feels like they had a voice and a part in selecting their leader, research unequivocally shows higher levels of team cohesion and camaraderie. Especially compared to teams where the captain was unilaterally appointed by the coach. That said, your opinion counts! Especially when it comes to the all-important aspect of character. You may be in the best position to recognize it and make sure you have the right person for the job.

Related Posts by Passionate Coach

Developing Leadership Skills: How to Prepare Your Captain to be an Influential Leader

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How do you feel about a head captain and a Co-captain? I have to girls now that both have strong qualities that the other does not. I am thinking of making both of them just “captain” what is your take on that?

Hi Alice! I personally think there would have to be a good reason to keep them with different titles, and in general it would be beneficial to have them each as ‘captain.’ Especially if you feel like they compliment each other, there isn’t a reason to divide the hierarchy. Even if they are different grade levels or experience, they are both contributing positively to your leadership and I would recommend having them on the same level. If it’s been a tradition on your team for a while to have those different titles, just explain your reasoning behind the change to them and the team, make the change and move forward. If it’s well explained and the captains are good leaders (so they shouldn’t care what the title is anyway) I imagine a smooth transition and improved leadership experience for your team. Good luck!

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Your chance of acceptance, your chancing factors, extracurriculars, uc essay leadership examples.

Hey everyone! I'm working on my UC application right now, and I'm a bit stuck on the leadership essay. Can anyone share some good examples of leadership experiences they used for their UC essays? Thanks!

Hey there! It's important to focus on leadership experiences that are unique to you and showcase your personal growth or the positive impact you've had on others. I'll share a few examples that might give you some inspiration, but be sure to tailor your essay to your own experiences.

1. Starting a Club or Organization: If you've founded a club or organization at your school or in your community, this can serve as a strong leadership example. Talk about the challenges you faced, your vision for the club, and how you inspired others to join or support the cause.

2. Community Service or Volunteering Leadership: Discuss your role in organizing a community service project, coordinating volunteers, or leading a team to serve a certain cause. Mention the impact of your work on the lives of those you've helped and how your leadership skills grew through this experience.

3. Sports Team Captain or Leader: If you served as a captain or leader for a sports team, describe your responsibilities and the ways you helped your team succeed. Share how your leadership improved team dynamics or how you pushed your teammates to put forth their best effort.

4. Leadership in School Projects: You can discuss a school project where you took on a leadership role, delegated tasks, and ensured the project was completed on time. Share what you learned about teamwork and communication, and how you were able to help everyone contribute effectively.

5. Mentorship: If you've taken on a mentorship role, either in an academic or extracurricular setting, talk about the guidance you provided to others and the personal growth for both you and your mentee(s).

6. Overcoming Adversity: Sometimes, leadership experiences can be born out of difficult situations, such as overcoming a personal challenge or stepping up in a time of crisis. Describe a challenge you've faced, how you rose to the occasion, and the positive change you were able to bring about.

If you want to see an actual example of an essay that successfully answered this prompt, you're in luck, as you can find one on CollegeVine's blog: https://blog.collegevine.com/university-of-california-essay-examples. The post also includes an explanation of what the essay did well, and points that could have been even stronger.

Remember, the key to a strong leadership essay is to provide specific examples and delve into your growth as an individual and your impact on others. Good luck with your UC application!

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Who could replace Mike Sainristil's leadership in 2024?

ANN ARBOR, Mich. --  While the Michigan football defense is loaded with talent entering 2024, one of the biggest challenges for the Wolverines will be replacing the leadership of departing nickel back Mike Sainristil .

A team captain the past two years, Sainristil was a steadying voice in the defensive backfield, as well as a bona fide playmaker. Regardless of who steps up, he will be missed. Something that's not lost on new secondary coach LaMar Morgan .

"I love Mike, man. Mike asked me a couple times out here, he's getting ready for his combine prep and all that stuff and then he got back from the combine, he caught me at a bad time, it was right before practice, but he wanted to get indie drills," Morgan said. "I didn't even coach him last year, that's how Mike is. It's going to be hard. Mike's a leader. He was the leader of the defense last year, especially in the secondary."

That said, who is the best candidate to replace Sainristil in terms of leadership, if not the position? Morgan mentions a player who has been coming along but is certainly not yet on the average fans' radars.

"I think a guy who has really stepped up is Zeke Berry," Morgan said. "I think Zeke Berry is going to be a unique player for us this year. Still young and still gotta develop him but he has a lot of those traits.

"One thing Mike did, as y'all know, Mike was never in bad position. Ever. You think he's out of phase and he turns his head around and he intercepts the ball. Every time I watch TV, I'm like who is Mikey when i got here and then I saw him walk in and it was unbelievable. He's just a really good athlete. With the ball skills and all that stuff, that's going to be hard to replace with Mike but I think Zeke has done a really good job of being a guy that we can move around at different spots and hopefully he has a really good end of spring and does a really good job in fall."

Berry got some run early in the year last year when both Rod Moore and Makari Paige missed the season opener with nagging injuries. He was impressive, but he himself was injured on the opening kickoff in Week 2, and thus never quite returned to form.

Though Ja'Den McBurrows is likely the shoo-in for the primary nickel spot, that Berry -- nominally a safety -- is getting time on task and is taking a big step forward as a leader bodes well for the Wolverines in the year to come.

This article originally appeared on Wolverines Wire: Who could replace Mike Sainristil's leadership in 2024?

Joe Davis, who quarterbacked Aztecs to huge 1977 win over Florida State, has died

San Diego State squad that went 10-1 in ’77 became the first team in school history to beat a top 20 team with upset over No. 13-ranked Seminoles

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Brett Davis has heard the story told by his father many, many times.

Joe Davis never tired of telling anyone who would listen about San Diego State’s 41-16 victory in 1977 over No. 13-ranked Florida State.

The game was played in front of 50,543 fans — the second-largest crowd ever to see an SDSU home game — at San Diego Stadium.

It is regarded as the greatest victory in Aztecs football history.

It was the first time SDSU ever beat a nationally-ranked opponent, highlighting a 10-1 season in which the Aztecs finished No. 16 in the final AP poll.

The game is memorialized on one of the walls at Snapdragon Stadium.

Joe Davis was the man who quarterbacked the Aztecs to victory.

“I don’t think he got credit for the player he was,” Ted Tollner, SDSU’s offensive coordinator from 1973-80, said on Saturday. “Every time his name would come up, I would think about the Florida State game. ...

“Joe did a good job of recognizing the defense, not forcing any balls, getting it to the open guy and getting it there accurately.”

Davis, 70, died Thursday in a hospital near his home in Arkansas. He suffered a stroke earlier in the week.

Davis’ passing promises several more retellings from friends and family members of that day when everything came together for Davis and the Aztecs.

Confidence was high in the SDSU locker room in the days leading up to the game.

“It was one of those Joe Namath moments (promising a victory),” Brett Davis said, “where he was like, ‘We knew we were going to win the game. These guys are not going to be able to cover us. We are going to tear these boys up.’

“They told everybody, ‘We’re going to win, and we’re going to win by a lot.’

And so they did.

The Aztecs took a 38-10 halftime lead in what newspaper accounts suggested was the best half of football in the program’s 56-year history.

The SDSU defense took over in the second half to deliver the 25-point victory.

After the game, Florida State coach Bobby Bowden said: “They just beat our butts all over the field. You know, we expected them to be good but this was ridiculous. They were two feet off the ground when they took the field, and they never did come down.”

Bowden called Tollner the following day, still wondering how the Aztecs did what they did.

“Bobby was a friend of mine,” Tollner noted. “He said, ‘Tell me, how did you guys know what to do?’ ”

Tollner told him, “Our quarterback did a hell of a job.”

This was an era when the pass was not yet at the forefront of college football, and the Seminoles were not prepared for what SDSU had in store for them.

Davis completed 15 of 19 passes in the half for 181 yards and three touchdowns. All three scoring strikes went to wide receiver Ron Smith, who finished with nine catches for 121 yards.

SDSU’s attack was bolstered by running back Deacon Turner’s 25 carries for 189 yards and two TDs.

And the Aztecs defense stopped the Seminoles drive after drive.

But it was Davis’ finest hour.

“Our game plan was beautiful,” Davis said in a jubilant SDSU locker room after the game. “It worked just the way we dreamed it would.

“We wanted to show them a lot of looks, and give them a lot of combinations, because it’s hard to cover those things when you haven’t seen much passing before.”

Rick Garretson, an SDSU wide receiver in the late 1970s, caught the last touchdown pass of the 1977 season from Davis. It came two weeks after the Florida State win, in a season-ending victory at San Jose State that capped the 10-1 season.

“Joe was a guy who could overcome adversity. He would make you laugh, even in stressful situations, and everybody would follow him.

“You don’t do what we did that year without that type of direction and leadership from your quarterback.”

Davis, a team captain along with linebacker Whip Walton, was 174-for-290 passing (60 percent) during the 1977 season, throwing for 2,360 yards and 24 touchdowns.

Davis grew up in Oxnard and played at Santa Barbara Community College before transferring to SDSU.

A two-decade coaching career began in the early 1980s as a quarterbacks coach at San Diego Mesa Community College.

Davis later became a sports official in football, baseball and basketball, though he remained connected to coaching through son Brett, who is currently head football coach at Arizona’s Tonopah Valley High School.

“There are not too many guys who I would classify as a gamer, but Joe was,” Garretson said. “It could look not how the coach pieces it together or the right techniques, or things like that, but Joe just always, he won.”

“He was just that guy.”

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