Decision-Making Processes of Coaches: Influence of Leadership Orientations and Problem-Solving Skills

Decision-Making Processes of Coaches: Influence of Leadership Orientations and Problem-Solving Skills | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Decision-Making Processes of Coaches: Influence of Leadership Orientations and Problem-Solving Skills Asil Çetinkaya, Tonguç Osman Mutlu, Halil Erdem Akoğlu This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6507256/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 5 You are reading this latest preprint version Abstract Background The purpose of this study is to examine the rational and intuitive decision making of coaches in terms of their leadership orientations and problem-solving skills. The research model was designed to reveal the effect of intuitive and rational decision-making styles that coaches choose when overcoming problems and the effect between leadership orientations and intuitive and rational decision-making styles. Method In the study, a questionnaire-based approach was used to collect data from ‘261’ individual and team sport coaches working in Turkey. The hypotheses of the model were tested with structural equation modelling using Smart PLS software. Results The findings reveal the positive effect of education and training, democratic and social support components of leadership orientation on coaches' rational decision-making skills, and the positive effect of democratic and autocratic leadership orientation components on intuitive decision-making skills. Moreover, the positive effect of rational decision making on coaches' problem solving components of impulsive, confidence, monitoring, avoidant, and planfulness, and the positive effect of intuitive decision making on problem solving antecedents of reflective, monitoring, and planned were found. Conclusions Our research is unique in that it is the first step towards understanding the guidance of intuitive and rational decision-making mechanisms in the influence of coaches' leadership orientations on problem solving skills and can be modeled to provide evidence for future research. The results suggest that coaches' leadership orientations positively influence their intuitive and rational decision-making skills. Coach leadership orientation problem solving decision making Figures Figure 1 Introduction Decision-making power is an ability responsible for fulfilling vital functions for human life and future. With the decisions they make, people ensure that their lives and futures take a positive or negative orientation (Lighthall, 2020). Decisions made to reach the desired result in the face of a situation; if it requires reaching a quick and immediate result, it activates intuitive decision-making mechanisms, and if it requires slow thinking with a systematic approach, it activates rational decision-making mechanisms (Kahneman, 2011). Whether a person encounters a positive or negative outcome depends on how he/she uses these two mechanisms. The way a person manages his/her decision-making power may force him/her to deal with the complexities of chaotic situations, but it may also pave the way for him/her to build the future he/she wants (Ratcliff & Rouder, 1998). It is a fact that the decisions made at important moments affect the result in winning or losing successes in sports. From this point of view, it is important for the decision maker in sport to consider the risks of fast and sudden decisions by relying on intuition, and to consider the appropriateness of the planned timing in decisions to be taken slowly and in a certain period (Leveaux, 2010; Kelecek et al., 2015). In addition to the talents, skills and diligence of the athletes, it is also important how their coaches guide them in which subjects (Gündoğdu & Sunay, 2018). The charismatic authority of the coach, his/her educational and instructive approach, the way he/she directs his/her athletes, the way he/she contributes not only in terms of sportsmanship but also in terms of his/her life, the way he/she motivates the athlete with various rewards, and the formation of a tighter communication environment are the factors that can enable the athlete to start to see his/her coach as a ‘leader’ (Chelladurai & Saleh, 1980; Hoye et al. , 2006; Yukl, 2010). Because the athlete can progress under the guidance of his/her coach who helps him/her to make successful decisions and solve his/her problems throughout his/her sport life due to the above reasons. It is inevitable that the coaches of athletes who have to overcome various psychological, physiological and tactical problems while progressing on the road to success should actively use problem solving skills by making strategically important decisions (Heppner, 1988). Based on this information, coaches' problem-solving behaviours and intuitive (system-1) and rational (system-2) decision-making styles may be affected. Therefore, 2 research questions (RQs) were formulated in the study to address the identified research gaps: RQ1. How do coaches' leadership behaviours affect their intuitive (system-1) and rational (system-2) decision-making styles? RQ2. What is the relationship between coaches' intuitive (system-1) and rational (system-2) decision-making styles and problem-solving skill antecedents? Sport requires working towards a goal to win, unknowns and continuous progress, making it inevitable that problems will arise. In fact, it is the overcoming of these problems, which are likely to be encountered, that makes the achievements more valuable. People can make decisions quickly by making ‘intuitive’ inferences or slowly by turning to their ‘rational’ side (Kahneman, 2011). Decision-making is considered as a skill because it can be ‘used’, and attributing ‘power’ to it is since it embodies human judgement in the face of events (Rowe & Mason, 1987). The human brain can be thought of as a machine that constantly tries to make decisions for problem solving. While resources are available to solve any problem in the world, the issue of ‘what’ the problem is, how, with what and by whom it can be solved is the other issue to be focused on. Because the ability to ‘identify’ the problem requires intelligence and is of the same critical importance as the solution of the problem (Popper, 2001). People who can make a decision for the solution of any problem in sports, if they have demonstrated a successful problem-solving skill with the decision they make, they will lead others. This may be an athlete, a coach or a person in a managerial position. The leader can be seen by others as an intelligent person capable of problem solving with his/her accurate and result-oriented decisions. In fact, the contiguity of leadership, decision making and problem solving is even more evident in this point. Because, as mentioned above, the so-called leader exhibits a self-confident character in terms of responsibility and risk-taking, he/she seems to have no alternative in problem solving and decision-making until another leader candidate emerges (Heller, 1971). The research makes some fundamental contributions to the field. Firstly, it is supportive research to the studies explaining the process of revealing the effects of intuitive (system-1) and rational (system-2) decision-making styles of coaches on their problem-solving skills. Secondly, it provides the opportunity to understand and give suggestions to practitioners on coach leadership behaviours including training and instruction, democratic, autocratic, social supportive, positive feedback, system-1 and system-2 decision making style and problem-solving skills in the context of Turkey to individual and team sports coaches worldwide. Thirdly, it is important in terms of clarifying the link between coaches' intuitive (system-1) and rational (system-2) decision-making styles, problem solving skills and leadership behaviours, and expanding the fields of study by providing evidentiary suggestions for future research. The remainder of this paper is arranged in following sequence: literature review, research hypotheses, methodology, results, discussion, implications and limitations. Literature Review Decision-Making (System-1 and System-2) Although many regions of the human brain show a symbiotic behaviour and cooperate with each other in decision-making stages, the prefrontal cortex (working memory) and hippocampus (long-term memory) are the centres that undertake the most critical tasks of these stages. These regions first perceive the information coming from outside, if it is a familiar information that has been encountered before, it directs the brain to make a quick decision, if it is a new information that has not been encountered, it follows a slower decision-making path by going through various cognitive processes (Dinç, 2022). In the literature, there are various studies on decision making (Arroba, 1978; Heller, 1971; Vroom & Yetton, 1973; Johnson, 1978; Nutt, 1979; Harren, 1979; Scott & Bruce, 1995; Connor & Becker, 2003). There are two basic decision-making styles at the point where most of the research converge. These are ‘intuitive’ decision making, which is called system-1 and works automatically by making use of associations, emotions, desires and impressions, and ‘rational’ decision making, which is called system-2 and requires information gathering, analysis and intensive mental activity (Scott & Bruce, 1995; Nas, 2010; Ime et al., 2020). Although they have separate ways of processing incoming information, system-1 and system-2 try to work in harmony with each other. Intuitive decision-making reacts quickly to a new but remembered situation or event thanks to the information implicitly available in the memory, thus reducing the workload of rational decision-making, which is slower and needs to be analysed. Although the division of labour between system-1 and system-2 is highly efficient, there may be mistakes when the decision-making limit, which varies from person to person, is exceeded (Kahneman, 2011). From this point of view, it is very important for the success and reliability of decision-making mechanisms that people consider decision boundaries. Because all subsequent actions are taken with confidence in the correctness of the decision made. Leadership Behaviour in Sports While addressing the issues related to leadership in the studies conducted in the field of sport, an attempt has generally been made to make research on leadership theories and styles, and due to the lack of sport-specific leadership understandings, the explanation of the relationship between leadership and sport has been overshadowed by managerial sciences (Horn, 2002). As sport organisations such as sport teams, sport clubs, etc. have similar characteristics with other organisations with which leadership theories are associated, it actually paves the way for the formation of a unique leadership approach in sport (Chelladurai & Haggerty, 1978). Studies that have linked sport to leadership in various ways have generally focused on coaches who are involved in practice and have the greatest ability to intervene. In these studies, answers were sought to questions about which leadership style has a positive effect on the performance of athletes (Smoll et al., 1978; Smoll & Smith, 1989). However, Chelladurai and Saleh (1980) made the relationship between leadership and sport more explainable by addressing the concept of leadership in a multidimensional way based on sport, athletes and coaches. The basis of the researchers' study was to examine how athletes and coaches perceive each other's leadership and how these perceptions affect performance efficiency (Chelladurai, 1990). According to this, the effective elements in creating changes with the understanding of leadership in sport are training and instruction, democratic, autocratic, social support and positive feedback behaviours (Chelladurai & Saleh, 1980). Problem Solving Problems are the obstacles in front of what is aimed to be achieved (Popper, 2001). Even though problems cause a negative perspective, they create valuable opportunity areas for people to develop and progress (Gelbal, 1991; Heppner & Krauskopf, 1987; Schunk, 2004). Problem solving is a chaotic process in which a person uses all his/her mental and physical skills until he/she reaches a result and at the same time utilises his/her own and others' experiences. Since problem solving is a situation that takes place in a certain process, solving the problem quickly or slowly, and finalising it in the desired or undesired way depends on the skills of the people who undertake the solution of the problem (Cüceloğlu, 2003; Swanson, 1990). When people focus on the problem, they may be able to solve it in more than one way. To reach the result quickly, he/she may use impulsive and the first method that comes to mind. By analysing and thinking about the problem in all its dimensions and evaluating it from a strategic point of view, a planned solution can follow a solution path. He/she may display a behaviour that avoids the solution by thinking that he/she cannot overcome the problem or he/she may take full responsibility for the solution of the problem by showing a self-confident character (Heppner, 1988; Heppner & Petersen, 1982). The person's approaches are related to how he/she wants to use his/her problem-solving skills and what his/her abilities are (Şahin et al., 1993). Theorical Background Relationship between leadership and problem solving Leaders are skillful in identifying and creatively solving the problems encountered while directing the followers gathered around certain goals and who are also highly self-confident (Reiter-Palmon & Illies, 2004). Generating preventive and reactive solutions to the problems that may be encountered during the activities that will ensure the successful achievement of the objectives reveals the importance of the skill set that emphasises leaders (Mumford et al., 2000). Sport is a field that needs creative solutions due to the intense competitive environment. From this point of view, encouraging creative problem solving and developing its capacity constitute an area of practice that needs to be realised in terms of leader effectiveness (Carmeli et al., 2013). In another research area, it is also revealed that leader support increases the problem-solving creativity of group members (Maliakkal et al., 2022). Mediating role of decision-making It is accepted as a fact that personalities who show the will to take responsibility for decisions in situations where others abstain from solving problems are regarded as leaders (Heller, 1971). It is the responsibility of the person who holds the decision-making power to decide whether to make the decision quickly intuitively or slowly from a rational point of view. The success of leadership is linked to the quality of decisions made by the leader (Vroom, 1973). When leaders are careful about their thought processes and actions, they can make better decisions and come up with result-oriented problem solving (Bolman & Gallos, 2011). The multiple non-linear relationships in sport, the time pressure in decision-making and the unpredictability inherent in sport reveal the need for leadership with a strong will to solve the problems that arise (Afonso et al., 2012). The understanding of competition in sport develops the ability of athletes and coaches who want to win to think more flexibly about problem solving. The uncertainties within the competitive understanding of sport reveal the need for leading coaches with sharp and analytical intelligence, who have the ability to understand problems and find the most appropriate method by making decisions to solve them (Corner, 2004; Heppner & Petersen, 1982). Since making decisions on behalf of the group involves various interactions, the leader's approach is shaped according to the dynamics of the group and the situation encountered (Vroom & Yetton, 1973). From this point of view, the leader should create a pre-template of the world that is thought through to the details in order to minimise the fallacies in the heuristic (System-1) decision-making mechanism used by the leader in chaotic situations. On the other hand, it should keep its mechanism supporting information, analysis and research in rational (System-2) decision making, which it uses to increase decision reliability and minimise time loss in simple, complex, layered and complex situations, up-to-date and open to learning (Kahnemann, 2011; Nutt, 1976; Rowe & Boulgarides, 1994; Snowden & Boone, 2007). Research hypotheses The aim of the research in the light of this information; was to examine the rational and intuitive decision making of coaches in terms of their leadership orientations and problem-solving skills. Therefore, to develop the proposed research framework, the constructs and visual elements were derived from previous research, as shown in Figure 1. Relationship between leadership and decision-making Snowden and Bonee (2007) state that leaders can successfully overcome different situations by establishing and implementing appropriate decision-making mechanisms. Vroom and Yetton (1973) demonstrated the value of decision making in leadership literature and its importance that cannot be ignored. Hornak and Garza (2016) pointed out that it is very important for the leader to make accurate decisions in a continuous manner in the effective guidance of the followers. Flores et al. (2018) stated that they reached accurate results in the decisions they made by relying on their intuition in sports competitions. H1a: Coaches' “training and instruction” behaviour positively affects rational decision making. H1b: Coaches' “training and instruction” behaviour positively affects intuitive decision making. H2a: Coaches' “democratic” behaviour positively affects rational decision making. H2b: Coaches' “democratic” behaviour positively affects intuitive decision making. H3a: Coaches “autocratic’ behaviour positively affects rational decision making. H3b: Coaches' “autocratic” behaviour positively affects intuitive decision making. H4a: Coaches' “social support” behaviour positively affects rational decision making. H4b: Coaches' “social support” behaviour positively affects intuitive decision making. H5a: Coaches' “positive feedback” behaviour positively affects rational decision making. H5b: Coaches' “positive feedback” behaviour positively affects intuitive decision making. Relationship between decision-making and problem solving In order to solve the problems, a decision must be made to select the necessary elements (Miller & Byernes, 2001). Coaches' intuitive or rational decision-making ability and the ability to solve the problems before, during and after the competition constitute an important area (Kaya, 2014). The reliability of intuitive and rational decision-making mechanisms in solving problems that may arise in the unknowns of sport is very important in achieving sporting success (Proios et al., 2007). Predictive situations require fast, reactive and intuitive decision-making based on foresight, whereas issues that require waiting and guaranteeing require slower and rational decision-making (Gold & Shadlen, 2007). It has been stated that in situations with low level of complexity in sport, it is necessary for the person to make decisions intuitively with the implicit knowledge readily available in the mind, and in situations with high level of complexity, it is necessary for the person to make rational decisions based on explicit knowledge (Raab, 2003). It has been stated that the person should strengthen his/her intuition by specialising to eliminate deception strategies for solution in problems arising due to multiple uncertainties in sports and should provide the rational decision-making mechanism with room for action for tactical changes in the strategies developed to win (Bar, 2007). The following hypotheses were formed in the light of this information. H6a: Rational decision making positively affects “impulsive” problem solving. H6b: Rational decision making positively affects “reflective” problem solving. H6c: Rational decision making positively affects “confidence” problem solving. H6d: Rational decision making positively affects “avoidant” problem solving. H6e: Rational decision making positively affects “monitoring” problem solving. H6f: Rational decision making positively affects “planfulness” problem solving. H7a: Intuitive decision making positively affects “impulsive” problem solving. H7b: Intuitive decision making positively affects “reflective” problem solving. H7c: Intuitive decision making positively affects“confidence” problem solving. H7d: Intuitive decision making positively affects “avoidant”problem solving. H7e: Intuitive decision making positively affects “monitoring”problem solving. H7f: Intuitive decision making positively affects “planfulness” problem solving. Method Sample Design and Data Collection A research design based on a questionnaire approach was created in order to collect data from individual and team sports coaches actively working in Turkey. While the population of the research consists of individual and team sports coaches working throughout Turkey, the sample consists of ‘261’ individual and team sports coaches who voluntarily participated in the research. The scales that were decided to be used for the research were created online (google e-forms) and applied to the individual and team sport coaches in the sample group. Informed consent form was presented to the participants and individual and team sports coaches who approved the consent form online could participate in the study. The study was approved by Muğla Sıtkı Koçman University Ethics Committee (Date: 2023-05-29, No:63). At the very beginning of the questionnaire collected online, an informative consent form was presented to the participants and the questionnaire was continued with the participants who accepted it. The surveys of the participants who did not agree were terminated. Of the individuals who participated in the study, 92 (35,2%) were female, 169 (64,8%) were male; 92 (35,2%) had been coaching for 0-1 years, 89 (34,1%) for 2-5 years, 41 (15,7%) for 6-10 years, 39 (14,9%) for 11 years or more; 198 of them (75,9%) worked as individual sports coaches, 63 of them (24,1%) worked as team sports coaches and their average age was ‘30’ (Standard Deviation Coaches Age between -11 and +11). Measures All of the scales used in the study have been previously tested for reliability in the literature. Three different scales were used in the study. In order to measure the structures of the scales, they were ranked on a five-point Likert type ranging from “strongly disagree” to “strongly agree”. The first scale is the “Leadership for Sports” scale developed by Chelladurai and Saleh (1980) and adapted into Turkish by Tiryaki and Toros (2001); the second scale, the “Rational and Intuitive Decision Making” scale developed by Hamilton et al. (2016) and adapted to Turkish by Ime et al. (2020); The third scale, the “Problem Solving” scale, developed by Heppner (1988) and adapted into Turkish by Şahin et al. (1993), was used. The “Leadership for Sports” scale in the first section of the survey form consists of 5 sub-dimensions and 40 questions. Its sub-dimensions consist of questions on training and instruction behavior, democratic behavior, autocratic behavior, socially supportive behavior, and positive feedback behavior. The “Rational and Intuitive Decision Making” scale in the second part of the questionnaire form consists of 2 sub-dimensions and 10 questions. Its sub-dimensions consist of rational decision-making and intuitive decision-making questions. The third “Problem Solving” scale of the survey form consists of 6 sub-dimensions and 35 questions. Its sub-dimensions consist of questions such as impulsive, reflective, confidence, aviodant, monitoring and planfulness. Common method bias (CMB) Various methods were applied to minimise Common Method Bias (CMB). In the data collection phase, the anonymity of the participants was preserved and honest responses were obtained. In addition, reverse coded items were used. In the analysis phase, Harman's single factor test was applied and the result of 24.49% was found to be within acceptable limits (Podsakoff et al., 2003). In addition, inter-variable correlations and VIF values were analysed and all values were below 0.9, indicating that there was no excessive correlation. VIF values below 3.3 also eliminated the risk of CMB (Kock, 2015). Finally, the Common Latent Factor (CLF) method was used to evaluate and control CMB. The fact that the standardised factor loadings differed by less than 0.20 between the confirmatory factor analysis (CFA) models revealed that CMB was not a problem (Serrano-Archimi et al., 2018). Thanks to these methods, CMB was reduced and the results of the analyses confirmed this. Results Measurement model Table 1 represent the result of measurement model. Factor loading of all the measurement items were more than 0.7 (Hair et al. 2021 ). Also, values of Cronbach alpha, AVE, and CR are well below suggested cut-off suggesting convergent validity. Table 1 Factor loading, validity, and reliability Sub-dimensions Items Outer loading (> 0.6) Cronbach’s alpha (> 0.7) CR (> 0.7) AVE (> 0.5) Training and Instruction ET1 ET2 ET3 ET4 ET5 ET6 ET7 ET8 ET9 0.729 0.738 0.759 0.697 0.749 0.677 0.650 0.670 0.746 0.879 0.903 0.509 Democratic D1 D2 D3 D4 D5 0.666 0.763 0.656 0.771 0.700 0.759 0.837 0.508 Autocratic A1 A2 0.632 0.846 0.219 0.712 0.558 Social Support S1 S2 S3 0.790 0.843 0.790 0.732 0.849 0.651 Positive Feedback PFB1 PFB2 PFB3 PFB4 0.794 0.784 0.814 0.791 0.807 0.873 0.633 Rational Decision-Making RDM1 RDM2 RDM3 RDM4 RDM5 0.834 0.831 0.824 0.861 0.824 0.891 0.920 0.697 Intuitive Decision-Making IDM1 IDM2 IDM3 IDM4 IDM5 0.774 0.904 0.894 0.824 0.813 0.897 0.925 0.711 Impulsive P-S IS1 IS2 IS3 IS4 IS5 IS6 IS7 IS8 IS9 0.642 0.873 0.785 0.787 0.790 0.661 0.781 0.803 0.791 0.913 0.929 0.594 Reflective P-S RS1 RS2 RS3 RS4 RS5 0.744 0.801 0.757 0.712 0.785 0.818 0.828 0.618 Avoidant P-S AS1 AS2 AS3 AS4 0.865 0.922 0.847 0.917 0.910 0.937 0.789 Monitoring P-S M1 M2 M3 0.838 0.843 0.665 0.687 0.712 0.558 Confidence P-S C1 C2 C3 C4 C5 0.819 0.802 0.832 0.763 0.654 0.835 0.883 0.603 Planfulness P-S P1 P2 P3 P4 0.814 0.761 0.780 0.842 0.813 0.877 0.640 Note (s) : Factor loading, α 5 Cronbach’s alpha, CR 5 Composite reliability and AVE 5 Average variance explained Discriminant validity was examined by using Fornell and Larcker ( 1981 ) criteria. Table 2 indicated that both the methods suggested that discriminant validity was achieved. Table 2 Discriminant validity Constructs ET D A S R RDM IDM IS RS AS M PC P Training and Instruction 0.714 Democratic 0.669 0.713 Autocratic 0.001 0.081 0.747 Social 0.613 0.617 0.021 0.807 Rewarding 0.670 0.670 0.037 0.700 0.796 Rational Decision-Making 0.684 0.600 -0.069 0.705 0.609 0.835 Intuitive Decision-Making 0.159 0.293 0.462 0.138 0.190 -0.006 0.843 Impulsive 0.087 -0.130 -0.528 0.058 0.028 0.186 -0.568 0.771 Reflective 0.630 0.527 -0.027 0.564 0.550 0.686 0.080 0.075 0.760 Avoidant 0.181 -0.019 -0.446 0.148 0.107 0.296 -0.451 0.770 0.177 0.888 Monitoring 0.565 0.483 0.082 0.492 0.494 0.520 0.205 0.001 -0.027 0.112 0.786 Confidence 0.681 0.503 -0.079 0.595 0.596 0.682 0.067 0.161 0.699 0.215 0.687 0.777 Planfulness 0.617 0.474 -0.003 0.562 0.513 0.686 0.085 0.081 0.680 0.139 0.669 0.775 0.800 Source(s) : Authors’ own creation Structural model PLS Bootstrapping analysis was performed to test the structural model and is shown in Table 3 . As a result of this analysis, it was determined that the antecedents of leadership in sports, training and instruction (β = 0.570; p < 0.01), democratic β = 0.270; p < 0.01), social support (β = 0.186; p < 0.01), positively affected rational decision making; and democratic (β = 0.270; p < 0.01), autocratic (β = 0.444; p < 0.01) antecedents positively affected intuitive decision making. Other findings of the study were that rational decision-making problem-solving antecedents impulsive (β = 0.177; p < 0.01), reflective (β = 0.687; p < 0.01), avoidant (β = 0.290; p < 0.01), monitoring (β = 0.523; p < 0.01), confidence (β = 0.683; p < 0.01) and planfulness (β = 0.687; p < 0.01) had a positive effect. It has been determined that intuitive decision making positively affects the problem-solving antecedents reflective (β = 0.083; p < 0.01), monitoring (β = 0.206; p < 0.01), and planfulness (β = 0.091; p < 0.01). On the other hand, it was determined that intuitive decision making was negatively affected by impulsive (β =-0.570; p < 0.01) and avoidant (β =-0.456; p < 0.01) problem solving antecedents. Table 3 Structural results and tests of hypotheses Hypothesis Paths (β) t-value p Reliability interval Result (%2,5) (%97,5) H1a ETB→RDM 0.570 7.944 0.000 0.427 0.713 Supported H1b ETB→IDM -0.003 0.024 0.981 -0.240 0.208 Not supported H2a DB→ RDM 0.270 3.346 0.001 0.042 0.235 Supported H2b DB→ IDM 0.270 3.337 0.001 0.098 0.427 Supported H3a AB→ RDM -0.083 1.908 0.057 -0.171 -0.002 Not supported H3b AB→ IDM 0.444 8.368 0.000 0.342 0.554 Supported H4a SSB→ RDM 0.186 2.287 0.023 0.023 0.337 Supported H4b SSB→ IDM -0.066 0.678 0.498 -0.247 0.132 Not supported H5a PFB→ RDM -0.040 0.544 0.586 -0.170 0.105 Not supported H5b PFB→ IDM 0.033 0.409 0.683 -0.133 0.179 Not supported H6a RDM→IS 0.177 3.506 0.000 0.084 0.284 Supported H6b RDM→RS 0.687 15.305 0.000 0.601 0.771 Supported H6c RDM→AS 0.290 5.734 0.000 0.193 0.396 Supported H6d RDM→M 0.523 8.959 0.000 0.395 0.626 Supported H6e RDM→C 0.683 16.999 0.000 0.602 0.763 Supported H6f RDM→P 0.687 17.747 0.000 0.608 0.759 Supported H7a IDM→IS -0.570 11.108 0.000 -0.670 -0.471 Supported H7b IDM→RS 0.083 2.109 0.035 -0.000 0.156 Supported H7c IDM→AS -0.456 9.271 0.000 -0.522 -0.366 Supported H7d IDM→M 0.206 2.973 0.003 0.069 0.336 Supported H7e IDM→C 0.069 1.376 0.169 -0.024 0.167 Not supported H7f IDM→P 0.091 2.137 0.033 0.004 0.167 Supported Note(s) : TIB = Training and Instructor Behavior; DB = Democratic Behavior; AB = Autocratic Behavior; SSB = Social Support Behavior; PFB = Positive Feedback Behavior; RDM = Rational Decision-Making; IDM = Intiutive Decision-Making; IPS = Impulsive Problem Solving; RPS: Reflective Problem Solving; CPS: Confidence Problem Solving; APS = Aviodant Problem Solving; MPS = Monitoring Problem Solving; PPS = Planfulness Problem Solving Source (s) : Authors’ own creation Predictive power Table 4 provides information about the relationships and predictive power of the variables included in the structural equation modeling. Accordingly, leadership behavior components explain 64% of rational decision-making and 28% of intuitive decision-making. Rational and intuitive decision making explained 36% of the problem-solving skills in IPS, 31% in RPS, 48% in CPS, 47% in APS, 29% in MPS and 48% in PPS. Table 4 Predictive power Constructs VIF R 2 Q 2 Training and Instruction RDM/IDM 3.860 2.089 1.012 3.145 2.702 0.642/0.282 0.435/0.193 Democratic Autocratic Social Support Positive Feedback Rational Decision-Making Impulsive P-S Reflective P-S Confidence P-S Avoidant P-S Monitoring P-S Planfulness P-S 1.000 1.000 1.000 1.000 1.000 1.000 0.359 0.313 0.478 0.470 0.295 0.479 0.206 0.186 0.268 0.272 0.229 0.300 Intuitive Decision-Making Discussion This research aims to examine coaches' intuitive (system-1) and rational (system-2) decision-making styles in terms of their problem-solving skills and leadership orientations. Hypotheses were developed and tested in line with the objectives determined by the researchers. According to the findings, it was determined that the antecedents of leadership in sports; education and training (H1a), democratic (H2a), social support (H4a) positively affect rational decision making. It was also found that sports leadership's antecedents, democratic (H2b) and autocratic (H3b), positively affected intuitive decision making. Previous studies support the research findings. Johnson ( 2006 ) emphasized the importance of flexibility in coaches' decision-making regarding problem solving according to the situation. Sherman et al. ( 2002 ) stated that coaches should shape their intuition and rationality in their decision-making according to the athletes' situation. Sherman et al. ( 2002 ) stated that coaches use decision-making mechanisms with what is described as softer direction. Chelladurai and Arnott ( 1985 ) emphasized the importance of coaches' decision-making in motivating athletes' leadership orientation preferences depending on the situation. Allen ( 2007 ) demonstrated the effects of decision making with supportive orientations on athletes. Gilbert and Trudel ( 2005 ) state that decision-making with a leadership orientation that motivates athletes makes them more performant. Morgan et. al. ( 2020 ) stated that there is a positive relationship between coaches' orientations and the tactical and strategic decision-making mechanisms they develop to achieve success. According to other findings of the study, it was determined that rational decision-making positively affects the problem-solving antecedents impulsive (H6a), reflective (H6b), avoidant (H6c), monitoring (H6d), confidence (H6e), and planfulness (H6f). It has been determined that intuitive decision making positively affects problem solving antecedents reflective (H7b), monitoring (H7d) and planfulness (H7f). Previous studies support the research findings. Snowden and Bonee (2007) emphasized the importance of intuitive decision making in the face of simple and chaotic problems and rational decision making in complex and complicated problems. Rippol et. al. ( 1995 ) stated that intuitive decision making is important in overcoming situations in sports. Aorons et al. ( 2023 ) stated that decisions should be made in solving problems in sports in a step-by-step manner. Implications for research and theory Our proposed model is based on the theory of leadership orientation in sport, the theory of intuitive (system-1) and rational (system-2) decision making, and the theory of problem solving (Chelladurai & Saleh, 1980 ; Kahnemann, 2011 ; Heppner, 1988 ; Şahin et al., 1993 ). The main contribution of this article to theories of leadership orientation, decision making and problem solving in sport is; it provides suggestions as evidence for future studies to explain the mediating role of coaches' training and instruction, democratic, autocratic, social support providing, positive feedback orientations on reactive, reflective, monitoring, avoidant, self-confident and planned problem solving skills in sports decision making. The research fills an important gap in the literature by providing results that enable the integration of leadership, decision-making and problem-solving in sports, which are relatively superficial and mainly theoretical in the literature, in a practical way and broaden perspectives. Our research is unique in that it is a first step towards understanding how coaches' leadership orientations and problem-solving skills are guided by intuitive (system-1) and rational (system-2) decision-making mechanisms and is demonstrated through a model. Our model, supported by the background and hypotheses created within the scope of our research, completes a different area than explaining the coaches' orientations in problem solving. Because the model created by the researchers strongly demonstrates that the orientations and problem-solving skills of the coaches are affected, while the mediating role of intuitive (system-1) and rational (system-2) decision-making mechanisms can be a guide, making it easier and paving the way for an original explanation by becoming accurate. Implications for practice This research offers some key implications for practice for coaches and others involved in the competitive side of sports. The antecedents of leadership orientation in sports such training and instruction, democratic, autocratic, social support provider and positive feedback will be effective in terms of knowing when, how and which decision-making mechanism coaches can use to solve problems that may arise, such as reactive, reflective, self-confident, avoidant and planned. Chelladurai and Selah (1980) stated that the decisions coaches make in the face of situations, together with the orientation they choose, pave the way for accurate and successful results. On the other hand, Aorons et. al. ( 2023 ) emphasized the need to make step-by-step determinations to overcome the problems that may be encountered during competition in sports full of unknowns. From this perspective, it is important for effective guidance that coaches determine their behaviors regarding whether they will make quick or slow decisions to solve problems they may encounter in a competitive environment full of unknowns. Limitations and future research directions This research has two limitations. Firstly, since the data presenting the research were obtained from athletes living in Turkey, caution should be exercised when generalizing the findings. In the future, the generalization of the findings obtained in this study can be strengthened by studying different sample groups in countries with different sports infrastructures. Second, the research findings are based on cross-sectional data collection, which suggests that long-term effects of time are not taken into account. Future research may prefer other method approaches that can explain this limitation. Conculusion This study reveals the impact of coaches' leadership orientations on their intuitive (System-1) and rational (System-2) decision-making styles and problem-solving skills. The findings indicate that leadership orientations such as training and instruction, democratic behavior, and social support enhance rational decision-making, while democratic and autocratic leadership styles strengthen intuitive decision-making. Furthermore, rational decision-making positively contributes to problem-solving components such as planfulness, confidence, and monitoring, whereas intuitive decision-making supports reflective thinking and monitoring abilities. These results highlight the importance of coaches adopting a flexible decision-making approach, demonstrating that adapting to different situations is crucial for the development and success of athletes. Declarations Acknowledgements We thank every respondent in the study for their contributions. Author contributions AÇ: Conceptualization, Writing– original draft, writing– review & editing, project administration, resources, funding acquisition. TOM: Investigation, data curation, supervision, project administration. HEA: Methodology, formal analysis, visualization, writing– review & editing, resources. Funding The authors have not declared a specific grant for this research from any funding agency in the public, commercial, or not-for-profit sectors. Data availability The data that support the findings of this study are available from the corresponding author, [HEA],upon reasonable request. Ethics approval and consent to participate The study was approved by Muğla Sıtkı Koçman University Ethics Committee (Date: 2023-05-29, No:63) and was conducted according to the principles stated in the Declaration of Helsinki. This researchdid not receive any specific grant from funding agencies in public, commercial, or not-for-profit sectors. Informed consent was obtained from all individual participants included in the study. Consent for publication Not applicable. Competing interests The authors declare no competing interests. References Afonso, J., Garganta, J., & Mesquita, I. (2012). 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Tiryaki, S., & Toros, Z. (2001, Ekim 11-12). Spor için liderlik ölçeği, koçun kendi lider davranışını algılaması formunun geçerlik ve güvenirlik çalışması. (Sözlü Bildiri). II. Uluslararası Spor Psikolojisi Sempozyumu, İzmir, Türkiye. Vroom, V. H. (1973): A new look at managerial decision making. Organisational Dynamics, Spring, 66-79. Yukl, G. (2010). Leadership in organizations (seventh edition). New Jersey: Pearson Education. Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviewers invited by journal 25 Jun, 2025 Editor assigned by journal 18 Jun, 2025 Editor invited by journal 08 May, 2025 Submission checks completed at journal 06 May, 2025 First submitted to journal 06 May, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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With the decisions they make, people ensure that their lives and futures take a positive or negative orientation (Lighthall, 2020). Decisions made to reach the desired result in the face of a situation; if it requires reaching a quick and immediate result, it activates intuitive decision-making mechanisms, and if it requires slow thinking with a systematic approach, it activates rational decision-making mechanisms (Kahneman, 2011). Whether a person encounters a positive or negative outcome depends on how he/she uses these two mechanisms. The way a person manages his/her decision-making power may force him/her to deal with the complexities of chaotic situations, but it may also pave the way for him/her to build the future he/she wants (Ratcliff \u0026amp; Rouder, 1998). It is a fact that the decisions made at important moments affect the result in winning or losing successes in sports. From this point of view, it is important for the decision maker in sport to consider the risks of fast and sudden decisions by relying on intuition, and to consider the appropriateness of the planned timing in decisions to be taken slowly and in a certain period (Leveaux, 2010; Kelecek \u003cem\u003eet al.,\u003c/em\u003e 2015). In addition to the talents, skills and diligence of the athletes, it is also important how their coaches guide them in which subjects (G\u0026uuml;ndoğdu \u0026amp; Sunay, 2018). The charismatic authority of the coach, his/her educational and instructive approach, the way he/she directs his/her athletes, the way he/she contributes not only in terms of sportsmanship but also in terms of his/her life, the way he/she motivates the athlete with various rewards, and the formation of a tighter communication environment are the factors that can enable the athlete to start to see his/her coach as a \u0026lsquo;leader\u0026rsquo; (Chelladurai \u0026amp; Saleh, 1980; Hoye \u003cem\u003eet al.\u003c/em\u003e, 2006; Yukl, 2010). Because the athlete can progress under the guidance of his/her coach who helps him/her to make successful decisions and solve his/her problems throughout his/her sport life due to the above reasons. It is inevitable that the coaches of athletes who have to overcome various psychological, physiological and tactical problems while progressing on the road to success should actively use problem solving skills by making strategically important decisions (Heppner, 1988).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eBased on this information, coaches\u0026apos; problem-solving behaviours and intuitive (system-1) and rational (system-2) decision-making styles may be affected. Therefore, 2 research questions (RQs) were formulated in the study to address the identified research gaps:\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eRQ1.\u003c/em\u003e\u003c/strong\u003eHow do coaches\u0026apos; leadership behaviours affect their intuitive (system-1) and rational (system-2) decision-making styles?\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eRQ2.\u003c/em\u003e\u003c/strong\u003eWhat is the relationship between coaches\u0026apos; intuitive (system-1) and rational (system-2) decision-making styles and problem-solving skill antecedents?\u003c/p\u003e\n\u003cp\u003eSport requires working towards a goal to win, unknowns and continuous progress, making it inevitable that problems will arise. In fact, it is the overcoming of these problems, which are likely to be encountered, that makes the achievements more valuable. People can make decisions quickly by making \u0026lsquo;intuitive\u0026rsquo; inferences or slowly by turning to their \u0026lsquo;rational\u0026rsquo; side (Kahneman, 2011). Decision-making is considered as a skill because it can be \u0026lsquo;used\u0026rsquo;, and attributing \u0026lsquo;power\u0026rsquo; to it is since it embodies human judgement in the face of events (Rowe \u0026amp; Mason, 1987). The human brain can be thought of as a machine that constantly tries to make decisions for problem solving. While resources are available to solve any problem in the world, the issue of \u0026lsquo;what\u0026rsquo; the problem is, how, with what and by whom it can be solved is the other issue to be focused on. Because the ability to \u0026lsquo;identify\u0026rsquo; the problem requires intelligence and is of the same critical importance as the solution of the problem (Popper, 2001). People who can make a decision for the solution of any problem in sports, if they have demonstrated a successful problem-solving skill with the decision they make, they will lead others. This may be an athlete, a coach or a person in a managerial position. The leader can be seen by others as an intelligent person capable of problem solving with his/her accurate and result-oriented decisions. In fact, the contiguity of leadership, decision making and problem solving is even more evident in this point. Because, as mentioned above, the so-called leader exhibits a self-confident character in terms of responsibility and risk-taking, he/she seems to have no alternative in problem solving and decision-making until another leader candidate emerges (Heller, 1971).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe research makes some fundamental contributions to the field. Firstly, it is supportive research to the studies explaining the process of revealing the effects of intuitive (system-1) and rational (system-2) decision-making styles of coaches on their problem-solving skills. Secondly, it provides the opportunity to understand and give suggestions to practitioners on coach leadership behaviours including training and instruction, democratic, autocratic, social supportive, positive feedback, system-1 and system-2 decision making style and problem-solving skills in the context of Turkey to individual and team sports coaches worldwide. Thirdly, it is important in terms of clarifying the link between coaches\u0026apos; intuitive (system-1) and rational (system-2) decision-making styles, problem solving skills and leadership behaviours, and expanding the fields of study by providing evidentiary suggestions for future research.\u003c/p\u003e\n\u003cp\u003eThe remainder of this paper is arranged in following sequence: literature review, research hypotheses, methodology, results, discussion, implications and limitations.\u003c/p\u003e\n\u003ch2\u003eLiterature Review\u003c/h2\u003e\n\u003ch3\u003eDecision-Making (System-1 and System-2)\u003c/h3\u003e\n\u003cp\u003eAlthough many regions of the human brain show a symbiotic behaviour and cooperate with each other in decision-making stages, the prefrontal cortex (working memory) and hippocampus (long-term memory) are the centres that undertake the most critical tasks of these stages. These regions first perceive the information coming from outside, if it is a familiar information that has been encountered before, it directs the brain to make a quick decision, if it is a new information that has not been encountered, it follows a slower decision-making path by going through various cognitive processes (Din\u0026ccedil;, 2022). In the literature, there are various studies on decision making (Arroba, 1978; Heller, 1971; Vroom \u0026amp; Yetton, 1973; Johnson, 1978; Nutt, 1979; Harren, 1979; Scott \u0026amp; Bruce, 1995; Connor \u0026amp; Becker, 2003). There are two basic decision-making styles at the point where most of the research converge. These are \u0026lsquo;intuitive\u0026rsquo; decision making, which is called system-1 and works automatically by making use of associations, emotions, desires and impressions, and \u0026lsquo;rational\u0026rsquo; decision making, which is called system-2 and requires information gathering, analysis and intensive mental activity (Scott \u0026amp; Bruce, 1995; Nas, 2010; Ime \u003cem\u003eet al.,\u003c/em\u003e 2020). Although they have separate ways of processing incoming information, system-1 and system-2 try to work in harmony with each other. Intuitive decision-making reacts quickly to a new but remembered situation or event thanks to the information implicitly available in the memory, thus reducing the workload of rational decision-making, which is slower and needs to be analysed. Although the division of labour between system-1 and system-2 is highly efficient, there may be mistakes when the decision-making limit, which varies from person to person, is exceeded (Kahneman, 2011). From this point of view, it is very important for the success and reliability of decision-making mechanisms that people consider decision boundaries. Because all subsequent actions are taken with confidence in the correctness of the decision made.\u003c/p\u003e\n\u003ch3\u003eLeadership Behaviour in Sports\u003c/h3\u003e\n\u003cp\u003eWhile addressing the issues related to leadership in the studies conducted in the field of sport, an attempt has generally been made to make research on leadership theories and styles, and due to the lack of sport-specific leadership understandings, the explanation of the relationship between leadership and sport has been overshadowed by managerial sciences (Horn, 2002). As sport organisations such as sport teams, sport clubs, etc. have similar characteristics with other organisations with which leadership theories are associated, it actually paves the way for the formation of a unique leadership approach in sport (Chelladurai \u0026amp; Haggerty, 1978). Studies that have linked sport to leadership in various ways have generally focused on coaches who are involved in practice and have the greatest ability to intervene. In these studies, answers were sought to questions about which leadership style has a positive effect on the performance of athletes (Smoll \u003cem\u003eet al.,\u003c/em\u003e 1978; Smoll \u0026amp; Smith, 1989). However, Chelladurai and Saleh (1980) made the relationship between leadership and sport more explainable by addressing the concept of leadership in a multidimensional way based on sport, athletes and coaches. The basis of the researchers\u0026apos; study was to examine how athletes and coaches perceive each other\u0026apos;s leadership and how these perceptions affect performance efficiency (Chelladurai, 1990). According to this, the effective elements in creating changes with the understanding of leadership in sport are training and instruction, democratic, autocratic, social support and positive feedback behaviours (Chelladurai \u0026amp; Saleh, 1980).\u003c/p\u003e\n\u003ch3\u003eProblem Solving\u003c/h3\u003e\n\u003cp\u003eProblems are the obstacles in front of what is aimed to be achieved (Popper, 2001). Even though problems cause a negative perspective, they create valuable opportunity areas for people to develop and progress (Gelbal, 1991; Heppner \u0026amp; Krauskopf, 1987; Schunk, 2004). Problem solving is a chaotic process in which a person uses all his/her mental and physical skills until he/she reaches a result and at the same time utilises his/her own and others\u0026apos; experiences. Since problem solving is a situation that takes place in a certain process, solving the problem quickly or slowly, and finalising it in the desired or undesired way depends on the skills of the people who undertake the solution of the problem (C\u0026uuml;celoğlu, 2003; Swanson, 1990). When people focus on the problem, they may be able to solve it in more than one way. To reach the result quickly, he/she may use impulsive and the first method that comes to mind. By analysing and thinking about the problem in all its dimensions and evaluating it from a strategic point of view, a planned solution can follow a solution path. He/she may display a behaviour that avoids the solution by thinking that he/she cannot overcome the problem or he/she may take full responsibility for the solution of the problem by showing a self-confident character (Heppner, 1988; Heppner \u0026amp; Petersen, 1982). The person\u0026apos;s approaches are related to how he/she wants to use his/her problem-solving skills and what his/her abilities are (Şahin \u003cem\u003eet al.,\u003c/em\u003e 1993).\u0026nbsp;\u003c/p\u003e\n\u003ch2\u003eTheorical Background\u003c/h2\u003e\n\u003ch3\u003eRelationship between leadership and problem solving\u003c/h3\u003e\n\u003cp\u003eLeaders are skillful in identifying and creatively solving the problems encountered while directing the followers gathered around certain goals and who are also highly self-confident (Reiter-Palmon \u0026amp; Illies, 2004). Generating preventive and reactive solutions to the problems that may be encountered during the activities that will ensure the successful achievement of the objectives reveals the importance of the skill set that emphasises leaders (Mumford \u003cem\u003eet al.,\u003c/em\u003e 2000). Sport is a field that needs creative solutions due to the intense competitive environment. From this point of view, encouraging creative problem solving and developing its capacity constitute an area of practice that needs to be realised in terms of leader effectiveness (Carmeli \u003cem\u003eet al.,\u003c/em\u003e 2013). In another research area, it is also revealed that leader support increases the problem-solving creativity of group members (Maliakkal \u003cem\u003eet al.,\u003c/em\u003e 2022).\u0026nbsp;\u003c/p\u003e\n\u003ch3\u003eMediating role of decision-making\u003c/h3\u003e\n\u003cp\u003eIt is accepted as a fact that personalities who show the will to take responsibility for decisions in situations where others abstain from solving problems are regarded as leaders (Heller, 1971). It is the responsibility of the person who holds the decision-making power to decide whether to make the decision quickly intuitively or slowly from a rational point of view. The success of leadership is linked to the quality of decisions made by the leader (Vroom, 1973). When leaders are careful about their thought processes and actions, they can make better decisions and come up with result-oriented problem solving (Bolman \u0026amp; Gallos, 2011). The multiple non-linear relationships in sport, the time pressure in decision-making and the unpredictability inherent in sport reveal the need for leadership with a strong will to solve the problems that arise (Afonso \u003cem\u003eet al.,\u003c/em\u003e 2012).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe understanding of competition in sport develops the ability of athletes and coaches who want to win to think more flexibly about problem solving. The uncertainties within the competitive understanding of sport reveal the need for leading coaches with sharp and analytical intelligence, who have the ability to understand problems and find the most appropriate method by making decisions to solve them (Corner, 2004; Heppner \u0026amp; Petersen, 1982). Since making decisions on behalf of the group involves various interactions, the leader\u0026apos;s approach is shaped according to the dynamics of the group and the situation encountered (Vroom \u0026amp; Yetton, 1973). From this point of view, the leader should create a pre-template of the world that is thought through to the details in order to minimise the fallacies in the heuristic (System-1) decision-making mechanism used by the leader in chaotic situations. On the other hand, it should keep its mechanism supporting information, analysis and research in rational (System-2) decision making, which it uses to increase decision reliability and minimise time loss in simple, complex, layered and complex situations, up-to-date and open to learning (Kahnemann, 2011; Nutt, 1976; Rowe \u0026amp; Boulgarides, 1994; Snowden \u0026amp; Boone, 2007).\u003c/p\u003e\n\u003ch2\u003eResearch hypotheses\u003c/h2\u003e\n\u003cp\u003eThe aim of the research in the light of this information; was to examine the rational and intuitive decision making of coaches in terms of their leadership orientations and problem-solving skills. Therefore, to develop the proposed research framework, the constructs and visual elements were derived from previous research, as shown in Figure 1.\u003c/p\u003e\n\u003ch3\u003eRelationship between leadership and decision-making\u003c/h3\u003e\n\u003cp\u003eSnowden and Bonee (2007) state that leaders can successfully overcome different situations by establishing and implementing appropriate decision-making mechanisms. Vroom and Yetton (1973) demonstrated the value of decision making in leadership literature and its importance that cannot be ignored. Hornak and Garza (2016) pointed out that it is very important for the leader to make accurate decisions in a continuous manner in the effective guidance of the followers. Flores et al. (2018) stated that they reached accurate results in the decisions they made by relying on their intuition in sports competitions.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH1a:\u003c/em\u003e\u003c/strong\u003e Coaches\u0026apos; \u0026ldquo;training and instruction\u0026rdquo; behaviour positively affects rational decision making.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH1b:\u003c/em\u003e\u003c/strong\u003e Coaches\u0026apos; \u0026ldquo;training and instruction\u0026rdquo; behaviour positively affects intuitive decision making.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH2a:\u003c/em\u003e\u003c/strong\u003e Coaches\u0026apos; \u0026ldquo;democratic\u0026rdquo; behaviour positively affects rational decision making.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH2b:\u003c/em\u003e\u003c/strong\u003e Coaches\u0026apos; \u0026ldquo;democratic\u0026rdquo; behaviour positively affects intuitive decision making.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH3a:\u003c/em\u003e\u003c/strong\u003e Coaches \u0026ldquo;autocratic\u0026rsquo; behaviour positively affects rational decision making.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH3b:\u003c/em\u003e\u003c/strong\u003e Coaches\u0026apos; \u0026ldquo;autocratic\u0026rdquo; behaviour positively affects intuitive decision making.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH4a:\u003c/em\u003e\u003c/strong\u003e Coaches\u0026apos; \u0026ldquo;social support\u0026rdquo; behaviour positively affects rational decision making.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH4b:\u003c/em\u003e\u003c/strong\u003e Coaches\u0026apos; \u0026ldquo;social support\u0026rdquo; behaviour positively affects intuitive decision making.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH5a:\u003c/em\u003e\u003c/strong\u003e Coaches\u0026apos; \u0026ldquo;positive feedback\u0026rdquo; behaviour positively affects rational decision making.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH5b:\u003c/em\u003e\u003c/strong\u003e Coaches\u0026apos; \u0026ldquo;positive feedback\u0026rdquo; behaviour positively affects intuitive decision making.\u003c/p\u003e\n\u003ch3\u003eRelationship between decision-making and problem solving\u003c/h3\u003e\n\u003cp\u003eIn order to solve the problems, a decision must be made to select the necessary elements (Miller \u0026amp; Byernes, 2001). Coaches\u0026apos; intuitive or rational decision-making ability and the ability to solve the problems before, during and after the competition constitute an important area (Kaya, 2014). The reliability of intuitive and rational decision-making mechanisms in solving problems that may arise in the unknowns of sport is very important in achieving sporting success (Proios \u003cem\u003eet al.,\u003c/em\u003e 2007). Predictive situations require fast, reactive and intuitive decision-making based on foresight, whereas issues that require waiting and guaranteeing require slower and rational decision-making (Gold \u0026amp; Shadlen, 2007). It has been stated that in situations with low level of complexity in sport, it is necessary for the person to make decisions intuitively with the implicit knowledge readily available in the mind, and in situations with high level of complexity, it is necessary for the person to make rational decisions based on explicit knowledge (Raab, 2003). It has been stated that the person should strengthen his/her intuition by specialising to eliminate deception strategies for solution in problems arising due to multiple uncertainties in sports and should provide the rational decision-making mechanism with room for action for tactical changes in the strategies developed to win (Bar, 2007). The following hypotheses were formed in the light of this information.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH6a:\u003c/em\u003e\u003c/strong\u003e Rational decision making positively affects \u0026ldquo;impulsive\u0026rdquo; problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH6b:\u003c/em\u003e\u003c/strong\u003e Rational decision making positively affects \u0026ldquo;reflective\u0026rdquo; problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH6c:\u003c/em\u003e\u003c/strong\u003e Rational decision making positively affects \u0026ldquo;confidence\u0026rdquo; problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH6d:\u003c/em\u003e\u003c/strong\u003e Rational decision making positively affects \u0026ldquo;avoidant\u0026rdquo; problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH6e:\u003c/em\u003e\u003c/strong\u003e Rational decision making positively affects \u0026ldquo;monitoring\u0026rdquo; problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH6f:\u003c/em\u003e\u003c/strong\u003e Rational decision making positively affects \u0026ldquo;planfulness\u0026rdquo; problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH7a:\u003c/em\u003e\u003c/strong\u003e Intuitive decision making positively affects \u0026ldquo;impulsive\u0026rdquo; problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH7b:\u003c/em\u003e\u003c/strong\u003e Intuitive decision making positively affects \u0026ldquo;reflective\u0026rdquo; problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH7c:\u003c/em\u003e\u003c/strong\u003e Intuitive decision making positively affects\u0026ldquo;confidence\u0026rdquo; problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH7d:\u003c/em\u003e\u003c/strong\u003e Intuitive decision making positively affects \u0026ldquo;avoidant\u0026rdquo;problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH7e:\u003c/em\u003e\u003c/strong\u003e Intuitive decision making positively affects \u0026ldquo;monitoring\u0026rdquo;problem solving.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eH7f:\u003c/em\u003e\u003c/strong\u003e Intuitive decision making positively affects \u0026ldquo;planfulness\u0026rdquo; problem solving.\u003c/p\u003e"},{"header":"Method","content":"\u003ch2\u003eSample Design and Data Collection\u003c/h2\u003e\n\u003cp\u003eA research design based on a questionnaire approach was created in order to collect data from individual and team sports coaches actively working in Turkey. While the population of the research consists of individual and team sports coaches working throughout Turkey, the sample consists of \u0026lsquo;261\u0026rsquo; individual and team sports coaches who voluntarily participated in the research. The scales that were decided to be used for the research were created online (google e-forms) and applied to the individual and team sport coaches in the sample group. Informed consent form was presented to the participants and individual and team sports coaches who approved the consent form online could participate in the study.\u0026nbsp;The study was approved by Muğla Sıtkı Ko\u0026ccedil;man University Ethics Committee (Date: 2023-05-29, No:63).\u0026nbsp;At the very beginning of the questionnaire collected online, an informative consent form was presented to the participants and the questionnaire was continued with the participants who accepted it. The surveys of the participants who did not agree were terminated.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eOf the individuals who participated in the study, 92 (35,2%) were female, 169 (64,8%) were male; 92 (35,2%) had been coaching for 0-1 years, 89 (34,1%) for 2-5 years, 41 (15,7%) for 6-10 years, 39 (14,9%) for 11 years or more; 198 of them (75,9%) worked as individual sports coaches, 63 of them (24,1%) worked as team sports coaches and their average age was \u0026lsquo;30\u0026rsquo; (Standard Deviation Coaches Age between -11 and +11).\u003c/p\u003e\n\u003ch2\u003eMeasures\u003c/h2\u003e\n\u003cp\u003eAll of the scales used in the study have been previously tested for reliability in the literature. Three different scales were used in the study. In order to measure the structures of the scales, they were ranked on a five-point Likert type ranging from \u0026ldquo;strongly disagree\u0026rdquo; to \u0026ldquo;strongly agree\u0026rdquo;. The first scale is the \u0026ldquo;Leadership for Sports\u0026rdquo; scale developed by Chelladurai and Saleh (1980) and adapted into Turkish by Tiryaki and Toros (2001); the second scale, the \u0026ldquo;Rational and Intuitive Decision Making\u0026rdquo; scale developed by Hamilton et al. (2016) and adapted to Turkish by Ime et al. (2020); The third scale, the \u0026ldquo;Problem Solving\u0026rdquo; scale, developed by Heppner (1988) and adapted into Turkish by Şahin et al. (1993), was used. The \u0026ldquo;Leadership for Sports\u0026rdquo; scale in the first section of the survey form consists of 5 sub-dimensions and 40 questions. Its sub-dimensions consist of questions on training and instruction behavior, democratic behavior, autocratic behavior, socially supportive behavior, and positive feedback behavior. The \u0026ldquo;Rational and Intuitive Decision Making\u0026rdquo; scale in the second part of the questionnaire form consists of 2 sub-dimensions and 10 questions. Its sub-dimensions consist of rational decision-making and intuitive decision-making questions. The third \u0026ldquo;Problem Solving\u0026rdquo; scale of the survey form consists of 6 sub-dimensions and 35 questions. Its sub-dimensions consist of questions such as impulsive, reflective, confidence, aviodant, monitoring and planfulness.\u003c/p\u003e\n\u003ch2\u003eCommon method bias (CMB)\u003c/h2\u003e\n\u003cp\u003eVarious methods were applied to minimise Common Method Bias (CMB). In the data collection phase, the anonymity of the participants was preserved and honest responses were obtained. In addition, reverse coded items were used. In the analysis phase, Harman\u0026apos;s single factor test was applied and the result of 24.49% was found to be within acceptable limits (Podsakoff \u003cem\u003eet al.,\u003c/em\u003e 2003). In addition, inter-variable correlations and VIF values were analysed and all values were below 0.9, indicating that there was no excessive correlation. VIF values below 3.3 also eliminated the risk of CMB (Kock, 2015). Finally, the Common Latent Factor (CLF) method was used to evaluate and control CMB. The fact that the standardised factor loadings differed by less than 0.20 between the confirmatory factor analysis (CFA) models revealed that CMB was not a problem (Serrano-Archimi \u003cem\u003eet al.,\u003c/em\u003e 2018). Thanks to these methods, CMB was reduced and the results of the analyses confirmed this.\u003c/p\u003e"},{"header":"Results","content":"\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003eMeasurement model\u003c/h2\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e represent the result of measurement model. Factor loading of all the measurement items were more than 0.7 (Hair et al. \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Also, values of Cronbach alpha, AVE, and CR are well below suggested cut-off suggesting convergent validity.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eFactor loading, validity, and reliability\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"6\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSub-dimensions\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eItems\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eOuter loading (\u0026gt;\u0026thinsp;0.6)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eCronbach\u0026rsquo;s alpha (\u0026gt;\u0026thinsp;0.7)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eCR\u003c/p\u003e \u003cp\u003e(\u0026gt;\u0026thinsp;0.7)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eAVE\u003c/p\u003e \u003cp\u003e(\u0026gt;\u0026thinsp;0.5)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eTraining and Instruction\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eET1\u003c/p\u003e \u003cp\u003eET2\u003c/p\u003e \u003cp\u003eET3\u003c/p\u003e \u003cp\u003eET4\u003c/p\u003e \u003cp\u003eET5\u003c/p\u003e \u003cp\u003eET6\u003c/p\u003e \u003cp\u003eET7\u003c/p\u003e \u003cp\u003eET8\u003c/p\u003e \u003cp\u003eET9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.729\u003c/p\u003e \u003cp\u003e0.738\u003c/p\u003e \u003cp\u003e0.759\u003c/p\u003e \u003cp\u003e0.697\u003c/p\u003e \u003cp\u003e0.749\u003c/p\u003e \u003cp\u003e0.677\u003c/p\u003e \u003cp\u003e0.650\u003c/p\u003e \u003cp\u003e0.670\u003c/p\u003e \u003cp\u003e0.746\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.879\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.903\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.509\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eDemocratic\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eD1\u003c/p\u003e \u003cp\u003eD2\u003c/p\u003e \u003cp\u003eD3\u003c/p\u003e \u003cp\u003eD4\u003c/p\u003e \u003cp\u003eD5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.666\u003c/p\u003e \u003cp\u003e0.763\u003c/p\u003e \u003cp\u003e0.656\u003c/p\u003e \u003cp\u003e0.771\u003c/p\u003e \u003cp\u003e0.700\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.759\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.837\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.508\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAutocratic\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eA1\u003c/p\u003e \u003cp\u003eA2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.632\u003c/p\u003e \u003cp\u003e0.846\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.219\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.712\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.558\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eSocial Support\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eS1\u003c/p\u003e \u003cp\u003eS2\u003c/p\u003e \u003cp\u003eS3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.790\u003c/p\u003e \u003cp\u003e0.843\u003c/p\u003e \u003cp\u003e0.790\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.732\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.849\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.651\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePositive Feedback\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePFB1\u003c/p\u003e \u003cp\u003ePFB2\u003c/p\u003e \u003cp\u003ePFB3\u003c/p\u003e \u003cp\u003ePFB4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.794\u003c/p\u003e \u003cp\u003e0.784\u003c/p\u003e \u003cp\u003e0.814\u003c/p\u003e \u003cp\u003e0.791\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.807\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.873\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.633\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eRational Decision-Making\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRDM1\u003c/p\u003e \u003cp\u003eRDM2\u003c/p\u003e \u003cp\u003eRDM3\u003c/p\u003e \u003cp\u003eRDM4\u003c/p\u003e \u003cp\u003eRDM5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.834\u003c/p\u003e \u003cp\u003e0.831\u003c/p\u003e \u003cp\u003e0.824\u003c/p\u003e \u003cp\u003e0.861\u003c/p\u003e \u003cp\u003e0.824\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.891\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.920\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.697\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eIntuitive Decision-Making\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIDM1\u003c/p\u003e \u003cp\u003eIDM2\u003c/p\u003e \u003cp\u003eIDM3\u003c/p\u003e \u003cp\u003eIDM4\u003c/p\u003e \u003cp\u003eIDM5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.774\u003c/p\u003e \u003cp\u003e0.904\u003c/p\u003e \u003cp\u003e0.894\u003c/p\u003e \u003cp\u003e0.824\u003c/p\u003e \u003cp\u003e0.813\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.897\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.925\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.711\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eImpulsive P-S\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eIS1\u003c/p\u003e \u003cp\u003eIS2\u003c/p\u003e \u003cp\u003eIS3\u003c/p\u003e \u003cp\u003eIS4\u003c/p\u003e \u003cp\u003eIS5\u003c/p\u003e \u003cp\u003eIS6\u003c/p\u003e \u003cp\u003eIS7\u003c/p\u003e \u003cp\u003eIS8\u003c/p\u003e \u003cp\u003eIS9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.642\u003c/p\u003e \u003cp\u003e0.873\u003c/p\u003e \u003cp\u003e0.785\u003c/p\u003e \u003cp\u003e0.787\u003c/p\u003e \u003cp\u003e0.790\u003c/p\u003e \u003cp\u003e0.661\u003c/p\u003e \u003cp\u003e0.781\u003c/p\u003e \u003cp\u003e0.803\u003c/p\u003e \u003cp\u003e0.791\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.913\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.929\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.594\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eReflective P-S\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRS1\u003c/p\u003e \u003cp\u003eRS2\u003c/p\u003e \u003cp\u003eRS3\u003c/p\u003e \u003cp\u003eRS4\u003c/p\u003e \u003cp\u003eRS5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.744\u003c/p\u003e \u003cp\u003e0.801\u003c/p\u003e \u003cp\u003e0.757\u003c/p\u003e \u003cp\u003e0.712\u003c/p\u003e \u003cp\u003e0.785\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.818\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.828\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.618\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eAvoidant P-S\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAS1\u003c/p\u003e \u003cp\u003eAS2\u003c/p\u003e \u003cp\u003eAS3\u003c/p\u003e \u003cp\u003eAS4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.865\u003c/p\u003e \u003cp\u003e0.922\u003c/p\u003e \u003cp\u003e0.847\u003c/p\u003e \u003cp\u003e0.917\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.910\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.937\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.789\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eMonitoring P-S\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eM1\u003c/p\u003e \u003cp\u003eM2\u003c/p\u003e \u003cp\u003eM3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.838\u003c/p\u003e \u003cp\u003e0.843\u003c/p\u003e \u003cp\u003e0.665\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.687\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.712\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.558\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003eConfidence P-S\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eC1\u003c/p\u003e \u003cp\u003eC2\u003c/p\u003e \u003cp\u003eC3\u003c/p\u003e \u003cp\u003eC4\u003c/p\u003e \u003cp\u003eC5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.819\u003c/p\u003e \u003cp\u003e0.802\u003c/p\u003e \u003cp\u003e0.832\u003c/p\u003e \u003cp\u003e0.763\u003c/p\u003e \u003cp\u003e0.654\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.835\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.883\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.603\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003e\u003cb\u003ePlanfulness P-S\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eP1\u003c/p\u003e \u003cp\u003eP2\u003c/p\u003e \u003cp\u003eP3\u003c/p\u003e \u003cp\u003eP4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.814\u003c/p\u003e \u003cp\u003e0.761\u003c/p\u003e \u003cp\u003e0.780\u003c/p\u003e \u003cp\u003e0.842\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.813\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.877\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.640\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"6\"\u003e\u003cb\u003eNote (s)\u003c/b\u003e: Factor loading, α 5 Cronbach\u0026rsquo;s alpha, CR 5 Composite reliability and AVE 5 Average variance explained\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eDiscriminant validity was examined by using Fornell and Larcker (\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e1981\u003c/span\u003e) criteria. Table\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e indicated that both the methods suggested that discriminant validity was achieved.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDiscriminant validity\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"14\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConstructs\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\"\u003e \u003cp\u003eET\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eD\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003eA\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003eS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003eR\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003eRDM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\"\u003e \u003cp\u003eIDM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c9\"\u003e \u003cp\u003eIS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c10\"\u003e \u003cp\u003eRS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c11\"\u003e \u003cp\u003eAS\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c12\"\u003e \u003cp\u003eM\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c13\"\u003e \u003cp\u003ePC\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c14\"\u003e \u003cp\u003eP\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTraining and Instruction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003e0.714\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDemocratic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.669\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003e0.713\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAutocratic\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.081\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003e0.747\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.613\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.617\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.021\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e\u003cb\u003e0.807\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRewarding\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.670\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.670\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.037\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.700\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e\u003cb\u003e0.796\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c7\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRational Decision-Making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.684\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.600\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.069\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.705\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.609\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e\u003cb\u003e0.835\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntuitive Decision-Making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.159\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.293\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.462\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.138\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.190\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.006\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e\u003cb\u003e0.843\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eImpulsive\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.087\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.130\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.528\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.058\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.028\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.186\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e-0.568\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e\u003cb\u003e0.771\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eReflective\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.630\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.527\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.027\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.564\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.550\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.686\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.080\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.075\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e\u003cb\u003e0.760\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c11\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAvoidant\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.181\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.019\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.446\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.148\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.107\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.296\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e-0.451\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.770\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e0.177\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e\u003cb\u003e0.888\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eMonitoring\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.565\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.483\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.082\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.492\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.494\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.520\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.205\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e-0.027\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.112\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e\u003cb\u003e0.786\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c13\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eConfidence\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.681\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.503\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.079\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.595\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.596\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.682\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.067\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.161\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e0.699\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.215\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.687\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e\u003cb\u003e0.777\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePlanfulness\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c2\"\u003e \u003cp\u003e0.617\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.474\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e-0.003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.562\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.513\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.686\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c8\"\u003e \u003cp\u003e0.085\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c9\"\u003e \u003cp\u003e0.081\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c10\"\u003e \u003cp\u003e0.680\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c11\"\u003e \u003cp\u003e0.139\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c12\"\u003e \u003cp\u003e0.669\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c13\"\u003e \u003cp\u003e0.775\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c14\"\u003e \u003cp\u003e\u003cb\u003e0.800\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"14\"\u003e\u003cb\u003eSource(s)\u003c/b\u003e: Authors\u0026rsquo; own creation\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003eStructural model\u003c/h2\u003e \u003cp\u003ePLS Bootstrapping analysis was performed to test the structural model and is shown in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e. As a result of this analysis, it was determined that the antecedents of leadership in sports, training and instruction (β\u0026thinsp;=\u0026thinsp;0.570; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), democratic β\u0026thinsp;=\u0026thinsp;0.270; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), social support (β\u0026thinsp;=\u0026thinsp;0.186; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), positively affected rational decision making; and democratic (β\u0026thinsp;=\u0026thinsp;0.270; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), autocratic (β\u0026thinsp;=\u0026thinsp;0.444; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) antecedents positively affected intuitive decision making.\u003c/p\u003e \u003cp\u003eOther findings of the study were that rational decision-making problem-solving antecedents impulsive (β\u0026thinsp;=\u0026thinsp;0.177; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), reflective (β\u0026thinsp;=\u0026thinsp;0.687; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), avoidant (β\u0026thinsp;=\u0026thinsp;0.290; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), monitoring (β\u0026thinsp;=\u0026thinsp;0.523; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), confidence (β\u0026thinsp;=\u0026thinsp;0.683; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) and planfulness (β\u0026thinsp;=\u0026thinsp;0.687; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) had a positive effect. It has been determined that intuitive decision making positively affects the problem-solving antecedents reflective (β\u0026thinsp;=\u0026thinsp;0.083; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), monitoring (β\u0026thinsp;=\u0026thinsp;0.206; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01), and planfulness (β\u0026thinsp;=\u0026thinsp;0.091; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01). On the other hand, it was determined that intuitive decision making was negatively affected by impulsive (β =-0.570; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) and avoidant (β =-0.456; p\u0026thinsp;\u0026lt;\u0026thinsp;0.01) problem solving antecedents.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eStructural results and tests of hypotheses\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"8\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eHypothesis\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ePaths\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e(β)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003et-value\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003ep\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e \u003cp\u003eReliability interval\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c8\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eResult\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003ctr\u003e \u003cth align=\"left\" colname=\"c6\"\u003e \u003cp\u003e(%2,5)\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c7\"\u003e \u003cp\u003e(%97,5)\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH1a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eETB\u0026rarr;RDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.570\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e7.944\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.713\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH1b\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eETB\u0026rarr;IDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.981\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.240\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.208\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eNot supported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH2a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eDB\u0026rarr; RDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.270\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.346\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.042\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.235\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH2b\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eDB\u0026rarr; IDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.270\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.337\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.001\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.098\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.427\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH3a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eAB\u0026rarr; RDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.083\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.908\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.057\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.171\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.002\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eNot supported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH3b\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eAB\u0026rarr; IDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.444\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8.368\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.342\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.554\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH4a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eSSB\u0026rarr; RDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.186\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.287\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.023\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.337\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH4b\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eSSB\u0026rarr; IDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.066\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.678\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.498\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.247\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.132\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eNot supported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH5a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ePFB\u0026rarr; RDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.040\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.544\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.586\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.170\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.105\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eNot supported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH5b\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003ePFB\u0026rarr; IDM\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.033\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e0.409\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.683\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.133\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.179\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eNot supported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH6a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eRDM\u0026rarr;IS\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.177\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e3.506\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.084\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.284\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH6b\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eRDM\u0026rarr;RS\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.687\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e15.305\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.601\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.771\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH6c\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eRDM\u0026rarr;AS\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.290\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e5.734\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.193\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.396\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH6d\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eRDM\u0026rarr;M\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.523\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e8.959\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.395\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.626\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH6e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eRDM\u0026rarr;C\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.683\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e16.999\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.602\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.763\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH6f\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eRDM\u0026rarr;P\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.687\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e17.747\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.608\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.759\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH7a\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eIDM\u0026rarr;IS\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.570\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e11.108\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.670\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.471\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH7b\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eIDM\u0026rarr;RS\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.083\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.109\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.035\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.156\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH7c\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eIDM\u0026rarr;AS\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e-0.456\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e9.271\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.522\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e-0.366\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH7d\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eIDM\u0026rarr;M\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.206\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.973\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.003\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.069\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.336\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH7e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eIDM\u0026rarr;C\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.069\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e1.376\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.169\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e-0.024\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.167\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eNot supported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eH7f\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cem\u003eIDM\u0026rarr;P\u003c/em\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c3\"\u003e \u003cp\u003e0.091\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\"\u003e \u003cp\u003e2.137\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\"\u003e \u003cp\u003e0.033\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c6\"\u003e \u003cp\u003e0.004\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c7\"\u003e \u003cp\u003e0.167\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c8\"\u003e \u003cp\u003eSupported\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"8\"\u003e\u003cb\u003eNote(s)\u003c/b\u003e: TIB\u0026thinsp;=\u0026thinsp;Training and Instructor Behavior; DB\u0026thinsp;=\u0026thinsp;Democratic Behavior; AB\u0026thinsp;=\u0026thinsp;Autocratic Behavior; SSB\u0026thinsp;=\u0026thinsp;Social Support Behavior; PFB\u0026thinsp;=\u0026thinsp;Positive Feedback Behavior; RDM\u0026thinsp;=\u0026thinsp;Rational Decision-Making; IDM\u0026thinsp;=\u0026thinsp;Intiutive Decision-Making; IPS\u0026thinsp;=\u0026thinsp;Impulsive Problem Solving; RPS: Reflective Problem Solving; CPS: Confidence Problem Solving; APS\u0026thinsp;=\u0026thinsp;Aviodant Problem Solving; MPS\u0026thinsp;=\u0026thinsp;Monitoring Problem Solving; PPS\u0026thinsp;=\u0026thinsp;Planfulness Problem Solving\u003c/td\u003e\u003c/tr\u003e \u003ctr\u003e\u003ctd colspan=\"8\"\u003e\u003cb\u003eSource (s)\u003c/b\u003e: Authors\u0026rsquo; own creation\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec19\" class=\"Section2\"\u003e \u003ch2\u003ePredictive power\u003c/h2\u003e \u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e provides information about the relationships and predictive power of the variables included in the structural equation modeling. Accordingly, leadership behavior components explain 64% of rational decision-making and 28% of intuitive decision-making. Rational and intuitive decision making explained 36% of the problem-solving skills in IPS, 31% in RPS, 48% in CPS, 47% in APS, 29% in MPS and 48% in PPS.\u003c/p\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003ePredictive power\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"5\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cdiv align=\"char\" char=\".\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e \u003cp\u003eConstructs\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c3\"\u003e \u003cp\u003eVIF\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cem\u003eR\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003cth align=\"left\" colname=\"c5\"\u003e \u003cp\u003e\u003cem\u003eQ\u003c/em\u003e\u003csup\u003e\u003cem\u003e2\u003c/em\u003e\u003c/sup\u003e\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eTraining and Instruction\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eRDM/IDM\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e3.860\u003c/p\u003e \u003cp\u003e2.089\u003c/p\u003e \u003cp\u003e1.012\u003c/p\u003e \u003cp\u003e3.145\u003c/p\u003e \u003cp\u003e2.702\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e0.642/0.282\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003e0.435/0.193\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eDemocratic\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eAutocratic\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eSocial Support\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003ePositive Feedback\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eRational Decision-Making\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003eImpulsive P-S\u003c/p\u003e \u003cp\u003eReflective P-S\u003c/p\u003e \u003cp\u003eConfidence P-S\u003c/p\u003e \u003cp\u003eAvoidant P-S\u003c/p\u003e \u003cp\u003eMonitoring P-S\u003c/p\u003e \u003cp\u003ePlanfulness P-S\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e1.000\u003c/p\u003e \u003cp\u003e1.000\u003c/p\u003e \u003cp\u003e1.000\u003c/p\u003e \u003cp\u003e1.000\u003c/p\u003e \u003cp\u003e1.000\u003c/p\u003e \u003cp\u003e1.000\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c4\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.359\u003c/p\u003e \u003cp\u003e0.313\u003c/p\u003e \u003cp\u003e0.478\u003c/p\u003e \u003cp\u003e0.470\u003c/p\u003e \u003cp\u003e0.295\u003c/p\u003e \u003cp\u003e0.479\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"char\" char=\".\" colname=\"c5\" morerows=\"1\" rowspan=\"2\"\u003e \u003cp\u003e0.206\u003c/p\u003e \u003cp\u003e0.186\u003c/p\u003e \u003cp\u003e0.268\u003c/p\u003e \u003cp\u003e0.272\u003c/p\u003e \u003cp\u003e0.229\u003c/p\u003e \u003cp\u003e0.300\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eIntuitive Decision-Making\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis research aims to examine coaches' intuitive (system-1) and rational (system-2) decision-making styles in terms of their problem-solving skills and leadership orientations. Hypotheses were developed and tested in line with the objectives determined by the researchers.\u003c/p\u003e \u003cp\u003eAccording to the findings, it was determined that the antecedents of leadership in sports; education and training (H1a), democratic (H2a), social support (H4a) positively affect rational decision making. It was also found that sports leadership's antecedents, democratic (H2b) and autocratic (H3b), positively affected intuitive decision making. Previous studies support the research findings. Johnson (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2006\u003c/span\u003e) emphasized the importance of flexibility in coaches' decision-making regarding problem solving according to the situation. Sherman et al. (\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2002\u003c/span\u003e) stated that coaches should shape their intuition and rationality in their decision-making according to the athletes' situation. Sherman et al. (\u003cspan citationid=\"CR58\" class=\"CitationRef\"\u003e2002\u003c/span\u003e) stated that coaches use decision-making mechanisms with what is described as softer direction. Chelladurai and Arnott (\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e1985\u003c/span\u003e) emphasized the importance of coaches' decision-making in motivating athletes' leadership orientation preferences depending on the situation. Allen (\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2007\u003c/span\u003e) demonstrated the effects of decision making with supportive orientations on athletes. Gilbert and Trudel (\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2005\u003c/span\u003e) state that decision-making with a leadership orientation that motivates athletes makes them more performant. Morgan et. al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) stated that there is a positive relationship between coaches' orientations and the tactical and strategic decision-making mechanisms they develop to achieve success.\u003c/p\u003e \u003cp\u003eAccording to other findings of the study, it was determined that rational decision-making positively affects the problem-solving antecedents impulsive (H6a), reflective (H6b), avoidant (H6c), monitoring (H6d), confidence (H6e), and planfulness (H6f). It has been determined that intuitive decision making positively affects problem solving antecedents reflective (H7b), monitoring (H7d) and planfulness (H7f). Previous studies support the research findings. Snowden and Bonee (2007) emphasized the importance of intuitive decision making in the face of simple and chaotic problems and rational decision making in complex and complicated problems. Rippol et. al. (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e1995\u003c/span\u003e) stated that intuitive decision making is important in overcoming situations in sports. Aorons et al. (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) stated that decisions should be made in solving problems in sports in a step-by-step manner.\u003c/p\u003e \u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003eImplications for research and theory\u003c/h2\u003e \u003cp\u003eOur proposed model is based on the theory of leadership orientation in sport, the theory of intuitive (system-1) and rational (system-2) decision making, and the theory of problem solving (Chelladurai \u0026amp; Saleh, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e1980\u003c/span\u003e; Kahnemann, \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Heppner, \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e1988\u003c/span\u003e; Şahin et al., \u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e1993\u003c/span\u003e). The main contribution of this article to theories of leadership orientation, decision making and problem solving in sport is; it provides suggestions as evidence for future studies to explain the mediating role of coaches' training and instruction, democratic, autocratic, social support providing, positive feedback orientations on reactive, reflective, monitoring, avoidant, self-confident and planned problem solving skills in sports decision making. The research fills an important gap in the literature by providing results that enable the integration of leadership, decision-making and problem-solving in sports, which are relatively superficial and mainly theoretical in the literature, in a practical way and broaden perspectives. Our research is unique in that it is a first step towards understanding how coaches' leadership orientations and problem-solving skills are guided by intuitive (system-1) and rational (system-2) decision-making mechanisms and is demonstrated through a model. Our model, supported by the background and hypotheses created within the scope of our research, completes a different area than explaining the coaches' orientations in problem solving. Because the model created by the researchers strongly demonstrates that the orientations and problem-solving skills of the coaches are affected, while the mediating role of intuitive (system-1) and rational (system-2) decision-making mechanisms can be a guide, making it easier and paving the way for an original explanation by becoming accurate.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003eImplications for practice\u003c/h2\u003e \u003cp\u003eThis research offers some key implications for practice for coaches and others involved in the competitive side of sports. The antecedents of leadership orientation in sports such training and instruction, democratic, autocratic, social support provider and positive feedback will be effective in terms of knowing when, how and which decision-making mechanism coaches can use to solve problems that may arise, such as reactive, reflective, self-confident, avoidant and planned. Chelladurai and Selah (1980) stated that the decisions coaches make in the face of situations, together with the orientation they choose, pave the way for accurate and successful results. On the other hand, Aorons et. al. (\u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) emphasized the need to make step-by-step determinations to overcome the problems that may be encountered during competition in sports full of unknowns. From this perspective, it is important for effective guidance that coaches determine their behaviors regarding whether they will make quick or slow decisions to solve problems they may encounter in a competitive environment full of unknowns.\u003c/p\u003e \u003cdiv id=\"Sec23\" class=\"Section3\"\u003e \u003ch2\u003eLimitations and future research directions\u003c/h2\u003e \u003cp\u003eThis research has two limitations. Firstly, since the data presenting the research were obtained from athletes living in Turkey, caution should be exercised when generalizing the findings. In the future, the generalization of the findings obtained in this study can be strengthened by studying different sample groups in countries with different sports infrastructures. Second, the research findings are based on cross-sectional data collection, which suggests that long-term effects of time are not taken into account. Future research may prefer other method approaches that can explain this limitation.\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e"},{"header":"Conculusion","content":"\u003cp\u003eThis study reveals the impact of coaches' leadership orientations on their intuitive (System-1) and rational (System-2) decision-making styles and problem-solving skills. The findings indicate that leadership orientations such as training and instruction, democratic behavior, and social support enhance rational decision-making, while democratic and autocratic leadership styles strengthen intuitive decision-making. Furthermore, rational decision-making positively contributes to problem-solving components such as planfulness, confidence, and monitoring, whereas intuitive decision-making supports reflective thinking and monitoring abilities. These results highlight the importance of coaches adopting a flexible decision-making approach, demonstrating that adapting to different situations is crucial for the development and success of athletes.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003eAcknowledgements\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eWe thank every respondent in the study for their contributions.\u003c/p\u003e\n\u003cp\u003eAuthor contributions\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eA\u0026Ccedil;: Conceptualization, Writing\u0026ndash; original draft, writing\u0026ndash; review \u0026amp; editing, project administration, resources, funding acquisition. TOM: Investigation, data curation, supervision, project administration. HEA: Methodology, formal analysis, visualization, writing\u0026ndash; review \u0026amp; editing, resources.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors have not declared a specific grant for this research from any funding agency in the public, commercial, or not-for-profit sectors.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData availability\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are available from the corresponding author, [HEA],upon reasonable request.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was approved by Muğla Sıtkı Ko\u0026ccedil;man University Ethics Committee (Date: 2023-05-29, No:63) and was conducted according to the principles stated in the Declaration of Helsinki. This researchdid not receive any specific grant from funding agencies in public, commercial, or not-for-profit sectors. Informed consent was obtained from all individual participants included in the study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNot applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eAfonso, J., Garganta, J., \u0026amp; Mesquita, I. (2012). Decision-making in sports: the role of attention, anticipation and memory. \u003cem\u003eBrazilian Journal of Kınanthropometry 14\u003c/em\u003e(5), 592-601. \u003c/li\u003e\n\u003cli\u003eAllen, T. (2007). \u003cem\u003eMethods of coaching to improve decision making in rugby.\u003c/em\u003e Master Degree thesis. 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New Jersey: Pearson Education.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"Coach, leadership orientation, problem solving, decision making","lastPublishedDoi":"10.21203/rs.3.rs-6507256/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6507256/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003ch2\u003eBackground\u003c/h2\u003e \u003cp\u003eThe purpose of this study is to examine the rational and intuitive decision making of coaches in terms of their leadership orientations and problem-solving skills. The research model was designed to reveal the effect of intuitive and rational decision-making styles that coaches choose when overcoming problems and the effect between leadership orientations and intuitive and rational decision-making styles.\u003c/p\u003e\u003ch2\u003eMethod\u003c/h2\u003e \u003cp\u003eIn the study, a questionnaire-based approach was used to collect data from \u0026lsquo;261\u0026rsquo; individual and team sport coaches working in Turkey. The hypotheses of the model were tested with structural equation modelling using Smart PLS software.\u003c/p\u003e\u003ch2\u003eResults\u003c/h2\u003e \u003cp\u003eThe findings reveal the positive effect of education and training, democratic and social support components of leadership orientation on coaches' rational decision-making skills, and the positive effect of democratic and autocratic leadership orientation components on intuitive decision-making skills. Moreover, the positive effect of rational decision making on coaches' problem solving components of impulsive, confidence, monitoring, avoidant, and planfulness, and the positive effect of intuitive decision making on problem solving antecedents of reflective, monitoring, and planned were found.\u003c/p\u003e\u003ch2\u003eConclusions\u003c/h2\u003e \u003cp\u003eOur research is unique in that it is the first step towards understanding the guidance of intuitive and rational decision-making mechanisms in the influence of coaches' leadership orientations on problem solving skills and can be modeled to provide evidence for future research. The results suggest that coaches' leadership orientations positively influence their intuitive and rational decision-making skills.\u003c/p\u003e","manuscriptTitle":"Decision-Making Processes of Coaches: Influence of Leadership Orientations and Problem-Solving Skills","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-06-30 10:31:17","doi":"10.21203/rs.3.rs-6507256/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"reviewersInvited","content":"","date":"2025-06-25T11:55:46+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-06-18T16:44:21+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2025-05-08T11:56:40+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-05-06T10:41:53+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2025-05-06T10:40:47+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"f7fe4757-3e1e-4bf4-b0dc-b1195aaadca9","owner":[],"postedDate":"June 30th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2025-06-30T10:31:17+00:00","versionOfRecord":[],"versionCreatedAt":"2025-06-30 10:31:17","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6507256","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6507256","identity":"rs-6507256","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}