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Introduction: The leader, in the coach role, must be able to relate and establish connections with his athletes, and contribute to the construction of an environment conducted by fair and clear norms that do not oppose the organizational culture of the club (Lopes, 2008; Mendo & Ortiz, 2003). Objective: The objective of this research was to identify the leadership behaviours of two coaches from different levels (Under 17 and Seniors), as well as the perception of leadership behaviours of their players. Methodology: The sample consisted of two coaches and 26 players, 12 of them in the “Under 17” level aged between 15 and 17 years, and 14 senior players, aged between 18 and 33 years. We used the Leadership Scale for Sports (LSS) / Leadership Scale in Sport, by Chelladurai & Saleh (1978). In this descriptive and inferential study, the Kolmogrov-Smirnov test was performed for the normality assumptions by choosing the parametric statistic and to analyse the differences between the variables, a Student-T test was performed. Five dimensions were analysed: Training Instruction, Social Support, Reinforcement, Democratic Behaviour and Autocratic Behaviour. The results obtained showed significant differences between the coach's self-perception and the players' perception, as well as their preferences and their comparison between levels. According to coaches, the dimension of training instruction and reinforcement, are the styles of leadership with more emphasis and the smaller is the autocratic.

The study of imagery has been a central pillar in the Sports Psychology field, since athletes have reported the use of imagery techniques in order to mentally practice body movements and, therefore, improve the actual physical performance. Similarly, music plays a quintessential role in many sports as its influence on athletes’ motivation, concentration, confidence and anxiety levels before and during the sporting practice has been widely reported and studied. The application of imagery and music combined has been reported to yield improvement in sporting performance. As a possible explanation, certain types of music have been considered as an element that decreases arousal levels in subjects, promoting a more effective use of imagery prior to performance. However, it has also been reported that subjects had better performance at tasks that assessed mental imagery processes after arousal increase after subjects’ exposure to arousing music. Thus, this study has investigated whether two distinct musical stimuli (simple and complex music) affected arousal levels in participants, and consequently the performance in a mental imagery of body parts (henceforth: motor imagery) cognitive task, namely mental-rotation of bodily-related pictures. 30 Sports Science students completed this mental rotation of body pictures task after exposure to three different stimuli (silence, complex music and simple music). Although results showed arousal levels decrease after subjects were exposed to both complex music and silence, this decrease did not yield any effect on performance, casting doubt on the hypothesis that arousal decrease facilitates motor imagery processes.