1
Do the Dutch and American Cultures Truly Have Close Similarities?
Contextual Investigation of Deeply Embedded Cultural Differences among
American and Dutch members of a Dutch Sports Organization
MA Thesis Intercultural Communication
Department of English Language and Culture
Rahel Gebremariam, 3806618
Supervised by Dr. Rias van den Doel and
Dr. Roselinde Supheert
07-06-2013
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Contents
Acknowledgements
4
1 Introduction
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2 Theoretical Framework
2.1 Geert Hofstede
2.2 Charles Hampden-Turner and Fons Trompenaars
2.3 Edward Hall and Mildred Hall
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10
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3 Methodology
3.1 Data Collection
3.2 Questionnaires
3.3 Data Interpretation Tool and Method
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15
20
4 Data Analysis
4.1 Role of a Team Manager
4.2 Power Distance
4.3 Different Orientations toward Time
4.4 High-Context Communication versus Low-Context Communication
4.5 Hobby versus Identity
4.6 Individualism within the Team
4.7 Injuries and Competition
4.8 The use of the English Language within the Organization
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24
34
40
42
45
51
58
5 Conclusion
5.1 General Conclusion
5.2 Conclusion about Role of a Team Manager
5.3 Conclusion about Power Distance
5.4 Conclusion about Different Orientations toward Time
5.5 Conclusion about High-Context Communication vs. Low-Context Communication
5.6 Conclusion about Hobby versus Identity
5.7 Conclusion about Individualism within the Team
5.8 Conclusion about Injuries and Competition
5.9 Conclusion about The use of the English Language within the Organization
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63
64
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66
66
67
68
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5.10 Limitations
5.11 Recommendations for Further Research
6 Works Cited
Appendix: Questionnaires
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70
71
72
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Acknowledgements
First of all, I would like to thank the organization NL lacrosse and its members. Without their
consent and participation in the present study, I would not be able to write this thesis.
Moreover, I would like to express my gratitude to my supervisor Dr. Rias van den Doel for
helpfully guiding me throughout the process of writing this document. I would also like to
thank the second reader of this thesis, Dr. Roselinde Supheert. Furthermore, I would like to
express my love and gratitude to my mother for always encouraging me and faithfully praying
for me. I cannot forget to thank my family members and friends for supporting me and always
believing in me. Yet, above all, I would like to thank my Savior Jesus Christ through whom I
was able to write this document in the first place. Without His help, I would not be able to
write this document. I dedicate this thesis to Him.
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1. Introduction
The Dutch have a very good perspective on where sport is in their lives. They
see it as a hobby: something which they love to do. It is something which is a
big part of their life, but complements the other things in their life like their
schoolwork, their work, or their family, but it has its place. The difference in
North America is that some of these people have made this thing their identity.
The quotation above comes from an interview with an American Coach who was hired by a
Dutch lacrosse organization to coach Dutch lacrosse teams in the Netherlands. One might
wonder what will happen when several American coaches are hired by a Dutch lacrosse
organization to coach several Dutch lacrosse teams. Will the expectations of the Dutch
players and the American coaches be similar? Moreover, what happens when an American
coach, who is used to a certain work-style, has to work together with a Dutch staff in a
different environment?
NL lacrosse is a Dutch lacrosse organization which consists of the NLB (Nederland
Lacrosse Bond) and the SNT (Stichting Nederland Nationaal Team): the NLB is responsible
for the development of lacrosse in the Netherlands and the SNT strives to facilitate the
financial and organizational details of the National Teams. These National Teams consist of a
Dutch staff, Dutch players and American coaches who all have to work together. Without indepth knowledge of the cultures of the Netherlands and the USA, one may assume that this
cooperation will be mostly effective and that the work-related beliefs, coaching style,
management style, perceptions of role rights, behavioral expectations and conventions of the
Americans and the Dutch will be nearly similar. After all, as Trompenaars and Hampden-
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Turner point out, “the historical contributions of the Dutch to American culture comes as no
surprise” and “the British and Americans are also among the preferred partners of the Dutch”
(269).
Furthermore, several culture-comparative studies, which will be discussed in this
thesis, have made generalizations about the American and Dutch culture which imply that
these cultures have many similarities. For example, Trompenaars and Hampden-Turner
demonstrate that the Netherlands “closely resemble the American and British profiles on the
seven dimensions” which they identified to explain different values of various countries
(268). Similarly, Geert Hofstede conducted culture-comparative research in different
countries and established nearly identical index scores for the USA and the Netherlands on,
for example, the dimensions Power Distance and Individualism to explain his findings. Those
scores might imply that the American coaches and the Dutch staff and players have similar
deeply held work-related beliefs which will also be reflected in their behavior when training
on the field or during meetings. In addition, Edward Hall and Mildred Hall suggested that
both the American and Dutch cultures have similar orientations toward the dimension Time.
However, culture-comparative studies often do not take into account contextual
variability. Yet, when research is conducted in specific contexts where intercultural
communication processes take place, one can investigate and gain a better understanding of
the differences and similarities between different cultures. The present study was conducted at
NL lacrosse where the beliefs of the Americans and the Dutch about role rights, hierarchy,
time, individualism and competition were investigated. Since critical incidents between the
different organization members had taken place, the organization thought that it was crucial
for a healthy organization to recognize the power of cultural difference and the effects it can
have on cooperation. Based on the results of the investigation, the present researcher argues
that work-related beliefs, coaching styles, management styles, perceptions of role rights,
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behavioral expectations and conventions of Americans and the Dutch are not as similar as the
culture-comparative studies of Hofstede, Hampden-Turner and Trompenaars, and Hall and
Hall suggested they are.
The relevance of the present study is that sports organizations like NL lacrosse, which
consist of members from different cultural backgrounds, want to create effective cooperation
among its organization members. Consequently, it is extremely important that NL lacrosse is
provided with information about the substance of the orientation of Americans and the Dutch
toward dimensions such as hierarchy, individualism and time. After all, if these orientations
differ, the cooperation between the American coaches and the Dutch staff and players might
turn out to be unexpectedly ineffective. In this thesis, critical incidents between the American
coaches and the Dutch staff and players which took place at NL lacrosse will be discussed
from a cultural point of view. Moreover, the results of the study will be compared to the
findings of the researchers mentioned above. Note that while the present study might not
support some of their findings, other findings might be confirmed.
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2. Theoretical Framework
2.1 Geert Hofstede
The studies which will be compared to research conducted at NL lacrosse comprise
generalizations about aspects of the American and Dutch culture which imply that both these
cultures have close similarities. However, the question which arose in the present study is
whether research conducted in a specific context, like NL lacrosse, can provide evidence for
these similarities. First of all, Hofstede, whose study comprises “65 countries (66 including
the U.S.) and about 88,000 different respondents on about 117,000 questionnaires” (Hofstede,
64), characterized the nations in his study by using dimensions such as Power Distance,
Individualism, Uncertainty Avoidance and Masculinity to demonstrate “evidence of
differences and similarities among the culture pattern of countries” (26). One of the
generalizations he made is that the United States and the Netherlands have nearly identical
Power Distance index (PDI) scores: the USA had a PDI score of 40 and the Netherlands had a
PDI score of 38. The highest PDI score on Hofstede’s rank was 104 (Malaysia) and the lowest
score was 11 (Austria). Consequently, one could assume that the Netherlands and the US both
exhibit low PDI scores which imply that many Dutch and American organizations have a
decentralized decision structure and a flat organizational structure.
Another similarity between the American and Dutch culture as found within
Hofstede’s study is that both the USA and the Netherlands have a high IDV score: the
Individualism index score (IDV) of the Netherlands is 80 and the IDV of the USA is 91—the
latter score being the highest IDV score on Hofstede’s rank. According to Hofstede,
characteristics of high IDV countries are “emphasis on individual achievement” and “belief in
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individual decisions” (Hofstede, 235). The small difference in the IDV scores of the USA and
the Netherlands, then, implies that, in any given context, Americans and the Dutch tend to put
emphasis on individual achievement and believe in individual decisions.
However, Hofstede does not take into account contextual variability. In fact, research
conducted at NL lacrosse seems to suggest that there is a larger difference between the Power
Distance in the USA and in the Netherlands than Hofstede’s study points out. Moreover,
research results imply that there is a larger difference in the IDV scores of the USA and the
Netherlands than was established by Hofstede. After all, although the Dutch might tend to put
emphasis on individual achievement in some areas, they might also tend to attach importance
to collectivism in certain other areas. As McSweeny points out, “dimensions are depicted by
Hofstede as bi-polar in the sense that each is composed of contrasting positions, for instance
‘individualism’ and ‘collectivism’ are treated as opposite poles of his
‘individualism/collectivism’ dimension” (105). Yet, Triandis argues that “the two can coexist
and are simply emphasized more or less . . . depending on the situation. All of us carry both
individualist and collectivist tendencies” (Triandis 1994:42, as quoted in McSweeny 105).
McSweeny continues to point out that Hofstede’s dimensions, however, “exclude such
coexistence and conflict and thus are blind to key cultural qualities” (105).
In contrast to the Power Distance and Individualism dimensions where Hofstede
established close similarities between the USA and the Netherlands, Hofstede established
large differences between the USA and the Netherlands in their Masculinity index score
(MAS): the USA has a MAS score of 62 and the Netherlands has a MAS score of 14. Paul
Verluyten suggested that in low MAS countries such as the USA, “competition starts at
school, at a young age, and everyone is trained at aiming to be ‘the best’” (186). However, in
low MAS countries “such as Scandinavia and the Netherlands, someone who tries to be much
better than the others, be it at school, or at work, may be frowned upon. There is a tendency
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towards leveling, i.e. towards behaving like everyone else rather than trying to stand out and
be the best” (Verluyten, 187).
Even if research conducted at NL lacrosse can provide evidence for this part of
Hofstede’s study, the label Hofstede chose for the dimension Masculinity with its opposite
pole Femininity is inappropriate. Although the characteristics associated with high MAS
countries and with low MAS countries, as Verluyten points out, are not used by Hofstede to
“refer to males vs. females” (185), “they appear to reify a gender distinction that has been
much debated in recent times” (Peter Smith et al, 36). After all, as Verluyten states,
“Masculinity refers to a set of values and practices that are associated with the (traditional)
male gender role; conversely, Femininity refers to concepts associated with the female gender
role” (185).
2.2 Charles Hampden-Turner and Fons Trompenaars
Hampden-Turner and Trompenaars, who have conducted quantitative cross-cultural research
and identified seven dimensions, also stated that they would not opt for the terms “femininity”
and “masculinity” (267). In addition, according to Spencer-Oatey and Franklin, HampdenTurner and Trompenaars—in contrast to Hofstede—do “want to acknowledge the impact of
contextual variability” (Spencer-Oatey and Franklin, 28). Nevertheless, they, like Hofstede,
do make generalizations about the Netherlands and the USA. For example, according to
Hampden-Turner and Trompenaars, these countries are both monochronic cultures: “the
United States, Great Britain, Sweden, and the Netherlands seem more oriented to faster
sequences. Japan, Germany and France are more concerned with synchronization” (75).
Cultures which are more oriented to faster sequences “regard time commitments (such as
deadlines and agendas) seriously and emphasize keeping to schedule” (Hampden-Turner and
Trompenaars, 78). Based on this characteristic, the statement that the USA and the
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Netherlands seem to be more oriented to faster sequences implies that organization members
of a Dutch and American organization, in any context, are inclined to take deadlines equally
seriously. However, research conducted at NL lacrosse cannot find evidence for this theory,
but instead suggests that the Dutch staff and the American coaches have different orientations
toward time.
2.3 Edward Hall and Mildred Hall
Moreover, Edward Hall and Mildred Hall, two anthropologists, also made a generalization
about the USA and the Netherlands by suggesting that the cultures of both these countries, in
any given context, tend to make use of explicit communication codes. However, evidence
from the present study does not appear to confirm this. First of all Hall and Hall have written
about how people’s behavior can be explained by the cultural dimension “high and low
context communication” and stated that “low-context people include Americans, Germans,
Swiss, Scandinavians, and other northern Europeans; they compartmentalize their personal
relationships, their work, and many aspects of day-to-day life. Consequently, each time they
interact with others they need detailed background information” (7). Low-context
communication also includes explicit communication codes such as written documents. Yet,
the present study cannot find any evidence for the implication that both Americans and the
Dutch, in any given context, would like to make use of such documents.
Moreover, Hall and Hall used the dimension “monochronic-polychronic time” to
explain different cultures’ orientations toward time and stated that “Americans have a
monochronic-culture and are not used to waiting long periods of time for decisions and want
quick answers” (141). Research conducted at NL lacrosse has tried to investigate whether this
is also the case with the American Coaches who had to work together with the Dutch Staff.
In short, all three studies suggest that the American and Dutch culture have several
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close similarities which evidence from the present study does not seem to confirm. The
present study, which does take into account contextual variability, instead suggests that there
are larger differences in work-related beliefs, attitudes toward time and behavioral
conventions between both cultures than established in these studies. Therefore, the present
study aims to raise awareness of these cultural differences and the implications thereof.
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3. Methodology
3.1 Data Collection
The data collection for this investigation consisted of a document, participant observations,
interviews and a Skype-meeting. First of all, research was conducted by reading the minutes
of an evaluation meeting with one of the National Teams in which cultural issues within the
team were noted. Based on this document, interview questions about two topics were created:
injuries and competition.
Secondly, field observations took place at training days of the National Teams in order
to observe how the American coaches and the Dutch players interacted with each other.
During the first field observation, brief conversations were held with a Head Coach, several
Players, and a SNT Board Member. Subsequently, another field observation took place during
the training day of another National Team. During these field observations, notes were made
which were used to create interview questions. The coaches of these teams and the Dutch staff
gave the present researcher permission to observe at the training days. Contact information
such as email-addresses, Skype ID’s and phone numbers of American coaches, Dutch team
managers and board members of the SNT were provided by a NLB Board Member.
Thirdly, the list with the contact information of these organization members was used
to approach them for interviews. In total, six American Coaches and six Dutch informants
were interviewed: two Dutch Team Managers, two Dutch Board Members of the SNT (one
also being a Player of a National Team), one Dutch Player, and a Dutch Referee. These
informants were recommended by the NLB Board Member who also provided their contact
information, with the exception of the SNT Board Members, the Team Managers and the
Referee. The SNT Board Members and the Team Managers were selected for interviews after
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a Head Coach discussed critical incidents in which they were involved as well. The Referee,
after being informed about the investigation, showed interest in participating in the
investigation due to past experiences with American coaches which could be useful for
research.
Table 1 gives an overview of the nationality and position of these informants. In order
to keep the informants anonymous, the Coaches will be referred to as US-1, US-2, US-3, US4, US-5 and US-6. Similarly, the Dutch informants will be referred to as NL-1, NL-2, NL-3,
NL-4, NL-5, and NL-6. The order in which these informants are placed in Table 1 is also the
order in which the interviews took place. One should note that the interview with NL-6 took
place after the interview with US-1 and US-2, but since this interview took place in a crowded
place, it was not possible to listen back to the recording of this interview. Consequently,
information gathered from this interview will not be mentioned in this thesis.
Nationality
NL-1
US-3
US-4
NL-2
NL-3
American and
American
Dutch
American
American
Dutch
Dutch
US-5
NL-4
US-6
NL-5
NL-6
American
Dutch
American
Dutch
Dutch
US-1 + US-2
Position within the
organization
Head coach and
Assistant Coach
SNT Board Member
Head Coach
Head Coach
Team Manager
SNT Board Member
and also a Player
Head Coach
Player
Head Coach
Team Manager
Referee
Table 1
The first interview, with US-1 and US-2, was a pilot interview in which several topics
were discussed. A few of those had already been discussed with US-1, who was coaching the
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team which was training during the first field observation. Even though questions were
prepared for this interview, the interview took another turn as US-1 and US-2 were mainly
speaking about critical incidents and cultural differences they had experienced. Initially, the
questions for this interview were directed at the Head Coach, US-1, but since the interview
took place at the house of the Assistant Coach, US-2 participated in the interview when US-1
would ask for input. Not only did this interview form the basis for all other interviews, but it
also helped to construct a selection of relevant topics for these interviews: the role of a team
manager, power distance, time, high-context communication versus low-context
communication, sport as a hobby versus an identity, individualism, injuries, competition, and
the use of the English language within the organization.
All interviews lasted approximately 60 minutes and took place face to face or via
Skype. In the latter case, it was difficult to make appointments which suited everybody
because the organization members lived in different parts of the Netherlands and several
coaches lived in the United States. Before each interview started, the informants were
informed about the topics which would be discussed. Moreover, the interviews were held in
the first language of the informants: English and Dutch. In that manner, the Dutch informants
could also fully express themselves without being restrained. Nonetheless, in this thesis, the
interview questions have been translated to English for the sake of convenience. In the
Appendix, one can find an overview of the questions in the Dutch language.
3.2 The Questionnaires
First of all, questions about the role of a team manager (TM) were presented to all the
informants in order to research their behavioral expectations and attitudes toward the role of a
team manager. In the first row of Table 2, one can find a summary of the 12 questions, which
are presented in the Appendix together with all the other questions of the interviews. One
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should note that six more practical questions about the fields the players train on were
presented to the informants. These questions also belong to this topic, but were left out
because they did not appear to be relevant for the present study. Moreover, the codes of the
informants have been included in the upper column of Table 2. The symbol “x” means that
the relevant question was put to an informant. Moreover, the letters “a, b, c, d or e” stand for a
particular version of a question. All the Tables are structured in this manner.
Q1. role of a TM
Q2. role of a TM in NL
Q3. tasks of a TM in US
Q4. tasks of a TM in NL
Q5. tasks of a TM in NL
Q6. TM and laundry in NL
Q7. TM and laundry in NL
Q8. role difference US-NL
Q9. elaborate on difference
Q10. information source
Q11. hiring of TM US-NL
Q12. arranging stay coach
US1
b
US2
US3
a
a
US4
b
b
US5
US6
x
b
x
NL1
c
NL2
NL3
b
NL4
b
NL5
c
c
a
x
c
b
x
b
x
a
c
c
x
b
b
x
Table 2
x
x
a
a
a
a
a
a
a
x
□ = question was put to the American and Dutch informants
□ = question was only put to the American coaches
□ = question was only put to the Dutch informants
Secondly, the attitudes of all the informants toward hierarchy during meetings,
questioning a coach, and coaches spending time with players off the field were researched
with the help of Q13-34 in order to find out whether the present study could find evidence for
Hofstede’s study which suggested that the Power Distance in the US and the Netherlands is
x
b
a
x
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almost identical. Table 3 presents an overview of these questions:
Q13. who has last say
Q14. do you have a say
Q15. and in the US
Q16. importance last say
Q17. consensus reached
Q18. majority agrees
Q19. is that important
Q20. is there a hierarchy
Q21. is that important
Q22. difference in US
Q23. own number shirt
Q24. difference in US
Q25. questions players
Q26. improvement SNT
Q27. similar incidents
Q28. questioning coach
Q29. US-Dutch coaches
Q30. hierarchy US
Q31. Dutch-US players
Q32. respect the coach
Q33. coach, players bar
Q34. coach and assistant
US1
b
b
c
b
b
US2
US3
c
US4
a
b
x
b
x
b
a
b
b
US5
US6
NL1
a
a
a
a
x
NL2
a
c
NL3
a
a
a
x
a
a
a
b
x
a
b
a
b
x
a
c
x
x
x
a
x
a
a
a
b
c
NL4
b
b
b
a
b
x
a
NL5
a
x
b
a
x
b
b
x
a
Table 3
Moreover, the informants’ attitudes toward time were investigated in order to find out
whether research could provide evidence for Hampden-Turner and Trompenaars’ study which
suggested that the American and Dutch cultures have similar orientations toward time. One
can find an overview of the questions which were used for this purpose in Table 4:
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US1
x
x
x
x
x
Q35. sports clubs in US
Q36. clubs, Dutch culture
Q37. SNT unpaid
Q38. paid in the US
Q39. levels US lacrosse
Q40. other obligations
Q41. inform coaches
a
Q42. reason importance
x
Q43. coaches understand
Q44. flexible to deadlines
Q45. deadlines important
Q46. answer on time
Q47. book tickets on time
Q48. smoother planning
Q49. Americans fast
US2
x
x
x
x
x
US3
x
x
x
x
x
US4
x
x
x
x
x
US5
x
x
x
x
x
US6
x
x
x
x
x
a
x
a
x
a
x
a
x
a
x
NL1
NL2
NL3
NL4
NL5
c
a
b
b
a
a
b
a
b
a
a
x
b
b
b
a
x
a
x
x
x
x
a
b
x
x
Table 4
On top of that, based on the pilot interview with US-1 and US-2, questions about the
places of sport and other obligations in the lives of the Dutch players were created. In this
manner, one could also find out whether the American Coaches had certain expectations of
the Dutch players which perhaps were not met. Table 5 provides an overview of the questions
which are concerned with this topic:
US1
Q50. missing practice
Q51. reaction of coach
Q52. sport like hobby in NL
Q53. inform coaches
Q54. sport more important
Q55. exception for religion
Q56. Christian religion
b
US2
US3
a
US4
US5
US6
b
a
c
d
d
x
x
x
x
x
NL1
e
NL2
NL3
d
x
e
x
NL4
c
x
e
x
Table 5
Furthermore, not only did Hofstede suggest that the American and Dutch cultures have
close similarities when it comes to Power Distance, but also when it comes to Individualism.
Nevertheless, Hofstede established large differences between both cultures on the dimension
NL5
d
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Masculinity. In order to find out whether research at Nederland Lacrosse could support the
latter two aspects of Hofstede’s study, questions about Individualism and Masculinity within
American and Dutch teams, as presented in Table 6, had been featured:
US1
Q57. individualism US teams
Q58. difference Dutch teams
Q59. players standing out
Q60. desire to stand out
Q61. other team members
Q62. Dutch expression
Q63. Dutch and US players
Q64. taught to stand out
Q65. Coaching style
US2
US3
x
US4
x
x
x
a
a
x
a
b
x
US5
x
x
x
b
x
US6
x
NL1
NL2
NL3
NL4
x
x
x
x
x
NL5
x
b
a
x
c
Table 6
Moreover, in the minutes of the evaluation meeting, it was noted that there had been
instances of critical incidents, which were concerned with injuries and competition, between
the American and Dutch informants. In order to research the attitudes of these informants
toward these two topics, Q66-80—as presented in Table 7—were included in the interviews:
US1
Q66. injuries an issue
Q67. different point of views
Q68. Americans keep playing
Q69. reasons
Q70. prove oneself
Q71. injuries and selection
Q72. what is a serious injury a
Q73. understand view coach
Q74. difficult to understand
Q75. who makes decision
a
Q76. phrase about winning
Q77. phrase in the USA
Q78. importance of winning
Q79. coach’s expectation
Q80. competitiveness
US2
US3
US4
US5
US6
a
a
a
x
a
b
a
x
c
NL1
x
NL2
x
b
NL3
x
b
NL4
NL5
d
x
x
a,b
a
a
a
b
a
x
x
a,b
a
b
x
x
x
Table 7
x
x
b
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In addition, the informants were presented questions about the use of the English
language within the organization in order to find out whether the English language formed a
barrier to successful communication. After all, the American Coaches were native speakers
and the Dutch members, most probably, spoke English as a second language. An overview of
the questions about this topic is presented in Table 8:
Q81. communication in English
Q82. misunderstandings
Q83. English as a barrier
Q84. command of English
Q85. understanding each other
Q86. accommodate English
Q87. helpful to accommodate
Q88. coaches speak clearer
Q89. finding the right words
Q90. ask for clarification
Q91. openness to culture
Q92. adaptation Dutch culture
US1
a
a
x
US2
US3
a
a
a
x
US4
a
a
a
x
US5
b
a
a
x
x
US6
a
a
a
x
x
NL1
NL2
NL3
NL4
b
a
x
b
b
c
x
c
b
a
x
a
a
a
a
a
a
b
a
a
a
x
b
NL5
b
x
b
a
b
b
b
b
x
b
b
Table 8
3.3 Data Interpretation Method and Tool
Moreover, a Skype-meeting between US-1, NL-1, NL-3 and the present researcher was used
to create interview questions. Furthermore, the present researcher interpreted the data by
comparing the answers of the informants to each other. In that manner, one could find out if
and how many similarities and differences there were between the answers of the American
and Dutch informants to the interview questions.
Lastly, fragments of the interviews and the Skype-meeting, which were used to
analyze the data, were transcribed with the transcription tool Exmaralda. One should note that
the transcriptions of the interviews with the Dutch informants are in the Dutch language.
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Nevertheless, these interview fragments have also been translated to the English language for
the sake of convenience. Furthermore, throughout this thesis, US spelling has been used.
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4. Data Analysis
4.1 The Role of a Team Manager (Q1-12)
First of all, in reply to Q1-2, all the Dutch and American respondents agreed that a TM, in the
Netherlands, is responsible for logistical and administrative duties. Yet, the Dutch
respondents were not aware of the tasks of a TM in the USA. After all, whereas all the
American Coaches, in reply to Q3a-b, agreed that a TM in the USA makes sure that there are
sufficient balls, nets and water bottles on the training fields, the Dutch informants’ reply to
Q3c, about whether they were aware of this aspect of an American TM’s role, was either
“no,” or “absolutely not.”
In fact, whereas US-1 was of the opinion that Dutch TMs should carry out similar
tasks as American TMs, the Dutch informants agreed that these tasks are and should be
carried out by the players. For example, throughout the pilot-interview, Coach US-1
emphasized four times that a Dutch TM should perform these tasks as well:
Yet, in reply to Q4, both Dutch informants NL-4 and NL-5 agreed that these tasks are too
23
menial for a TM and emphasized “that the players should have a part in this as well. I mean,
yes, you can establish a net yourself. I think that, in the Netherlands, we are perhaps a bit
more down-to-earth, because our team manager would absolutely not do this” (NL-4).
Moreover, in reply to Q5, both these informants agreed that a TM should not have to direct
the players in performing these tasks because, as NL-5 pointed out, “we do not have to say
anything; the boys have taken that responsibility upon themselves because they are the ones
who want to play and want to make sure that the goals are established.”
24
Furthermore, Q6-7 had been included because NL-1 pointed out that in the USA, the TMs
pick up the socks of the players and also do the laundry. Nonetheless, in reply to these
questions, the Dutch informants NL-1 and NL-5 provided different answers: whereas NL-1
stated that a TM should make sure that the laundry is taken care of, NL-5 stated that the
players took care of the laundry themselves.
Once the tasks of a TM in the USA and in the Netherlands had been discussed, all the
Dutch and American respondents, with the exception of US-6 and NL-4, agreed that the role
of an American TM differed from the role of a Dutch TM. For example, two out of four
Coaches, in reply to Q8, stated that Dutch TMs have more responsibilities than American
TMs. Yet, US-6 pointed out that there should not be a difference and NL-4 assumed that there
were no differences at all. Nonetheless, in reply to Q10, the Dutch respondents who were
aware of the differences agreed that they had either gained that information from Coach US-1
or heard “stories” in which the tasks of an American TM were highlighted. Furthermore, in
reply to Q11, which is concerned with the hiring-process of a TM in the USA, the American
Coaches agreed with each other that a TM is usually hired by a head coach or by US lacrosse.
In the Netherlands, on the other hand, a TM is hired by NL-1 and NL-3.
4.2 Power Distance (Q13-34)
In reply to Q13-14, the majority of the American and Dutch informants were in agreement
with each other on who would usually have the last say during meetings and whether they
themselves had a say in the decisions which had to be made. In reply to Q13, for example, the
majority of the Dutch and American informants agreed that a NLB Board Member had the
last say. NL-3 stated that US-1 also often had the final say and pointed out that the reason for
that might be that in the USA there is perhaps little room for input. Furthermore, in reply to
Q14, Coach US-1, NL-1 and NL-3, were in agreement with each other that they had a say in
25
the decisions which had to be made.
Moreover, the responses to Q15-16 seemed to indicate that decisions were made in a
different way in the USA than in the Netherlands. For example, in reply to Q15, the American
Coaches were in agreement with each other that a head coach would often make decisions
him- or herself without input of others in the USA. This type of decision-making differed
from the one found at NL lacrosse where the majority of the Dutch staff had a say in the
decisions which had to be made. In addition, whereas US-1, in reply to Q16, stated that one
person should make the final decisions, the Dutch informants answered that a few people
together should have the final say. NL-3, for example, would find it more desirable if NL-3
and NL-1, who worked closely together, had the last word instead of US-1 alone. NL-5,
furthermore, argued that the organization members were all working together as a team.
Although, in reply to Q17, NL-2 stated that consensus was not necessarily reached
during meetings, in reply to Q18-19, the American and Dutch informants agreed that it was
important within NL lacrosse that the majority agreed with the decisions which had to be
made. NL-1, for example, provided the following argument: “I do not know why you would
consent to something if the majority does not agree with it. Simply because the president
agrees with it does not seem like a valid reason to me.”
26
Even though the American informants also agreed that it was important to them that the
majority agreed with a decision, US-3 and US-4 both agreed that it seemed to be more
important to the Dutch staff. US-3, for example, was of the opinion that
US-4 seemed to agree with US-3’s assessment and also thought that Dutch players have more
input than American players, because in the US
Furthermore, in reply to Q20, the Dutch informants seemed to disagree with each
other on whether there was a form of hierarchy during the decision-making processes at the
organization. For example, NL-1 and NL-5 both stated that there was no form of hierarchy
during meetings at NL lacrosse. After all, according to NL-5, NL lacrosse is a flat
organization. NL-2 and NL-3, on the other hand, both stated that there was a form of
hierarchy. Nonetheless, NL-2 was referring to the fact that a TM should always seek
permission from NL-1 and NL-3 when executing a task. Moreover, NL-3 was referring to the
meetings between Coach US-1, NL-1 and NL-3 whereby US-1 often had the last word.
According to NL-3, this was often the case because in American meetings there might be little
27
room for input of other people besides the head coach. The hierarchy NL-3 was referring to,
then, might have had influences from the American culture.
In fact, in reply to Q22, the American informants US-3 and US-4 both agreed that a
head coach has more authority in the USA than in the Netherlands. US-3, for example,
thought that there was a higher hierarchy present within American lacrosse organizations and
explained how that affected the way one would treat a head coach:
Moreover, US-4 pointed out that, in the USA, a coach would end up making the final
decisions about everything.
The American decision-making-process differs from the Dutch decision-making
process whereby even players have input. US-4, for example in reply to Q23c, confirmed that
American players have no input in what they will be wearing: the coach decides what they
wear. However, in reply to Q23a-b, both Dutch informants agreed that Dutch players wanted
to choose the number on their shirt and also asked questions about the design of the gear.
Furthermore, Q24, about whether the Dutch informants were aware of the fact that American
players have no say in decisions about the gear, received a wide range of answers. While NL4 was not aware of this fact, NL-2 was aware of it but thought that the players should have
input because, according to this informant, it is part of the Dutch culture to express one’s
opinions. Moreover, NL-5 was against this particular American decision-making process
because “being a coach, you can make decisions about the uniforms and think that certain
items look nice, but the players are the ones who have to wear it and feel comfortable wearing
28
it.”
In addition, in reply to Q25, NL-1 and NL-3 agreed that the process of making decisions
about the gear took long because they tried to answer the questions of the players about the
gear. In other words, the Dutch informants attached importance to a decision-making process
whereby players are given the opportunity to express their opinions and ask questions.
Consequently, in reply to Q26, all the Dutch informants agreed that it would be more
desirable if NL-1 and NL-3 were in charge of the gear order instead of Coach US-1 alone.
After all, the Dutch members NL-1 and NL-3 might have more tolerance for a Dutch
decision-making process which may take longer than an American decision-making process
whereby one person, in this context a head coach, makes the final decisions.
Moreover, the answers to Q27-29 seemed to suggest that American coaches are less
tolerant of players questioning them during practices or games than Dutch coaches. These
questions were based on a critical incident which occurred between NL-3, who is also a
Player, and Coach US-1: “I stood at the sideline during a game and asked the Coach a
question. I said: ‘Coach, I think we are missing a player on the field.’ The Coach, then, first
yelled at me for trying to intervene and then sent an extra person to the field” (NL-3).
29
Both Players NL-3 and NL-4, in reply to Q27, agreed that similar incidents had occurred
within their team. US-6 seemed to understand US-1’s reaction and stated that US-1 might
have had the feeling that the Player was trying to take over the role of the Coach. In reply to
Q28, both Players NL-3 and NL-4 pointed out that their teams had understood that their
coaches do not want to be questioned during practices or games. Both Players, in reply to
Q29, also agreed that American coaches are less tolerant of players questioning him/her than
Dutch coaches. After all, according to NL-4, it is typically Dutch to question a coach.
In fact, in reply to Q30, two Dutch informants agreed that American coaches do not
want to be questioned. NL-2, for example, had understood from a Canadian player that it is
unacceptable to question someone, like a coach, who is your superior in America. According
to NL-2, Coach US-1 had difficulties with developing an understanding for the fact that there
is no Power Distance in the Netherlands and therefore yelled at NL-3 for saying something.
Yet, in reply to Q30, NL-5 stated that even if one cannot question a coach in the USA,
30
“everybody should have the right to state their opinion. Personally, I think it is great that the
Americans want to help NL lacrosse, but we are still NL lacrosse and not US lacrosse. We
have our own culture and they should respect that as well.”
Both Coaches US-5 and US-6 had noticed that the Dutch players and staff attached
importance to expressing their opinions indeed and agreed, in reply to Q31, that Dutch players
are more inclined to question the coach than American players. Both Coaches also agreed, in
reply to Q32, that the reason American players are less inclined to question the head coach is
out of respect. US-6, for example, stated that American players do not question the coach and
explained why:
31
Moreover, US-5 explained that there is a code of conduct in several American teams:
These statements highlight that there is a noticeably large difference in hierarchy between
Dutch and American teams.
Furthermore, Coach US-1 and Team Manager NL-5 disagreed with each other about a
series of emails which the former perceived as disrespectful and the latter as a way of
expressing one’s thoughts. US-1 explained that a series of emails sent by Team Manager NL5 were felt to be extremely upsetting as they undermined the authority of this Coach:
32
US-1 had made a decision about two particular boys who wanted to play for a National Team.
However, NL-5 was against this decision and sent emails to the Coach. The Coach, who was
frustrated, pointed out that if NL-5 had stated face to face what was written in those emails,
the Coach had fired this Team Manager. The reason why US-1 became upset after receiving
those was because, according to US-1, a team manager should merely not be involved in
player selection and surely not undermine a coach’s authority in fulfilling his/her role. Yet,
NL-5 explained that there were no intentions to undermine the Head Coach’s authority.
According to NL-5, everybody should simply have a say: “I really do have respect…to me it
does not matter if someone is a top athlete or a famous person; everyone is equal and
everyone should have the right to state their opinions.”
These two different attitudes of NL-5 and US-1 appear to highlight that the Power Distance
in American teams, where a coach would never be “disrespected” in this manner, is
noticeably higher than in Dutch teams where everyone has the right to state their opinions—
even to the coach.
In addition, the American Coaches US-3 and US-6 disagreed with Player NL-4 on
33
whether a coach should spend time with the players off the field. US-3, for example pointed
out that in the USA, a coach would never be allowed to go to the bar with the players or with
an assistant coach. According to this Coach, there were different regulations in the
Netherlands:
Moreover, US-6, in reply to Q33-34, stated that a coach could spend time with an assistant
coach off the field, but agreed with US-3 that a coach would not spend time with the players:
NL-4, however, pointed out that Dutch players would appreciate it, especially after a
tournament, if they could all spend the evening together including the coach. According to
NL-4, it would also be perfectly normal for an assistant coach and a head coach to spend time
together off the field. Moreover, whereas this Dutch Player also thought it was normal for a
coaching staff to sit together at a table with the players to eat breakfast, Coach US-6 would
34
not be comfortable with this particular situation because there were other guidelines in the
USA:
The reason for this is to keep a division, which seems to highlight the (high) hierarchy that is
present within the teams in contrast to the low hierarchy or even flat structure of Dutch teams.
4.3 Different Orientations toward Time (Q35-49)
Even though voluntary sports clubs play an important role in the sports culture of the
Netherlands, it seemed from the answers to Q35-39 that not all of the American Coaches were
aware of this fact. The questions were presented to all the American Coaches via email, but
only three Coaches replied and one responded to the questions during an interview. First of
all, in reply to Q35, all these Coaches agreed that there are sports clubs in the USA, but most
sports are played in school. Secondly, in reply to Q36, two out of four Coaches pointed out
that they were aware of the fact that sports clubs play an important role in the sports culture of
the Netherlands. The other two Coaches were not informed about this fact and US-6, who was
aware of it, only knew because this respondent had also coached lacrosse teams in Germany:
35
Similarly, in reply to Q37, the same two Coaches who were aware of the former fact pointed
out that they also knew that NL lacrosse was a voluntary organization and that the Dutch staff
did not receive a salary. US-6 was aware of this fact because, again, of coaching experience in
Germany:
US-1 was also aware of this fact which might be because, before coming to the Netherlands,
this Coach sought information about the Dutch culture and how sport is viewed in the
country. However, the other two Coaches did not know that the Dutch staff did not receive a
salary. After all, all the American Coaches, in reply to Q38, agreed that in contrast to the
Netherlands, the members of a lacrosse organization in the USA would usually receive a
salary.
Moreover, US-1 stated that since the Dutch organization members did not receive a
salary, they also had other obligations which prevented them for carrying out tasks on time.
36
NL-3 and NL-5, in reply to Q40, agreed with US-1’s assessment. US-1 and NL-5, for
example, both agreed and seemed frustrated about the fact that flight tickets and hotel
reservations for the Coaches, who lived in the US, were often booked too late. In addition,
NL-3 stated that other obligations such as school, work and relationships also prevented team
managers from being present at all of the training days of the players.
Subsequently, in reply to Q41, all the American Coaches and the majority of the Dutch
Staff agreed that (future) American coaches should be aware of the other obligations of the
Dutch informants. The reason the American Coaches of the present study agreed on this was
because some of them were frustrated about tasks not being carried out on time. US-4, for
example, replied via email to Q42 that informing future American coaches about the
voluntarism of the Dutch staff, “potentially helps to defuse some frustration that may build
from things not getting done as quickly or as easily as a Coach I may be used to.” US-2
added, also via email, that future coaches should be informed “so that their expectations are
well managed.” US-6, for example, had to change certain expectations with regards to time
management since the TM did not always respond to an email within the time frame
anticipated by US-6:
Moreover, US-1, besides frustrations about tickets being booked too late, also carried
frustrations about the delay of NL-1 and NL-3 in making decisions about the gear:
37
Yet, although these American Coaches thought that future coaches should be informed about
the voluntarism of the Dutch organization members, US-1 and US-4 agreed that NL lacrosse
should not use this fact as an excuse for a lack of professionalism.
On top of that, in reply to Q44, the majority of the American Coaches and the Dutch
informants agreed that the Dutch organization members were flexible about deadlines. Q44
was based on US-1’s statement that NL-1 and NL-3 did not understand the importance of a
deadline, since they did not place an equipment order for the players by a certain date:
38
In addition, US-4 pointed out that when an order needed to be placed by a certain date, there
was a little bit of stress:
US-6, in addition, explained that this Coach and the Dutch informants had different views
about deadlines:
39
Remarkably enough, NL-1 and NL-3 also agreed that the Dutch organization members are too
flexible towards deadlines and both stated that the reason for this could be that they have
other obligations.
Nevertheless, in reply to Q45, all the Dutch informants agreed that deadlines are
extremely important and should be met. Yet, their actions were not always in line with these
statements and made it seem to the American Coaches that they did not attach importance to
deadlines. For example, in reply to Q46, NL-1 and NL-3 both agreed that information about,
for example the budget, was not always given right immediately when US-1 asked for it. This
Coach seemed frustrated about the fact that even though NL-1 and NL-3 would respond to an
email or phone call, they did not respond with the information which was needed:
40
Yet, NL-3 pointed out that information could not always be provided “on demand” since the
members worked on a voluntary basis. In addition, NL-3 questioned whether information
could be provided “on demand” if the members received a salary for their activities and
worked full-time at NL lacrosse. Furthermore, in reply to Q47, both NL-3 and NL-5 agreed
that the task of booking flight tickets was often carried out late because the scheme for the
training days of the players was not completely determined and alterations were implemented
in the scheme. In reply to Q48, all the Dutch informants therefore agreed that a more effective
planning was needed within the organization.
Lastly, Q49, about whether the American Coaches worked more efficiently with
deadlines than the Dutch organization members had been presented to NL-1, who agreed with
this. For example, whereas the Dutch members handed in written pieces for the European
Championships Magazine after a deadline, the American Coaches always met the deadlines.
Based on these results, one could possibly state that the American Coaches were perhaps
more strict when it came to deadlines than the Dutch informants. After all, the answers of the
Dutch informants to Q45, about how important deadlines were to them, could be socially
desirable answers.
41
4.4 High-Context Communication versus Low-Context Communication (No Qs)
In addition, the Skype-meeting between US-1, NL-1, NL-3 and the present researcher seemed
to suggest that this American Coach attached more value to written documents than the Dutch
informants. For example, whereas US-1 expressed a preference for a written document in
which a definition of a North-American is mentioned, NL-1 and NL-3 thought that a verbal
policy, which was concerned with how many North-American players could be part of a team,
was sufficient. The Dutch informants did not think that an additional written document with
an explicit definition of a North-American would be necessary. However, US-1 did not think
that this verbal policy created enough clarity:
Therefore, in order to avoid further misunderstandings, US-1 clearly expressed a preference
for a written document in which one would be able to find an explicit definition of what a
North-American is according to NL-1 and NL-3.
Furthermore, US-5 also expressed a preference for a written document: if US-5
42
applied for the position of Head Coach again, this informant would make sure to receive a job
description when starting with the job. US-5 did not receive a job description until a few
months after coaching the Dutch team:
In other words, even though what was verbally communicated to US-5 about the tasks of a
head coach corresponded exactly to the job description, this informant would still prefer to
receive the job description, in written form, as soon as this Coach starts with the job.
4.5 Hobby versus Identity (Q50-56)
Furthermore, the majority of the American and Dutch informants, in reply to Q50, agreed that
it did occur that the Dutch players missed practice because of their other obligations. This
question was based on US-1’s statement that sport is something which the Dutch players
43
For example, US-3 stated that players missed practice because of an exam they had to study
for or because they had to attend a birthday of “their grandmother.” Nevertheless, this Coach
did not
Moreover, during the interview with NL-5, this informant received a message from a player
who would probably miss practice due to an exam. However, NL-5 disagreed with US-3 on
whether one should demand that the players should come to practice because, according to
this Dutch informant, school was just as important.
Furthermore, in reply to Q52, the majority of the American Coaches and both Dutch
Players agreed that sport is considered as a hobby in the Netherlands. Not only did the Dutch
Players agree with this, but they also, in reply to Q53, agreed that it is important to notify
44
future American coaches about this fact because it might influence their expectations. After
all, according to NL-3, Coach US-1 at first thought that the Dutch players’ lives would
revolve around lacrosse and later found out that lacrosse is not the number one priority of
many players.
In fact, US-1 stated that the fact that Dutch players found their study important was a
characteristic of the Dutch culture, because American players would find sport more
important than their study. Both American Coaches US-5 and US-6, in reply to Q54, agreed
that it depends on the person whether sport would be considered more important than school,
but US-5 also explained that many players give more time to sport:
US-5 continued by explaining that American players who are part of a “very intense” lacrosse
program would frequently opt to go to a tournament with the team instead of joining their
family on a trip during spring break. The Dutch players, however, missed practice because of
a holiday with their families. Moreover, NL-4 was of the opinion that since American players
have the opportunity to receive a scholarship for playing lacrosse and also have more time to
play lacrosse, the game becomes their identity.
Furthermore, since US-1 gave the Dutch players permission to miss practice if they
45
had to attend religious activities, both American informants US-5 and US-6, in reply to Q55,
gave their input about the importance of religion in the USA. They both agreed that it was
difficult to state whether religion is important in the USA since it depended on where one
lived. Yet, US-5 added that American players often miss practice because of religious
activities. Lastly, in reply to Q56, US-5 pointed out that those players were often Jewish.
4.6 Individualism within the Team (Q57-65)
Moreover, in reply to Q57-59, all the American Coaches agreed that whereas there were
superstars within American teams, the Dutch players did not want to stand out and be
exceptional. First of all, in reply to Q57, all the Coaches agreed that in the USA there were
superstars within teams which caused individualism to take place within the teams. In the
pilot-interview, US-2 already pointed out that players with outstanding lacrosse skills are
applauded in the USA:
Moreover, US-6 explained that every American lacrosse team has several outstanding players:
46
US-5 even coached such teams in the USA. However, in reply to Q58, this Coach pointed out
that Dutch teams are different:
In fact, in reply to Q59, all the American Coaches agreed that Dutch players did not want to
stand out and be exceptional. US-6 stated that the Dutch players instead played as a cohesive
47
team:
Indeed, all the American Coaches seemed to recognize the Dutch expression “act normally
and you will be conspicuous enough” in the Dutch players’ behavior.
Yet, in reply to Q60, both Dutch Players stated that they did want to stand out and be
exceptional. However, their answers can be explained by the fact that they were trained by
American Coaches who taught them how to be exceptional. First of all, whereas NL-3, in
reply to Q61, stated that all the team mates of this informant would want to stand out, NL-4
did not have the feeling that all the players within the team of this Player would want to stand
out. In fact, in reply to Q62, NL-4 pointed out that several players were satisfied with “just
acting normal: ‘we will do what we can and that will be just fine.’”
48
The reason that NL-3 and the team mates of this informant wanted to stand out, then, can be
explained by the fact that their Coaches in their coaching style, as US-2 pointed out,
In fact, US-2 explained that their coaching style was successful because:
49
Moreover, the reason why NL-4 wanted to stand out can be explained by the fact that NL-4
used to be an Assistant Coach of US-3 who also taught the players how to be exceptional
players:
This Coach explained what kind of mentality many American players have:
50
NL-4, then, might have not seen this mentality in all the players of the team this informant is
currently playing for because not all those players worked together with a coach who has this
type of coaching style.
Indeed, in reply to Q63-64, all the American Coaches seemed to agree that American
players are more inclined to stand out than Dutch players because American players are
taught to stand out from a young age. US-6, for example, stated that
Moreover, US-4 explained that as a result of this,
Furthermore, in reply to Q64c, NL-4 agreed that one could state that there is a six-minus
culture within the Netherlands which does also translate to the way Dutch players play sport.
51
Nonetheless, in reply to Q65, four out of five American Coaches stated that it was part
of their coaching style to teach the Dutch players how to be exceptional. Yet, according to
US-6, it would be difficult to teach this to the Dutch players within two months because this
Coach had been learning it in the past twenty years.
4.7 Injuries and Competition (Q66-80)
Two out of three Dutch informants agreed, in reply to Q66, that there had been issues within
the organization with regards to injuries because NL lacrosse was against the philosophy of
several American coaches who believed that the players should play through injuries. In fact,
in the minutes of the evaluation meeting used for the present study, it was noted that NL
lacrosse was displeased with the fact that Coach US-3 told the players to keep playing through
injuries and take medicine. As a result of this, a culture emerged in which players were afraid
to speak up when they were in pain. Moreover, NL-3, in reply to question 67b, stated that US1 did not find it pleasant when the Dutch physical therapist advised injured players to take
rest. After all, when one rests, one cannot play. Consequently whereas NL lacrosse thought
that injured players should take rest, the American Coaches US-1 and US-3 had different
ideas:
Moreover, in reply to Q67a, three out of four Coaches agreed that American players
are more inclined to play through injuries than Dutch players. US-5, for example, noticed this
52
difference:
Coach US-6 even seemed frustrated about this cultural difference:
After all, US-6 was used to American players who, according to this Coach, would not stop
playing unless they cannot walk. Furthermore, US-3 had played through “serious injuries”
such as knee, ankle and back problems. In one case, a team mate of this Coach even played
53
through a broken wrist which also gives an indication of American players’ thoughts on
playing through injuries.
In reply to Q68-69, about why American players are inclined to play through injuries,
two reasons were provided. First of all, all the American Coaches and Dutch Player NL-4
agreed that due to the large teams in the USA, American players are concerned about losing
their position. US-2, during the pilot-interview, pointed out that in the USA:
In addition, US-5 stated that American players want to prove themselves to the rest of the
team. Yet, in reply to Q70, Dutch Player NL-4 stated that it was not expected of one to play
through injuries, in the Netherlands.
Nevertheless, respondents’ answers suggest that the American mentality of proving
54
oneself to the team had been adopted in several Dutch teams as well. After all, US-1 stated
that if the Dutch players missed practice, for example, due to injuries, it would have direct
consequences for the player selection which the Coach had to make:
Consequently, players who were coached by US-1 might have had the feeling that they had to
play through injuries to prove themselves to this Coach. Moreover, NL-5 stated that players
from a team other than told by US-1 played through injuries because they were afraid that
they would not make the selection if they missed practice. However, in reply to Q71, this
Team Manager explained that there had not been any occurrences where players did not make
the selection due to an injury since they had already proven themselves during other training
days. Nonetheless, the fact that the Dutch players had these concerns indicates that the
American mentality of playing through injuries to prove oneself to the team has been adopted
in several Dutch teams as well. After all, NL-2 explained that several players in the team of
this informant were also motivated to prove themselves to the coach and the team.
Moreover, in reply to Q72, the majority of the American Coaches agreed that whereas
55
they thought that a concussion or a broken body part could be considered as a serious injury,
the Dutch players perceived shin splints as serious injuries. However, three Coaches agreed
that one should play through shin splints, which the Dutch players seemingly did not do.
Nevertheless, NL-4, who worked closely with US-3 and US-6 in the past, stated, in reply to
Q73-74, that it was incomprehensible why these Coaches thought that players should play
through shin splints because “if one plays through that for too long, one will have pain for the
rest of one’s life.”
NL-4, for that matter, could also not understand why US-3 told the players to take medicine.
In addition, in the minutes of the evaluation meeting, it was noted that there were
obscurities about who should make the decision that a player should keep playing or take rest
when injured in US-3’s team. Nevertheless, the answers to Q75, which consisted of a wide
range of answers, seemed to indicate that there was a lack of clear guidelines overall since
every team had a different procedure. First of all, several Coaches stated that the players made
that decision with the help of a physical therapist. Secondly, the Dutch Players and one Coach
explained that a physical therapist gave advice and otherwise the players and the coach would
make that decision together. Another Coach pointed out that the players made that decision
themselves. These various answers suggest that NL lacrosse had no clear guidelines indeed
with regards to who should make that decision.
Responses also appeared to suggest that the mentality of attaching importance to
56
winning a game, which many American coaches and players have, had been adopted by the
Dutch players. While US-5, in reply to Q76, did not agree with the phrase “winning is not
everything, it is the only thing,” this Coach, in reply to Q77, did state that this phrase is
frequently used by many American coaches and players of professional teams in the USA.
Consequently, this phrase has been adopted by coaches and players of high school and college
teams. Moreover, NL-3, in reply to Q78, stated that winning is extremely important.
Nevertheless, NL-3’s answer might have been influenced by the coaching style of US-1 and
US-2 who, again, have used a North American style in which importance is attached to
performance and excellence.
Lastly, the answers of US-6, in reply to Q79-80, seem to highlight the difference in
competitive behavior between American and Dutch players: whereas the Dutch players
consider participating in lacrosse games as competitive behavior, American players consider
winning those games as competitive behavior. For example, in reply to Q79, US-6 explained
that there is a difference between the reaction of a Dutch team losing games and that of an
American team:
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Moreover, US-6 stated that it was difficult to witness the team being less upset than the Coach
about losing games and wanted
This statement implies that winning is also important to US-6, but perhaps to a lesser extent to
the Dutch players. In fact, NL-4, who used to work closely together with US-6, pointed out
that US-6 had not expected that the Dutch team would lose many games because this Coach
was used to play at the highest level. Therefore, according to NL-4, US-6 did not take into
account that many Dutch players had never been coached before, had never played a team
sport before and were not used to play that many games in a short amount of time. In fact, it
did not come as a surprise to NL-4 that the team would lose many games. Nevertheless, US-6
had learned that the Dutch players perhaps had different ideas about competitive behavior
than this Coach:
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Indeed, as NL-4 had already pointed out, US-6, in contrast to the Dutch team, was used to
play games at the highest level where one competes to win games.
4.8 The Use of the English Language within the Organization (Q81-92)
Responses to the questions about this topic appear to suggest that while the majority of the
American Coaches did not think that miscommunications were caused by the use of the
English language, the majority of the Dutch informants agreed that several
miscommunications were actually caused by the use of this language. First of all, in reply to
Q81, all the American informants agreed that English was indeed used when communicating
with the Dutch staff and players. Moreover, US-5 was the only Coach who stated that there
had been occurrences of miscommunications during those communication processes. In
addition, NL-4 gave an example of a miscommunication: the Coach became angry with a
Dutch Player, who mistakenly thought that the Coach wanted him/her to participate in a game
while the Coach actually meant something different. Moreover, NL-3 and NL-5 agreed that
the critical incident between US-1 and NL-5 had been caused by a language barrier. In fact,
according to NL-5, the American Coaches should have taken into account that the Dutch
organization members were not native speakers of the English language. Therefore, this
informant would have found it more appropriate if Coach US-1 had first asked what was
meant by those emails instead of labeling the emails as disrespectful.
Even though the majority of the Dutch informants stated that there were instances of
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misunderstandings, three out of four Dutch informants, in reply to Q83, stated that the
language did not form a barrier to a successful cooperation with the American Coaches. Their
responses to Q84 varied from “I can make myself understood” to “my English is reasonably
good.” Yet, the fact that English is not their native language or a language which they all
speak fluently did not impede them from stating, in reply to Q85, that they had no difficulties
in understanding the American Coaches when they spoke English. According to NL-2, it was
only difficult to understand the Coaches when they made jokes, used expressions or spoke
fast.
Nevertheless, two out of four American Coaches did state that there were times when
they had a hard time understanding the Dutch people. US-4, for example, gave an example of
Dutch parents who mispronounced a word:
However, US-3 did not have a hard time understanding the Dutch members at all.
Also, in reply to Q86, all the American Coaches stated that they tried to adapt their
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English when speaking with the Dutch members. The Coaches, for example, tried to speak
more slowly, and avoid jargon and expressions. Moreover, in reply to Q87, both US-5 and
US-6 stated that it was helpful to accommodate to Dutch interlocutors in this manner.
Nevertheless, in reply to Q88, the Dutch informants NL-4 and NL-5 disagreed with each other
on whether the Coaches should speak more slowly. Whereas NL-5 would frequently ask the
coaching staff to speak more slowly during meetings, NL-4 did not find this necessary.
Furthermore, in reply to Q89-90, the Dutch informants agreed that there were no
instances where they could not find the right words to express their thoughts or where they
had to ask the Coaches to explain their statements. After all, the Coaches would always
explain their thoughts and actions themselves. NL-4, in reply to Q90b, added that if players
did not ask questions when a message was not clear, it was because they would not ask
questions if the communication process was in the Dutch language either.
Lastly, in reply to Q91, all the American Coaches and Dutch informants agreed that
they were open to each other’s culture and, in reply to Q92, all the American Coaches stated
that they even tried to adapt to the Dutch culture. US-4, for example, tried to adapt to the way
the training fields were organized in the Netherlands: before practice, the Dutch players
would use flour to line the fields, whereas one would always find the fields already lined in
the USA. US-4 also tried to adapt to the fact that the people in the Netherlands often made use
of the public transportation:
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After all, according to this Coach, everybody would make use of their cars to drive from door
to door in the USA. Moreover, US-3 tried to learn the Dutch language.
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5. Conclusion
5.1 General Conclusion
The present study has tried to create awareness of differences in perceptions of role rights,
management styles, work-related beliefs, coaching styles, behavioral expectations and
attitudes between the American and Dutch organization members of NL lacrosse for several
reasons. First of all, many misunderstandings had taken place between the different
organization members due to these differences. Moreover, many more misunderstandings
may take place in the future if NL lacrosse and its members are not aware of these
differences. Even though the studies which were discussed in this thesis suggest that there are
many close similarities between the American and Dutch culture, the present study cannot
find evidence for those similarities. The present study instead suggests that the American and
Dutch cultures, in the context of NL lacrosse, only have similarities on the surface. Therefore,
it is important that research is conducted in specific intercultural contexts to gain a better
understanding of the differences and similarities between cultures. In the sections below,
conclusions about each topic based on the results of the present study accompanied with
implications of the differences between the American and Dutch culture in the context of NL
lacrosse will be discussed.
5.2 The Role of a Team Manager
First of all, results seem to indicate that both countries have positions for team managers
within a lacrosse organization. However, the fact that American coaches are used to work
together with team managers in the USA as well does not guarantee that this cooperation will
be similar in the Netherlands because roles of lacrosse members can differ across cultures. For
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example, future American coaches might expect Dutch team managers to perform the same
tasks as American team managers, while these tasks are usually not within the scope of
responsibilities of Dutch team managers. Consequently, the American coaches can experience
rich points because their expectations are not met and the Dutch team managers can become
confused because they are asked to perform tasks they normally do not and perhaps refuse to
carry out. In fact, since not all organization members of NL lacrosse were fully aware of what
the differences between the roles of a Dutch and American team manager exactly entail or
that these differences exist, there were frustrations and misunderstandings about the tasks the
Dutch team managers should be responsible for. Therefore, in order to avoid such
misunderstandings, it can be helpful if NL lacrosse informs its organization members about
these different roles and how this difference can have an impact on one’s expectations about
role rights.
5.3 Power Distance
Moreover, the American and Dutch culture seem to have other similarities on the surface with
regards to the sport lacrosse: in both an American and Dutch lacrosse organization, decisions
have to be made about the gear of the players and the budget. In addition, both American and
Dutch teams have coaches, team managers, and players. However, not only do the results of
the present study seem to suggest that the American Coaches and the Dutch Staff prefer and
are used to different decision-making processes about the budget and the gear of the players,
but the results also suggest that they are used to different types of structures within lacrosse
teams. In this view, the present study cannot provide evidence for Hofstede’s theory which
implies that many American and Dutch organizations have a decentralized decision structure
and a flat organizational structure.
Even though the differences in Power Distance which are found in this investigation
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seem to be subtle, it is important that an organization as NL lacrosse is aware of these
differences. After all, an American Coach who is used to making decisions by him- or herself
may step into a new working environment with new Dutch colleagues and try to make final
decisions without asking input of others. Similarly, the Dutch Staff may ask for input of team
managers, players, and coaches without knowing that an American coach might preferably
make those decisions on his or her own. Furthermore, Dutch players who are not aware of the
higher hierarchy which is present within American teams may question a coach and
consequently upset him or her. Similarly, American coaches who are not aware of the more
flat structure within Dutch teams may experience rich points when being questioned or asked
to go to a bar by Dutch players. Therefore, it is important that international organizations, like
NL lacrosse, are aware of such subtle cultural differences and the implications thereof in order
to create effective cooperation between organization members.
5.4 Different Orientations toward Time
In addition, according to Hampden-Turner and Trompenaars, the USA and the Netherlands
belong to the group of monochronic cultures which regard time commitments such as
deadlines seriously. However, the results of the present study seem to indicate that even
though both cultures make use of deadlines, the American Coaches take those time
commitments more seriously than the Dutch Staff, who are more flexible about deadlines. In
other words, while the present study cannot find any evidence for the generalization that both
the American and Dutch culture take deadlines equally seriously, this study appears to
confirm Hall and Hall’s study which suggests that Americans have a monochronic-culture and
as a result are not used to waiting long periods of time for decisions and want quick answers.
Although the difference in orientations toward time between the American and Dutch
culture seems subtle, it has caused numerous frustrations among the American Coaches about
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the behavior of the Dutch Staff with regards to time management. Moreover, if the
organization members of NL lacrosse are not informed about this difference, more
misunderstandings may take place in the future. For example, an American Coach might
expect emails to be answered and decisions to be made within a time period he or she is used
to in the USA. Consequently, if the Dutch Staff cannot meet that standard, the American
Coach might become upset. Similarly, the Dutch Staff might not understand why the Coach
would be upset because they perform their tasks on a voluntary basis due to other obligations.
However, as the results of the present study suggest, several American Coaches do not think
that NL lacrosse can use the fact that they are a voluntary organization as an excuse for a
“lack of professionalism.” Therefore, it is important that NL lacrosse is aware of this
difference and also informs its organization members about it in order to prevent any further
frustrations or critical incidents from taking place in the workplace.
5.5 High-Context Communication versus Low-Context Communication
Another aspect which the American Coaches and the Dutch Staff seem to have in common is
the fact that they all make use of explicit communication codes such as written documents.
However, the present study cannot find evidence for Hall and Hall’s generalization that, in
any given context, it is a characteristic of the American and Dutch culture to make use of
explicit communication codes which implies that both cultures attach the same amount of
value to these communication codes. Instead, the present study suggests that the American
Coaches attach more importance to explicit communication codes than the Dutch Staff since
the former preferred written documents over verbal policies, while the latter in several cases
thought that (implicit) verbal communication processes were sufficient. Again, if organization
members are not aware of this difference, rich points or even feelings of frustrations may
occur when expectations about the type of communication codes which should be used are not
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met.
5.6 Hobby versus Identity
Furthermore, the results of the investigation seem to suggest that whereas the sport of lacrosse
is considered as an identity of American players, it is considered more as a hobby in the
Netherlands. It is important that NL lacrosse and its different organization members are aware
of this difference since it might reshape their expectations. After all, future American coaches
might encounter rich points when meeting Dutch players who often miss practice due to other
obligations. Similarly, Dutch players could be surprised if an American coach does not accept
their excuse to miss practice because they have other duties to attend to. Therefore, in order to
avoid critical incidents, NL lacrosse should inform its organizational members about how the
sport lacrosse is viewed in the USA and in the Netherlands, and also provide the opportunity
to the American coaches and Dutch players to share their expectations about this topic with
each other.
5.7 Individualism within the Team
Moreover, the present study cannot find any evidence for Hofstede’s suggestion that the USA
and the Netherlands have nearly identical Individualism index scores which imply that, in any
given context, Americans and the Dutch tend to put emphasis on individual achievement. The
results of the present study instead suggest that whereas it is a characteristic of many
American players to try to stand out and be exceptional, many Dutch players play more as a
cohesive team where no one clearly stands out from the rest. In that sense, even though the
present researcher finds the label “Masculinity” inappropriate, the present study supports
Hofstede’s statement that whereas high MAS countries such as the USA put emphasis on
achievement and performance, low MAS countries such as the Netherlands conform to
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another system: leveling (p. 10).
In addition, it is important that NL lacrosse and its members are informed about the
difference between American and Dutch players with regards to the topic Individualism. After
all, not only can this difference between both cultures cause American coaches and Dutch
players to have rich points, but it can also cause them to mistakenly draw the wrong
conclusions about each other. For example, an American coach, who is used to coach
American players, might think that Dutch players have no outstanding lacrosse skills when in
fact they might not desire to stand out—that is, even if they have the skills to do so. Thus,
although lacrosse teams across the world may seem similar on the surface, there are deeply
embedded cultural differences between players from different countries which one should
take into consideration when working together with a coach or players from another country.
5.8 Injuries and Competition
Results also appear to indicate that there are two more differences between the behavior of
American and Dutch players: American players are more inclined to play through injuries
than Dutch players and whereas Dutch players perceive participating in games as competitive
behavior, the American players seem to compete to win. It is important that future American
coaches and Dutch players are aware of these differences, because it can cause frustrations
and misunderstandings which have already taken place at NL lacrosse with regards to these
topics. For example, an American coach, who is used to play at the highest level, might
expect Dutch players, who possibly have never played a team sport before, to play through
certain injuries and strive to win as many games as possible. Dutch players, as a result, might
be afraid to speak up when they are injured or think they are not good enough if they lose
games. Therefore, competitive behavior and attitudes towards injuries can differ across
cultures and cause unnecessary frustrations among players and coaches if they are not aware
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of these differences.
5.9 The Use of the English Language within the Organization
Furthermore, the results of the present study seem to suggest that the majority of the
informants do not think that the English language forms a barrier to successful cooperation.
However, since the results also seem to indicate that misunderstandings have taken place and
the Dutch informants do not all speak the language fluently, the English language might form
a barrier to successful cooperation without the informants being aware of it. Therefore, the
present researcher not only recommends that NL lacrosse raises awareness of the fact that
misunderstandings can take place when the English language is used in communication
processes between native speakers and less proficient speakers, but also that the organization
members use linguistic accommodation strategies.
First of all, as Spencer-Oatey and Franklin suggest, “linguistic accommodation of the
kind found in investigations of native-speaker adjustments to non-native speakers is extremely
important for achieving understanding” (85). According to Spencer-Oatey and Franklin,
linguistic accommodation can be achieved in several ways. For example, native speakers can
try to “speak more clearly and slowly than usual.” Moreover, they can try to “avoid
unnecessarily technical words, slang, and idioms” (86). In fact, several American
respondents’ answers suggest that adapting one’s English in this manner seems to be helpful.
Furthermore, both American and Dutch informants can ask for clarification when a message
is unclear. As Spencer-Oatey and Franklin point out, “when something is unclear, there is
often a strong temptation to ‘let it pass’; however, if this is done too frequently or at too
critical points, serious problems in achieving mutual understanding can result” (87). In short,
even if everyone within an international organization like NL lacrosse can understand the
English language and make him- or herself understood, the language can cause
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misunderstandings because not everyone has attained the same level of proficiency; linguistic
accommodation strategies are important and should be used to achieve understanding.
5.10 Limitations
The present study has several methodological limitations which need to be taken into
consideration when interpreting the results. First of all, the results are based on data collected
from meetings, observations and interviews with only a small number of respondents (twelve)
who participated in this investigation. This number might be too small to draw conclusions
from about large groups of people from different cultures. Moreover, the questionnaires
contain questions with two or more versions which may have affected the results because the
respondents’ answers might have been slightly different if they were all asked the same exact
questions. Another problematic aspect of the methodology is that the respondents do not all
have the same position within the organization. Consequently, the questions aimed at the
American informants and the Dutch informants do not always overlap; several questions were
only aimed at particular informants. Nonetheless, questions about each topic were presented
to all the informants. Furthermore, at times, the reliability of the respondents’ answers to the
interview questions can be questioned. After all, there is a chance that the respondents, who
are representatives of a young organization, have given socially desirable answers with the
intention to project a positive image of the organization. Lastly, it can be questioned whether
the answers of the two Dutch Players to the interview questions provide reliable insights into
behavioral conventions, attitudes and beliefs of Dutch players because these two Players have
possibly adopted American mentalities. After all, they have been coached by American
coaches who have incorporated a North-American style into their coaching sessions. Dutch
players who have never been coached by American coaches, therefore, might provide
different answers than the Players interviewed for the present study.
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5.11 Recommendations for Further Research
Little research has been conducted in sports organizations to explore cultural differences.
However, due to the globalization many sports organizations consist of members from
different cultural backgrounds who have to work together despite their differences.
Consequently, further research in such specific contexts can provide an insightful and better
understanding of complex communication processes and possibly also provide solutions for
misunderstandings which may take place. Firstly, even though the communication problems
within NL lacrosse were mainly between the American Coaches and the Dutch Staff and
Players, for further research, it would be interesting to interview Dutch coaches as well.
Subsequently, their answers can be compared to the answers of the American Coaches which
can reveal even more deeply embedded cultural differences or more insights into already
known differences. Furthermore, since lacrosse is played around the world, research can be
conducted in other countries to explore differences between other cultures than the American
and Dutch culture. For that purpose, the same topics of the present study can be used. In
addition, it would be interesting to conduct research in organizations of other team sports such
as basketball, soccer or hockey which are played in both the USA and the Netherlands.
Subsequently, one can find out whether such investigations bring forth similar results as the
present study.
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6. Works Cited
Hall, Edward and Mildred Hall. Understanding Cultural Differences: Germans, French and
Americans. Maine: Intercultural Press, 1990.
Hampden-Turner, Charles and Fons Trompenaars. The Seven Cultures of Capitalism: Value
Systems for Creating Wealth in the United States, Britain, Japan, Germany, France,
Sweden and the Netherlands. New York: Doubleday, 1993.
Hofstede, Gerard Hendrik. Culture's Consequences: International Differences in WorkRelated Values. Beverly Hills: Sage, 1928.
McSweeney, Brendan. “Hofstede’s Model of National Cultural Differences and their
Consequences: A Triumph of Faith – a Failure of Analysis.” printed in Human
Relations. 2002. Vol. 55.1, p. 89-118.
Smith, Peter, Michael Harris Bond and Cigdem Kagitcibasi. Understanding Social
Psychology across Cultures: Living and Working in a Changing World. London: Sage,
2006.
Spencer-Oatey, Helen and Franklin, Peter. Intercultural Interaction: A Multidisciplinary
Approach to Intercultural Communication. London: Palgrave Macmillan, 2009.
Verluyten, Paul. Intercultural Communication in Business and Organisations. Leuven: Acco,
2008.
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Appendix: Questionnaires
In the sections below, one can find an overview of all the interview questions per topic. The
questions which were put to the Dutch informants have been added in these sections as well.
1.1 The Role of a Team Manager (Q1-12)
1a. What is it that a team manager does?
b. Could you briefly, in your own words, describe the role of a team manager?
Kun jij even kort in je eigen woorden vertellen wat volgens jou de rol is van een team
manager?
c. What does the role of a team manager entail?
Wat is de rol van een team manager?
2. Could you in your own words describe the role of a team manager, here in the Netherlands?
3a. what about the balls and the nets and the fields, none of that?
b. I talked to one of the coaches of the national teams. And that coach told me that in the
United States the team manager would be responsible for, you know, having the balls and
the nets on the field and making sure there are water bottles. Do you agree with that?
c. What I have understood is that the team manager in the USA primarily makes sure that the
nets and balls are on the field, that appropriate fields are arranged, that there is water, and
those sorts of things. Is that what you have understood as well?
Hoe ik het heb begrepen, is dat de team manager in Amerika er vooral voor zorgt dat de
netten er zijn, de ballen op het veld zijn, en dat de juiste velden zijn geregeld, en dat er
water is, dat soort dingen. Heb je dat ook zo begrepen?
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4a. Do you think that players can do that themselves?
Dus jij vindt van, dat kunnen de spelers zelf doen?
b. By chance, I also asked this to another person and that person told me that the players all
have hands themselves and that we are too down-to-earth for that, here in the Netherlands.
Do you agree with that?
Ik heb dit toevallig aan nog aan een ander persoon gevraagd en die zei inderdaad dat de
spelers allemaal zelf handen hebben en dat we hier in Nederland daar te nuchter voor
zijn.
Ben je het daarmee eens?
5. Would it, for example, be useful if all the players indeed do it themselves, but are directed
by the team manager?
Zou het bijvoorbeeld iets zijn als inderdaad de spelers dat allemaal gewoon zelf doen,
maar dat de team manager ze daarin aanstuurt?
6. A team manager here does not perform those tasks? (Picking up socks of the players and
doing the laundry, which a team manager in the US does according to NL-2)
Dat doet de team manager hier niet?
7. How do the clothes end up with the team manager? How can the team manager take care of
the laundry?
Hoe komen die kleren dan bij de team manager? Hoe kan de team manager daarvoor
zorgen?
8a. Do you have the idea that the role of a team manager in the Netherlands differs from the
role a team manager has in the United States?
b. Now that you have worked together with coaches from America, do you have the feeling
that a team manager has a different role in the US than in the Netherlands?
Maar nu je hebt samen gewerkt met coaches uit Amerika, heb je dan het gevoel dat een
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team manager een andere rol heeft in Nederland dan in Amerika?
c. Do you think that team managers have a different role in the US?
Denk je dat de team managers een andere rol hebben in Amerika?
9. Could you tell me something more about that?
Kan je daar meer over vertellen?
10a. How do you notice that?
Hoe merk je dat eigenlijk?
b. Where did you get this information from?
Hoe kom je aan deze informatie?
11a. Here in the Netherlands, the team manager gets hired by the SNT. What about in the
United States?
b. As US-1 already pointed out, team managers get hired by the coach in the United States,
right?
Zoals US-1 al aangaf, de team managers worden eigenlijk aangenomen door de coach in
Amerika toch?
12. Do you think that would be a good task for a team manager: arranging that the coaches
come here? Also arranging the hotel?
Zou je dat een goede taak vinden voor een team manager, dus dat de team manager regelt
dat de coaches hierheen komen? Ook het regelen van een hotel?
1.2 Power Distance (Q13-34)
13a. Who has the last say in the decisions which have to be made?
Wie heeft het laatste woord bij de beslissingen die gemaakt moeten worden?
b. Does that person have the last say as well?
c. Does that person basically have the last say?
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14a. Do you have a say in decisions which have to be made?
Heb jij inspraak op beslissingen die worden gemaakt?
b. Do you have a certain power to influence the decisions which have to be made?
c. What are the decisions you have no say in?
We hadden het net over beslissingen. Waar heb jij dan niks over te zeggen?
15a. What about in the United States? Who would have the most influence?
b. So in the United States, the coach is the person who does most of the decision-making?
c. Now that you told me more about how decisions are made within Nederland Lacrosse,
how are decisions made within in America?
16a. Do you think that it is important that there is someone who has the last say?
Vind je het belangrijk dat er één iemand het laatste woord heeft?
b. You think there should be one person, like, who carries the responsibility for all the
decisions which are being made?
17. Do you think that consensus is reached during decision-making processes at NL Lacrosse
or the SNT?
Ben je van mening dat er tijdens besluitvormingen consensus wordt gecreërd bij
Nederland Lacrosse of de SNT?
18. Did you have the feeling that it is important within Nederland Lacrosse that everyone
involved in the decision making, agrees with the decisions which have to be made?
19a. Is it important to you that the majority of the people agree with a decision which has to
be made?
Is het volgens jou belangrijk dat zoveel mogelijk mensen het eens zijn met een bepaalde
beslissing die wordt gemaakt?
b. How important is it for you that a compromise is elaborated on which suits everybody?
20a. Is there a certain hierarchy within the SNT?
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Is er nog sprake van een hierarchie binnen SNT?
b. Do you think that there is a form of hierarchy during the decision-making processes?
Is er volgens jou sprake van een hierarchie tijdens besluitvormingen?
21. Do you think that it is important that there is a form of hierarchy?
22a. Do you think that power is distributed in a different way than here in the Netherlands?
b. Is there any other example you know of in which you can explain how power is
distributed in a different way in the United States than here in Holland?
23a. So another difference is that players here want their own number?
Nog een verschil is dus dat hier de spelers ook gewoon hun eigen nummer willen?
b. NL-1 told me that in the United States, the coach kind of decides which number you get.
Is that true?
c. Are there questions of the team concerning the number on their shirts or the design?
Zijn er wel eens vragen van het team over welk nummer ze zullen krijgen of het design?
24. Are you aware of the fact that, in America, the coaches are the ones who decide what the
players will be wearing and that the players have no say in that?
Je bent er wel op de hoogte van dat of bewust van dat in Amerika, zeg maar, de coaches
beslissen wat voor kleding en de spelers hebben daar eigenlijk verder niks over te zeggen?
25. Did the process of the decision-making about the gear take so long because questions of
the players kept coming which of course you wanted to answer?
Het is dus zolang doorgegaan omdat er steeds vragen kwamen van de spelers en jij wilt
natuurlijk antwoord geven?
26a. How can this be improved? Can it be improved by letting the SNT have those
connections themselves?
Hoe kan dit verbeterd worden, doordat de SNT zelf zeg maar die contacten gaat leggen?
b. What would you want to see improved when it comes to the gear?
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En qua kleding, wat zou je daar verbeterd willen zien?
27a. Are there any similar incidents with other team members?
Nog meer van zulke incidenten met andere teamleden?
b. What about questioning the coach, does that occur now and then? Just to give you a nice
example: one of the players of a specific team (NL-3) told me that they were training and
the player told the coach the following: “Hi coach, we are missing someone on the field.”
The coach was not pleased with this and started to yell a little bit. Could this happen in
your team as well?
Hoe zit het met tegenspreken van de coach, gebeurt dat wel eens? Om even een
leuk voorbeeld te noemen: Een van de spelers van een team, die vertelde mij dat terwijl
ze aan het trainen waren, zei die: “hey coach we missen iemand op het veld.” En de
coach kon het eigenlijk niet hebben en die begon eigenlijk al een beetje te schreeuwen,
zeg maar. Zou dat zeg maar ook gebeuren bij jullie in het team?
c. There was this one player and they had a practice. And they were missing one guy on the
field. And so this Dutch guy told the American coach: “Hi coach, we are missing
somebody.” And the coach got extremely upset, and was like: “Don’t you think I can
handle this?” And the coach started to swear. Would you do the same thing? Would you
get upset?
28a. Do you all understand that (that the coach does not want to be questioned during practice
and games)?
Dat begrijpen jullie allemaal?
b. Do you think that your team mates have the same thoughts about this or do you think that
you are the only one who thinks this way?
Denk je dat jouw teamleden ook zo erover denken of dat alleen jij zo denkt?
29a. Do you think that American coaches are less inclined to tolerate that than Dutch
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coaches?
(That is, are they less inclined to tolerate being questioned by players?).
Heb je het gevoel dat Amerikaanse coaches dat in mindere mate tolereren dan
Nederlandse coaches?
b. A Dutch coach would not mind if you would say that?
Een Nederlandse coach, die zou dat dus niet erg vinden als je dat zou zeggen?
30a. Do you have the feeling that there is a form of hierarchy within American lacrosse? Do
you, for example, think that coaches cannot be questioned?
Heb je wel het gevoel dat er sprake is van een hierarchie bij Amerikaanse lacrosse? Om
een voorbeeld te noemen, dus de coach mag niet tegengesproken worden, denk je dat dat
zo zit?
b. So you think that the power distance is higher in the USA?
Je vindt dus dat Power Distance in Amerika toch wel hoger ligt?
31. Do you think that Dutch lacrosse players are more inclined to question the coach than
American players would be?
32a. Is that because, you know, whatever the head coach says we just believe?
b. Why is that? Out of respect?
33a. I spoke to US-3 about this who told me that it is not common in the USA for a coach to
go to the bar with his or her team members or even with the assistant-coach; that just
simply does not happen. And according to you, we would actually appreciate that
somewhat more here?
Ik heb het hier met US-3 over gehad en die vertelde mij dat het in Amerika eigenlijk
helemaal niet gewoonlijk is om met teamleden of zelfs met je assistent-coach even naar
de bar te gaan, dat gebeurt gewoon helemaal niet. En hier zouden we dat dus eigenlijk
wel wat meer waarderen, volgens jou?
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b. Would it happen that the coach and the players would hang out together outside of the
field?
34. And the assistant-coach?
1.3 Different Orientations toward Time (Q35-49)
35. Here in the Netherlands, lacrosse is played on a national level, so you have the national
teams, but you also have sports clubs and associations ( also called verenigingen), for
example in Delft, Utrecht, Rotterdam, Amsterdam, Groningen etc. What about in the US?
Is there such a thing as sports clubs or associations?
36. Did you know sports clubs and associations are an important part of the Dutch sports
culture when you came here to the Netherlands?
37. Did you know that all the people who work for the SNT and for Dutch Lacrosse do this as
a voluntary thing, unpaid, when you came to the Netherlands?
38. What about in the US? Do people who work for a lacrosse organization get paid, and
coaches etc.?
39. At what levels is lacrosse played in the US? Is that only high school, college and on a
professional level?
40a. The booking of the tickets, responding to emails, etcetera happens more slowly
sometimes. And we just spoke about the fact that people also have other obligations. Do
you think that could be the reason?
Het boeken van de tickets, het beantwoorden van de emails, etcetera, af en toe gaat dat
dus wat langzamer. En ik had het net over dat men dus ook andere verplichtingen heeft.
Denk je dat dat een reden daarvoor zou kunnen zijn?
b. Is that because this is a voluntary organization? So people indeed have a job, study and
those sorts of things; do you think that is the reason why the team managers can often not
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be present at practice?
Komt dit denk je omdat, het is een vrijwillige organisatie, dus mensen hebben inderdaad
werk en studie en dat soort dingen. Denk je dat daarom dus de team managers gewoon
vaak niet aanwezig kunnen zijn?
41a. You think it is important to tell future American coaches who want to join Dutch lacrosse
that people who work for the organization do that as a voluntary thing? So is it important
to tell them that things may not go as fast as you are used to due to the Dutch staff
having other obligations such as work and education?
b. Do you think that the Americans should be informed about the fact that you also have
other obligations? Do you think that could create an understanding?
Denk je dat de Amerikanen wel op de hoogte van gebracht moeten worden dat jullie dus
ook andere verplichtingen hebben? Denk je dat dat begrip zou kunnen creëren bij hun?
c. So it is especially important to let them know that this is a voluntary organization?
Dus het is vooral belangrijk om hun te laten weten dat dit nog best wel een
vrijwilligersorganisatie is?
42. Why do you think it is important to tell them that?
43. Do you think that the coaches understand that?
Denk je dat hier begrip voor is van de coaches?
44a. Do you have the idea that people are more flexible to deadlines around here?
b. Do you think that people are too flexible toward deadlines within the organization?
Denk je dat er binnen de organisatie te flexibel wordt omgegaan met deadlines?
45a. How important are deadlines to you?
Hoe belangrijk zijn deadlines voor jou?
b. What is your perspective on deadlines?
Hoe kijk jij tegen deadlines aan?
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46a. What if one of the American coaches, for example US-1, asks you: “how are we
financially?” or “What is our perspective on the budget?” Do you think that you always
have an answer on time?
Stel nou dat een van de Amerikaanse coaches, bijvoorbeeld US-1, vraagt: “hoe zit het
met de financiën?” “Hoe zit het met het budget?” Hebben jullie dan altijd op tijd een
antwoord, vinden jullie?
b. So if US-1 asks what the budget is, US-1 actually wants information about it right
immediately?
Dus als US-1 bijvoorbeeld vraagt van, hoe zit het met het budget, dan wilt US-1 eigenlijk
meteen informatie daarover?
47a. You just spoke about the fact that you book the tickets for US-1 and also arrange US-1’s
stay. Do you think that it gets done too late at times?
Je hebt het net gehad over dat je dus tickets boekt voor US-1 en US-1’s verblijf dat regel
jij. Gebeurt het wel eens te laat denk je?
b. So you also take care of the tickets and stay of the coaches? Is this taken care of on
time?
Jij zorgt dus ook voor tickets en verblijf van de coaches? Wordt dit op tijd gedaan?
48. Do you think that a more effective planning is needed within the organization?
Heb je het gevoel dat er een strakkere planning nodig is binnen de organisatie?
49a. What about the Americans, do you think that they work smoother with deadlines and
planning things?
En de Amerikanen, zijn hun wel wat strakker met deadlines, planning?
1.4 Hobby versus Identity (Q50-56)
50a. Did that happen often, that somebody did not show up because they had an exam or
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something else?
b. Did it happen that players did not show up because they had a test or they had to go to a
birthday?
c. Does it ever happen that your team mates miss a training day because they have to study
for an exam or because they have to attend a birthday party of their grandmother?
Gebeurt het wel eens dat teamleden bij jou bijvoorbeeld niet naar een trainingsdag
komen omdat ze bijvoorbeeld moeten studeren voor een examen of ze hebben een
verjaardagsfeestje van hun oma?
d. Does it ever happen that team members do not come to practice because they, for
example, have to study or visit family?
Komt het wel eens voor dat teamleden niet naar de training komen omdat ze
bijvoorbeeld moeten studeren of dat ze naar familie gaan?
e. Do you have the feeling that the players set priorities? So, have they, for example,
missed practice because they had to work or study?
Heb je het gevoel dat de spelers prioriteiten stellen? Dus dat ze bijvoorbeeld training
missen omdat ze, laat me zeggen, gaan werken of studie?
51. How does the coach react to that?
Hoe reageert de coach daarop?
52a. Do you think that is because people here in Holland see sport more like a hobby?
b. Do you think that is because lacrosse is more like a hobby here in Holland, whereas in
the United States it is more of a profession? You think that plays a role?
c. You just said a lot of people here in Holland, you know, they have their study, they have
their work, and next to that they have sports. So do you think that maybe sport becomes
more of a hobby instead of an identity?
d. Could it also be because perhaps sport has a different meaning in the United States than
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here in Holland? Because here, for example, sport is more something of a hobby which
comes next to your study, work, relationships etcetera. And it is not like your number
one priority. Do you have the feeling that that is true?
e. Do you think that sport in the Netherlands, in general, is considered more as a hobby?
Denk je dat in het algemeen, als je zo om je heen kijkt, dat sport in Nederland meer
wordt gezien als een hobby?
53. Do you think that coaches who will be hired in the future should know that sport is more
like a hobby in the Netherlands?
Denk je dat als coaches worden aangenomen of aangesteld in de toekomst, dat coaches
hier wel van op de hoogte moeten zijn? Dus dat in Nederland sport eigenlijk meer een
hobby is?
54. One of the players of one specific team told me that sometimes players do not come to
practice because, for example, they have to study for an exam. I asked the player how the
coach reacted. And the player told me that the coach would make an exception for studies,
family, and religion, but that in the United States many players would find sports to be
more important than school. Do you agree with that?
55. Can you understand why the coach would make an exception for religion? Is religion
important in the United States?
56. Is it often the Christian religion or?
1.5 Individualism within the Team (Q57-65)
57. In the United States, are there like team super stars, which causes individualism to take
place within a team?
58. Is that different from the team you are coaching now in the Netherlands?
59. Did you have the feeling that the Dutch players did not really want to stand out and be
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exceptional? Here in the Netherlands you have the expression “just act normal because
that is crazy enough.”
60. What is your point of view on standing out? Would you want to stand out above the rest?
What are your thoughts on standing out? Would you want to stand out above the rest?
61. And the other team members, do you notice that?
En de andere teamleden, merk je dat?
62. Do you seem to recognize the saying “act normally, that is conspicuous enough” in them?
Geldt bij hun zeg maar meer het principe van “doe maar normaal, dan doe je al gek
genoeg?”
63a. Did you notice a difference between the Dutch players and American players?
b. Would you say that Dutch players are less inclined to stand out and be exceptional than
American players?
64a. Do you think that is because in the United States they learn from a young age to do your
best no matter what, work hard, stand out in class, get A’s, and perhaps that translates to
sport as well?
b. And the next thing I am going to say, without generalizing, I know that in the United
States kids learn from a young age that, you know, you need to stand out, you need to
get an A, you need to work hard. Do you think that this perhaps translates to sport as
well? Do you think that is less here in Holland?
c. In the USA, for example, without generalizing, they are thought to do their best in
school, get straight A’s, and stand out above the rest which also often is translated to
sport. Do you think that the same thing is here? After all, here, you often find a so-called
six-minus culture. Does it also translate to sport?
Bijvoorbeeld in Amerika, niet om te generaliseren, maar daar leren ze natuurlijk al van
jongs af aan van, op school ga je je best doen, je gaat allemaal A’s halen, je moet
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uitblinken boven de rest allemaal, en dat vertaalt zich ook vaak naar sport. Denk je dat
dat hier ook zo is? Want hier heb je natuurlijk wel vaak een zesjescultuur, zeg maar.
65. Was it part of your coaching style to teach them to be exceptional; do you think that is
important?
1.6 Injuries and Competition (Q66-80)
66. Is that an issue, injuries?
Is dat een issue, blessures?
67a. Do you think that there is a difference in the way players in the Netherlands think about
injuries and in the United States?
b. Do you have the feeling that the players have a different point of view when it comes to
injuries than US-1?
Heb je het gevoel dat de spelers blessures anders zien dan dat US-1 ze ziet?
68. You just said that American players are more inclined to play through injuries. What is the
reason for that you think?
69a. Do you think that the reason why people in the United States are inclined to play through
injuries is because there are a lot more players there and you can be, like, replaced more
easily?
b. I talked with US-1 about this and I asked if American players are more inclined to play
through injuries, and US-1 told me that in the United States you have a lot more players
so sometimes the players are afraid to be replaced. Do you agree with that?
c. I asked the same question to an American coach, who told me that in America you have
like a huge team, and so people are afraid to lose their position or they want to prove
themselves to their teammates. Do you agree with that?
d. Do you think that they are more inclined to play through an injury there because they are
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afraid that they might lose their position since there are three people standing behind
them who want to take their spot?
Denk je dat ze daar sneller door een blessure heen spelen omdat ze bijvoorbeeld bang
zijn dat ze zo zeg maar hun positie kunnen kwijtraken, dat er gewoon drie personen
achter hun staan die zo even hun plek willen innemen?
70. Did you ever have the feeling that you had to play through an injury to prove yourself to
the other team members and perhaps to the coach?
Heb je wel eens het gevoel gehad dat je door een blessure heen moest spelen om jezelf te
bewijzen aan de andere teamleden of misschien aan de coach?
71. Does it indeed happen that if a player does not play through an injury or decides to not
train during a weekend, he or she cannot make it through the selection?
Is dat inderdaad zo dat als een speler bijvoorbeeld niet door een blessure heen speelt of
een weekendje niet mee traint, dat diegene dan niet door de selectie heen komt?
72a. What would you consider to be like a serious injury, so bad that one cannot play?
b. What would the Dutch people consider to be an injury?
73. US-3 thinks that you play on a national level and therefore you should simply try to play
through an injury. Can you understand US-3’s point of view?
Kan jij het begrijpen dat US-3 zoiets heeft van, nou meiden jullie spelen eigenlijk op
nationaal niveau, dus ja een blessure, dat kan wel, maar probeer er gewoon doorheen te
spelen. Kan je het begrijpen vanuit US-3’s kant?
74. With what types of injuries do you have a hard time understanding it?
Bij welke begrijp je dat bijvoorbeeld niet?
75a. Who decides that they are not going to play? Does the physio decide that, or the player,
or do you decide that?
b. Does one listen to the physiotherapist or does the coach decide whether one will be
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playing or not; how is that organized?
Wordt er geluisterd naar de fysio of beslist de coach of je nou gaat spelen of niet; hoe
gaat dat?
76. There is this phrase I found on the Internet. And it is: “winning is not everything, it is the
only thing.” Do you agree with that?
77. You would say that a lot of coaches would agree with that phrase?
78. How much importance do you attach to winning?
Hoe belangrijk is winnen voor jou?
79. Could that be your reason why you were so upset? Were you expecting parents and the
team players to be upset as well?
80. You wanted them to be more competitive?
1.8 The Use of the English Language within the Organization (Q81-92)
81a. Was all the communication in English?
b. All the communication you have with the team managers, NL-1 and NL-3 is in English
right?
82a. Did you ever come across miscommunications or misunderstandings because English
was used?
b. Does it occur that there are miscommunications or that things are not clear?
Wel eens sprake van miscommunicaties of onduidelijkheden?
83a. Have you ever experienced the English language as a barrier to a successful cooperation?
Heb je Engels wel eens als een barriere voor succesvolle samenwerking ervaren?
b. So you actually think that the email you had sent to the coach, was a misunderstanding
caused by a language barrier?
Dus je denkt eigenlijk dat het mailtje wat je had verstuurd naar de coach een
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misverstand veroorzaakt door een taalbarrière is geweest?
c. Do you think that the English language is an issue?
Is Engels eigenlijk een issue denk je?
84. Could you estimate your command of the English language?
Hoe schat je jouw beheersing van de Engelse taal in?
85a. Did you ever have a hard time understanding the English of the Dutch people?
b. Do you have a hard time understanding the American coaches now and then?
Heb je wel eens moeite met het verstaan van de Amerikaanse coaches?
c. Can you understand US-1; you do not have a hard time understanding US-1?
Kan je US-1 gewoon goed verstaan, geen moeite mee?
86. Did you ever try to accommodate your English? So did you try to speak more clearly or
slowly than usual?
87. Do you think that helps?
88a. Are you of the opinion that the coaches should perhaps speak more slowly and clearer?
Denk je dat de coaches misschien wat langzamer zouden moeten spreken en duidelijker?
b. So you clearly ask them if they could speak more slowly so you can understand them
better?
Jij geeft dan ook duidelijk aan van, joh kan het alsjeblieft even wat langzamer, dan kan ik
het ook wel wat beter verstaan?
89. Does it ever happen that you cannot find the right words and consequently do not say
anything at all?
Kan je wel eens niet echt op de juiste woorden komen en dat je dan gewoon niks zegt?
90a. Do you ever ask the Americans why they say some things or what their thoughts are
about some things, or do you leave things as they are when you do not understand
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something?
Vraag je wel eens aan de Amerikanen van, joh maar waarom zeg je dit, hoe denk je hier
nou over? Of laat je dingen wel eens gewoon zoals ze zijn, als je iets niet begrijpt?
b. Do people ask questions when something is not clear?
Als iets niet duidelijk is, stellen mensen dan vragen?
91a. Were you open to the Dutch culture when you came here?
b. Are you open to the American culture?
Sta je open voor de Amerikaanse cultuur?
92a. Did you ever try to adapt to the Dutch culture?
b. Could you think of any other ways you adapted to the Dutch culture?