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PE - Year 1 > 6.3 - Psychological influences on the team > Flashcards

6.3 - Psychological influences on the team Flashcards

1
Q

what is social facilitation?

A

when performance is influenced positively by the presence of others

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2
Q

what is social inhibition?

A

when performance is influenced negatively by the presence of others

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3
Q

What types of others present did Zajonc suggest?

A
  1. Audience - just watches
  2. competitors - are in conflict with the performer
  3. social reinforcers - encourage or criticise performance
  4. Co-actors - are doing the sport alongside you
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4
Q

what can you say about the model that Zajonc suggested?

A
  • the audience and co actors cause an increase in arousal but are passive as they aren’t involved
  • competitors and social reinforcers have a direct impact (give encouragement or cause distractions)
  • beginner is hindered but an elite performer motivated
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5
Q

What is the dominant response like in an expert performer?

A
  • well learned
  • accurate
  • when under pressure: automatic, simple and correct
  • leads to positive performance as facilitation occurs
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6
Q

What is the dominant response like in a novice performer?

A
  • poorly learned
  • inaccurate
  • when under pressure: automatic, complex and incorrect
  • leads to pressurised performances as inhibition occurs
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7
Q

what is evaluation apprehension?

A

the fear of being judged

- the negative influence of others if the performer feels they are being watched

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8
Q

what makes evaluation apprehension worse?

A
  • if the audience is known to us
  • if the audience is critical
  • if there are scouts
  • if we are lacking confidence
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9
Q

how do you prevent social inhibition?

A
  • get players familiar with playing in front of a crowd
  • gradually introduce evaluation
  • improving focus and concentration
  • lower arousal levels
  • decrease the importance of an event
  • peer support groups
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10
Q

define dominant response

A

the standout response that the performer thinks is correct

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11
Q

describe the process of getting to social facilitation/ inhibition from an audience.

A

audience –> increased arousal, drive, effort –> evaluation apprehension –> facilitation or inhibition

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12
Q

what are the features of a group?

A
  • interaction between members
  • a collective identity
  • shared objectives/ a common goal
  • communication
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13
Q

what does it mean for a team to have a collective identity?

A
  • the team can be recognised easily
    because they are wearing the same uniform/ colour
  • develops affiliation
    creating motivation and belonging
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14
Q

what does it mean for a team to have good interaction?

A
  • it is the way players work together to complete a task

- they could be loud/ quiet or playful/ serious

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15
Q

what does it mean for a team to have good communication?

A
  • can be non verbal or verbal

e. g coded plays

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16
Q

what does it mean for a team to have a shared goal/ purpose?

A
  • all have a common goal
  • achieving it helps to bind people together so they commit to each other and work hard to achieve the goal
  • raises motivation
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17
Q

what are the 2 types of cohesion?

A
  1. task cohesion -> results/outcome based

2. social cohesion -> working together –> interaction

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18
Q

what is Tuckman’s model?

A
  • shows stages of group formation
    1. forming
    2. storming
    3. norming
    4. performing
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19
Q

what is stage 1: forming?

A
  • figure out the goal
  • get to know each other
  • reliant on the coach to bring the group together
  • strengths/ weaknesses
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20
Q

what is stage 2: storming?

A
  • infighting and conflict as people establish their roles and positions
  • confrontation with leaders
21
Q

what is stage 3: norming?

A
  • cooperation
  • the conflicts are resolved and the team unifies
  • cohesion of the team develops
  • standards/ norms are accepted
  • motivation and success rise
22
Q

what is stage 4: performing?

A
  • common goals -> success
  • team supports each other
  • motivation and enjoyment is high
  • respect for members and leaders is high
23
Q

what can you say about the time taken in each of the Tuckman’s model stages?

A
  • time taken varies in each stage
  • a more settled team will accept new players quickly
  • representative teams take longer to settle
24
Q

what factors can change the time taken to complete Tuckman’s model?

A
  • size of group
  • difficulty of task
  • experience of the players
25
Q

what is cohesion?

A
  • the desire of group members to achieve their goals
  • keeping the group integrated and focussed
  • can lead to and come from success
26
Q

what is coaction?

A
  • success comes from people all pulling together

- everyone completes the same task at the same time but separately (e.g rowing team pulling together)

27
Q

what is interaction?

A

success depends on everyone completing different roles but having to integrate them all together
- e.g most team sports (netball)

28
Q

what are Carrons Antecendants?

A
  • factors that may affect cohesion
    1. Environment factors - group size, age, geography
    2. Personal factors - group similarity, gender, aspirations
    3. Team factors - stability, ability, desire for success
    4. Leadership factors - leader style, leader-team relationship
29
Q

what is task cohesion?

A

individuals working together to achieve an end result/ common goal
- allows members to make their own contribution

30
Q

what is social cohesion?

A

individuals relating to each other to interact in the group

- allows support for each other + trust to develop

31
Q

does a team need both task and social cohesion?

A
  • success is possible when there is good task cohesion
  • a team needs both
  • social cohesion can form cliques
  • task cohesion can override the problems of social cohesion
  • team can still perform well without social cohesion
  • task cohesion provides motivation
  • success –> improve overall cohesion –> leads to further success
32
Q

what is cohesion affected by?

A
  • communication
  • sharing common goals
  • unequal rewards
  • threats of the team
  • size of group
  • likelihood of future success
33
Q

what causes a lack of cohesion?

A
  • poor tactics
  • lack of communication
  • misunderstanding of roles
  • bad timing
  • poor strategies
  • social loafing
34
Q

what is Steiners model?

A

Actual productivity = potential productivity - losses due to faulty processes

35
Q

what is actual productivity?

A

the performance of the team during the game, the result

36
Q

what is potential productivity?

A

the groups best performance

- maximum capability when at optimal cohesiveness

37
Q

what are faulty processes?

A

factors that go wrong and reduce cohesiveness

38
Q

what are the causes of a lack of coordination?

A
  • poor strategies
  • poor tactics
  • lack of communication
  • bad timing
  • lack of understanding roles
39
Q

what is the ringelmann effect?

A

then group performance decreases with group size

40
Q

what is social loafing?

A

individual loss of motivation in a team player due to a lack of performance identification when individual efforts are not recognised

  • take easy option
  • make limited contribution
41
Q

what are the causes of social loafing?

A
  • low confidence
  • lack of fitness
  • low ability
  • injury
  • negative attitude
  • lack of reinforcement
  • social inhibition
42
Q

how do you avoid social loafing?

A

improve cohesion

  • give specific roles
  • develop friendships
  • praising rewarding behaviour
  • raising individuals confidence
  • encouraging group identity
  • continually emphasising the team goal
  • punish social loafing
43
Q

how do faulty processes affect group productivity?

A
  • AP = PP - FP
  • social loafing
  • ringelmann effect
  • cohesion
44
Q

what are the benefits of setting goals?

A
  • allows targets to be met
  • builds confidence levels
  • provides motivation
  • become task persistent
  • lowers arousal/anxiety
  • reduces social loafing
  • sustains effort
  • increases commitment
45
Q

what are outcome goals?

A

a goal set against the performance of others and based on a result

  • standard of performance and process of performance is secondary to the result
  • a team could perform poorly but still win and it be considered a success
  • if this is achievable it maintains focus and motivation
46
Q

what are performance goals?

A

focused on getting a better performance

  • specific standard
  • you can lose and still get success which maintains motivation
  • can be broken down into smaller aspects of the skill
  • you could improve your PB or accurately replicate a skill
47
Q

what are process goals?

A

based on improving technique/ strategy

  • improvement in a certain piece of technique should improve the overall skill
  • a better arm movement on a pass or wrapped foot on a cross
48
Q

what should goals include?

A
  • both process and performance goals
  • performers should focus on performance goals to maintain motivation
  • a solely outcome based goal might damage motivation if the task is seen as unachievable
49
Q

why are performance goals better?

A
  • they reduce anxiety and provide consistent motivation
  • outcome goals focus on gaining a prize and providing a basis for comparison –> causing more stress
  • short term goals provide a means for reassurance

PE - Year 1 (16 decks)

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