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AQA A-level Physical Education > 6.3: Psychological Influences On The Team > Flashcards

6.3: Psychological Influences On The Team Flashcards

1
Q

social inhibition definition:

A
  • the negative effect of the presence of others on performance
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2
Q

Social facilitation definition:

A
  • the positive effect of the presence of others on performance
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3
Q

Who can affect performance?

A
  • the audience: very presence caused added pressure
  • the co-actors: doing the same activity but not in competition. E.g. jogging
  • the competitive co-actors (competitors): e.g. 100m sprint, 7 other sprinters
  • the social reinforcers (coach): these are people who have a direct influence on the performance and their presence je a part of the event.
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4
Q

The Zajonc model:

A
  • see flashcard
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5
Q

What is apprehension evaluation?

A
  • ‘the perceived fear of being judged’
  • others only have influence if the performer feels they are being judged or evaluated.
  • arousal increases when performer thinks they are being judged or analysed.
  • could lead to Spain inhibition or social facilitation
  • the effects of the audience could motivate the player to play well but it could also increase anxiety and arousal to very high levels meaning there is a significant reduction in performance.
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6
Q

What are ways to prevent social inhibition?

A
  • getting the players familiar with playing in front of a crowd
  • gradually introducing evaluation
  • improving focus and concentration
  • reducing the importance of an event
  • verbal encouragement
  • ensuring skills are over/well learnt so dominant response is correct.
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7
Q

What is group dynamics?

A
  • a team is more than just a group of individuals
  • individuals have to work together to achieve a goal and may have to plate/ perform different functions to make the team unit complete
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8
Q

What are the characteristics of group dynamics?

A
  • a collective identity - e.g. same kit
  • gives motivation/sense or pride
  • sense of belonging
  • interaction - working together to complete a task
  • performer as an individual which leads into group dynamics
  • communication - verbal and non-verbal
  • a shared goal or purpose - the prospect of achieving success.
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9
Q

What are Tuckman’s stages of group development

A
  • forming
  • storming
  • norming
  • performing
  • mourning
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10
Q

What is the forming stage?

A
  • getting to know each other, group comes together for the first time
  • done out about the task or objective (begin to tackle the problem)
  • show respect for each other, but not necessarily working together
  • the coach tells them what to do (coach orientated)
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11
Q

What is the storming stage?

A
  • ideas for solutions are put forwards by individuals
  • team members compete with each other, forming alliances; there may be power struggles
  • different types of leaders emerge
  • difficult stage, the team may fail
  • coach’s aim is to get though we quick as possible
  • e.g. players having to adjust to a different position
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12
Q

What is the norming stage?

A
  • team members agree how to work together
  • development of trust, ability to accept criticism and new ideas
  • leaders emerge and start to take responsibility for the decision making
  • coach becomes more of a consultant (becomes less directive)
  • team settles down and cooperates with the intention of achieving their goals
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13
Q

What is the performing stage?

A
  • team works as a unit, high levels of independence and motivation
  • produce high quality performance/begin to achieve
  • however, this stage isn’t reached by all
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14
Q

What is the mourning stage?

A
  • stage that often occurs when goals have been achieved and the team may begin to disband, then start again
  • e.g. a team who wins the PL in football may then recruit new players after losing some of its players - Leicester FC.
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15
Q

How often does group development stages occur?

A
  • every year or so when new players and/of coaches join
  • international teams may take longer since the players meet up infrequently and have to learn unfamiliar tactics and roles
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16
Q

What are the factors affecting the length of time to complete the process?

A
  • the size of the group
  • the difficulty of the task
  • the experience of the players
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17
Q

What is cohesion?

A
  • the tendency for individuals to work together to achieve their goals, the forces that keep the group members on task
  • some psychologists argue that the team has to be cohesive in order to achieve any success while others believe that cohesion developed as team becomes successful
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18
Q

What is co-action?

A
  • when others do the same task but separately. e.g. rowing - when all crew have to work together

(In order to be cohesive every team member must be involved)

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19
Q

What is interaction?

A
  • a group works together to produce results.

- e.g. in team sports, each player has a different role which has to be integrated with the roles of other team members.

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20
Q

Carron’s antecedents - influences on the team cohesion:

A
  • environmental factors
  • personal factors
  • leadership factors
  • team factors
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21
Q

Environmental factors:

A
  • includes size of the group and the time available
  • the longer a team is together, the more time they will have to learn each other’s roles
  • the size can affect cohesion - the larger the group, the better the change of more productivity.

HOWEVER;

  • with a large group, there is more chance of social loafing and the Ringelmann effect.
  • motivation may be lost within a large group
  • cliques or sub-divisions can form in large teams
  • a mix of age and gender may reduce cohesion and the desire to reach common goals.
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22
Q

Personal factors:

A
  • refers to the similarity of group members in terms of their aspirations, opinions and values
  • whether they are happy with the role they play in the team and even how fit they are.
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23
Q

Leadership factors:

A
  • refers to the leadership style chosen by the coach or captain. How the coach gets on either the others in the team is important
  • e.g. Tracey Neville: England netball coach (appointed 2015) and has shown excellent leadership qualities.
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24
Q

Team factors:

A
  • the more success that is achieved, and the more each team member wants to be successful, the higher the cohesion will be.
  • the team will have experienced both wins and losses and the experience gained is useful in learning for future games.
  • the longer the team has been together, the better the cohesion
  • sometimes if a team is threatened by another team can occasionally bind the team together in réponse and eliminate any cliques within the group.
  • e.g. Barcelona FC has a long history of success.
25
Q

Carron’s antecedents diagram:

A
  • see flashcard
26
Q

What are the types of cohesion?

A
  • task cohesion
  • social cohesion
  • a team should have both task and social cohesion to be successful
27
Q

What is task cohesion?

A
  • individuals working together to achieve an end result
28
Q

What is social cohesion?

A
  • individuals relating to each other to interact in the group.
  • they may even socialise with each other away from the game.
29
Q

What are the advantages of social cohesion?

A
  • will help the team to be interactive.
  • will help communication and team spirit.
  • when social cohesion is strong, members of the team may socialise outside of the team environment.
30
Q

What are the disadvantages of social cohesion?

A
  • may produce sub-groups or ‘cliques’ meaning some members will not co-operate. At training they may not contribute to team questions or suggestions on tactics.
  • some members of the team may not see each other outside of team training or playing.
31
Q

Why is task cohesion important?

A
  • really important and can over-ride the problems of social cohesion
  • the performer and results of the team may still be good, even if they don’t socialise, however without TC the results would be poor.
  • there may be players who do not get on socially but will work hard for the cause.
  • they may not be the best players but the desire for success drives the team to achieving the goal.
  • TC provides motivation in the sense that all members of a team will work together to win the cup/league. The prize on offer becomes more important than any social differences.
32
Q

Steiner model of team performance:

A
  • actual productivity = potential productivity - losses due to faulty processes
  • actual productivity: the outcome of group performance
  • potential productivity: the best performance based on player ability and group resources.
  • Steiner proposed that it isn’t always the case of having the best players produces the best results - those players have to be moduled by the coach in a cohesive unit and mountain levels of motivation. E.g. England team - 2014 World Cup - underperformed.
33
Q

What are faulty processes?

A
  • the things that go wrong to reduce group outcomes and prevent group potential being reached.
  • they are factors which prevent the team from reaching its true potential.
34
Q

What are the types of faulty processes?

A
  • co-ordination problems

- motivational problems

35
Q

What are co-ordination problems?

A
  • occur when players in the team fail to listen to the coach’s instruction or employ the incorrect tactics. e.g. the players may have been told to be patient and wait for an opportunity but undressing did something else.
  • may fail to communicate with each other. e.g. two attackers defending the same opponent, leaving one free.
  • players may aloe misunderstand their role in the team. e.g. sweeper in hockey keeps venturing too far upfield, leaving gaps in defence.
36
Q

What are motivational problems?

A
  • can affect performance when players suffer from too much or too little arousal or they lose the drive to win, with a resultant reduction in effort and concentration.
37
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.
  • players who are social loafers will often coast through the game and hide behind other team members who may cover for them
  • they tend to take easy options in the game and make a m limited contribution to the team cause.
38
Q

What are the causes of social loafing?

A
  • lack of confidence when the player does not believe in their ability to compete with the opposition.
  • players may develop a negative attitude, perhaps not liking the position they have been selected to play in.
  • the captain/coach may have displayed poor leadership by not offering incentives and reinforcement, e.g. a player of the match award. Players may then think any effort hadn’t been recognised or valued.
  • player may not fill understand their role which they need to play or may not accept it with enthusiasm.
  • players may lack fitness and not be able to maintain their role in the team for the whole game.
  • the goal set by the coach may be too general. e.g. the goal of winning isn’t specific enough.
39
Q

What is the Ringelmann effect?

A
  • when group performance decreases with group size.

- effort reduces - relying on other team members. e.g. tug of war example

40
Q

What are ways to avoid social loafing?

A
  • coach should ensure that the efforts of the players are recognised and rewarded. This is done by giving the players specific roles to play in the team, such as specific responsibility for marking a particular opponent.
  • coach should use stats such as tackle counts, number of assists or pass competition rates to highlight individual performance.
  • coach should use goal setting strategy, setting goals that are realistic and specific and not just based on a result
  • video analysis to highlight the performance of the individual and not use feedback to evaluate/assess performance
  • during training, coaches should avoid using small-sided games and varying the practice to maintain motivation (these could lead to social loafing)
41
Q

What is goal setting?

A
  • a strategy used widely in sport since it has a number of benefits for the performer
  • helps to reduce the effects of social loafing and improve cohesion, as coach and player set goals/targets for future reference
42
Q

What are the benefits of goal setting?

A
  • increase motivation: players can become task persistent as there is a target to aim for which requires effort. Once the player has succeeded their target, there is a sense of pride/satisfaction. This increases intrinsic motivation.
  • improves confidence: this is because the performer can experience an improvement in technique or in results as the target is being reached.
  • regulating and sustaining effort: as the player continues to strive to reach a target, they may begin to try harder as the goal near completion.
43
Q

What the different types of goals?

A
  • outcome or product goals
  • performance goals
  • process goals
44
Q

What are outcome/product goals?

A
  • a goal set against the performance of others and based on a result.
  • e.g. winning a trophy or making the playoffs.
  • the athlete may not be concerned either the manner or technique used in the performance, as long as the goal is reached.
45
Q

What are the problems with outcome goals?

A
  • if the goal isn’t achieved, motivation can be lost.
  • if the athlete is less experienced or less talented, a performance goal may be best.
  • outcome goals involve a comparison with others and motivation may be lost if a performer believes their opponents to be better than them.
  • could also cause added stress.
46
Q

What are performance goals?

A
  • when the athlete sets a goal to better their own performance rather than comparing to others. Based on previous performances.
  • e.g. achieving a PB.
  • it may be appropriate to break down the performance into techniques used at various parts of the race. e.g. a better turn, a faster reaction to the starter and a better arm action may be part of the process and invokes the use of specific process goals.
47
Q

What are process goals?

A
  • based on improving technique.
  • e.g. to achieve that PB time, a swimmer may improve their technique on the arm action and at the start of the race.
  • the swimmer could work on aspects of each technique, using training drills and practice methods.
  • process goals can be used as a base so that a better performance can be achieved. Improved technique should result in better performance.
48
Q

Goal setting diagram:

A
  • see flashcard
49
Q

How to ensure the best goals are set?

A
  • should include both process and performance goals and not just focus on the outcome as motivation may be lost.
  • should focus on personal improvement and technique (more performance based) e.g. in a marathon there is only one winner but a chance for everyone to achieve a PB.
  • performance goals reduce anxiety in competition and provide more consistent motivation.
  • outcome goals focus on gaining a prize and provide a basis for comparison - they are more likely to cause stress, particularly if the prize isn’t gained.
  • short-term goals provide a means for reassurance.
50
Q

SMARTER principles:

A
  • Specific
  • Measurable
  • Achievable
  • Realistic
  • Time-bound
  • Evaluate
  • Re-do
51
Q

Specific goals:

A
  • goals should be clear and precise, perhaps using data.
  • the goals should be specific to the performer and the sport.
  • clear and relevant to improve specific aspects of the performance.
  • e.g. improving defence in rugby isn’t enough - improving your left shoulder tackles by making firmer contact is a specific goal.
52
Q

Measurable goals:

A
  • some form of assessment should occur to aid motivation
  • the performer should have access to statistics, e.g. distances, times or numbers of passes
  • measurement allows the performer to see how much progress is being made towards completing the goal.
53
Q

Achievable goals:

A
  • the performer should be able to reach their goal.

- by reaching the target with a controlled amount of effort, motivation and self-satisfaction are improved.

54
Q

Realistic goals:

A
  • goals should be within reach to promote motivation and sustain effort, yet not too difficult so that they are impossible to reach.
  • if the goal set is too difficult, it may cause anxiety.
55
Q

Time-bound goals:

A
  • short-term and long-term steps should be clearly defined so that there is a clear deadline for the coach and the player to assess if the goal has been reached.
  • the coach and player can then gauge progress and keep motivation levels high.
56
Q

Evaluate:

A
  • the coach and player should consider the methods that worked well and the methods that were not so successful, so that only the best ways to succeed are used in the future.
57
Q

Re-do:

A
  • if the goal has not been reached, if progress is slow or after evaluation the performer thinks that something could have been done better it should be done again.
  • the target can be adjusted to help ensure success.
58
Q

Examples of SMARTER principles:

A
  • S: a netball centre aiming to improve agility
  • M: a swimmer aiming to reduce their 50m freestyle time by 0.2 seconds
  • A: a team player aiming to increase the number of tackles/ interceptions per game.
  • R: a high jumper who can already jump 1.2m could aim for 1.25m
  • T: a team aiming to be in the top four of the league halfway through the season
  • E: the team did not quite make the top four, despite excellent attacking but poor defending
  • R: aim to be in the top four at the three-quarter point in the season, with improved defensive techniques.

AQA A-level Physical Education (15 decks)

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