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AS PE > 6.3 - Psychological influences on the team > Flashcards

6.3 - Psychological influences on the team Flashcards

1
Q

What is social facilitation?

A

The behavioural effects due to others present.

The positive effect of the presence of others on performance.

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2
Q

What are the 4 types of others that Zajonc said could be present when playing sport?

A

The audience, co-actors, competitors, social reinforcers.

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3
Q

Define audience

A

Those who are watching the event.

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4
Q

Define co-actors

A

Those who are doing the same task but are not involved in direct competition.

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5
Q

Does the audiences presence create pressure?

A

yes

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6
Q

What are competitive co-actors?

A

Also known as competitors;

Those who are in direct competition.

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7
Q

What are social reinforcers?

A

Those who have a direct influence on the event - such as a coach.

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8
Q

Zajonc model

A

Others present
|
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬
| |
Passive Interactive
| |
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬ ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬
| | | |
Audience Co-actors Competitive Social
| co-actors reinforcers
|
Increased arousal
Increased drive
|
Probability of dominant response ¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬
| |
Complex task. Novice. Expert or simple task.

          Inhibition                                               Facilitation
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9
Q

What people present in sport are passive?

A

Audience and co-actors.

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10
Q

Why are the audience and co-actors said to be passive in sport?

A

Because they do not exert a direct influence on the event but their mere presence causes arousal to increase.

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11
Q

What people present in sport are active?

A

Competitors and social reinforcers.

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12
Q

Why are the competitors and social reinforcers said to be active in sport?

A

Because they are more actively involved in the event and can give encouragement, advice or cause distractions.

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13
Q

What is social inhibition?

A

The negative effect of the presence of others on performance.

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14
Q

What type of skill level or type of skill is associated with social inhibition?

A

Beginners and complex skills.

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15
Q

What type of skill level or type of skill is associated with social facilitation?

A

Experts or simple skills.

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16
Q

What did Zajonc suggest about the dominant response and performance?

A

If the performer is an expert, it is likely that the responses they use are well learned and familiar to them so when performing in the presence of others, these well-learned responses are performed automatically with ease and there is no pressure on the performer.

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17
Q

What is evaluation apprehension?

A

The perceived fear of being judged.

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18
Q

What strategies can the coach employ to limit the effects of social inhibition and evaluation apprehension?

A

Getting the players familiar with playing in front of a crowd.

Gradually introducing evaluation.

Improving focus and concentration.

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19
Q

What are the 4 characteristics of a team?

A

A collective identity (the team is easily recognised - same kits etc).

Interaction (members operate in their own role and link this trole to other members of the team - the team works together).

Communication (verbal and non-verbal - code3s or hand signals may be used).

A shared goal or purpose (same goal of achieving success to maintain motivation).

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20
Q

Who came up with the 4 stages of group formation?

A

Tuckman (1965)

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21
Q

What are Tuckman’s four stages of group formation?

A

Forming
Storming
Norming
Performing

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22
Q

What is forming in group formation?

A

The group comes together and gets to know each other, individuals find out how they they feel about the team and if they think they will fit in.

An assessment is made on the strengths of the individual compared to the strengths of the group.

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23
Q

What is storming in group formation?

A

Stage of potential conflict.
Individuals may compete to establish status, position or a role in the team.
Coach or captain should resolve any issues as quick as possible to ensure players may accept an alternative.

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24
Q

What is norming in group formation?

A

Conflicts have been resolved and the team begins to settle down and cooperate with the intention of achieving their goals.
Group standards are accepted and the cohesion of the team develops.

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25
Q

What is performing in group formation?

A

All players are now interactive and working together to achieve their goals.
Team members support each other and understand their role in the team.

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26
Q

What affects the length of time it takes to complete the process of group formation?

A

Size of the group.
Difficulty of the task.
Experience of the players.

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27
Q

What is the cohesion key?

A

The integration of team members and how they work together.

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28
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.

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29
Q

What is co-action?

A

When others do the task at the same time but separately.

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30
Q

What is interaction?

A

When a group works together to produce results.

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31
Q

Define Carron’s antecedents:

A

The factors that might influence cohesion.

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32
Q

What are Carron’s antecedents?

A

Environmental factors.
Personal factors.
Leadership factors.
Team factors.

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33
Q

How many of Carron’s antecedents are there?

A

4

34
Q

What are environmental factors in terms of Carron’s antecedents?

A

Size of the group and time available.
Size and structure of the group.
Age and gender mix of group.

35
Q

What are personal factors in terms of Carron’s antecedents?

A

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.

36
Q

What are leadership factors in terms of Carron’s antecedents?

A

Leadership style chosen by the coach of captain.

How the coach or captain gets along with the others in the team.

37
Q

What are team factors in terms of Carron’s antecedents?

A

Team success (more success = more cohesion).
Length of time the team has been together.
Threats to the team by other teams for example.

38
Q

What are cliques?

A

Small groups that are hard to break that could be a problem within a team.

39
Q

What is task cohesion?

A

Individuals working together to achieve and end result.

40
Q

What is social cohesion?

A

Individuals relating to each other to interact in the group.

41
Q

What are the 2 types of cohesion?

A

Task and social cohesion.

42
Q

Why might social cohesion be a negative influence on the group?

A

It might produce sub-groups or cliques that mean some members of the team will not cooperate, or at training they may not contribute to team questions or suggestions on tactics.

43
Q

Why can sub-groups or cliques sometimes seen as bad for a team?

A

It might mean that some members of the team will not cooperate, or at training they may not contribute to team questions or suggestions on tactics.

44
Q

What did Steiner come up with?

A

Model of team performance (1972).

45
Q

What is the Steiner model of team performance?

A

Actual productivity = Potential productivity - Losses due to faulty processes.

46
Q

What did Steiner’s model of team performance propose?

A

That the results of group efforts could be based on an equation that sums up the influences on cohesion.

47
Q

What does the actual productivity in Steiner’s model look at?

A

The performance of the team at a given time, at the end of the game.

48
Q

What is actual productivity?

A

The outcome of group performance.

49
Q

What does potential productivity concern in Steiner’s model?

A

The team’s best possible outcome that could happen if everything went perfectly during the game.

50
Q

What is potential productivity?

A

The best performance based on player ability and group resources.

51
Q

Define team:

A

A group that has interaction, shared goals, an identity and communication.

52
Q

What are faulty processes?

A

The things that go wrong to reduce group outcomes and prevent group potential being reached.

53
Q

What are the 2 types of faulty processes?

A

Coordination problems and motivational problems.

54
Q

When might coordination problems in a team occur?

A

When players fail to listen to the coach’s instructions or employ incorrect tactics.
The players in the team may fail to communicate with each other or misunderstand their role on the team.

55
Q

When might motivation problems in a team occur?

A

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.

Ringelmann effect.

Social loafing.

56
Q

What is social loafing?

A

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

57
Q

What do social loafers do within/to a team?

A

Often coast through the game and even hide behind other team members who they think might cover for them. They tend to take easy options in the game and make a limited contribution to the team cause.

58
Q

What are the causes of social loafing?

A

Lack of confidence - a player doesn’t believe in their ability.

Players may develop a negative attitude - maybe not liking the position they are playing in.

Coach or captain may have displayed poor leadership by not offering incentives and reinforcement - e.g. player of the match award.

Players may not understand the role they need to play in the team or may not accept the role with enthusiasm.

Players may lack fitness and not be able to maintain their role in the team for the whole game.

Goals that are set by coaches may be too general and lack meaning.

Sub-groups or cliques that form within the team.

59
Q

What is the Ringelmann effect?

A

When group performance decreases with group size.

60
Q

How can social loafing be avoided?

A

Coach should make sure that the efforts of the players are recognised and rewarded - e.g. by giving the players specific roles to play in the team (by marking a certain player for example).

The coach could use statistics such as tackle counts, number of assists or pass completion rates to highlight individual performance.

Coach should use a goal setting strategy, setting goals that are realistic and specific and not just based on the result.

Coach could use video analysis to highlight performance of the individual and use feedback to evaluate and assess that performance.

Intraining, the coach should avoid situation when social loafing could occur by using small-sided games and varying the practice to maintain motivation.

Coach should make sure that conditioning is up to standard so that the players stay fit.

61
Q

What is goal setting?

A

Setting targets.

62
Q

What are the benefits of goal setting?

A

Increases motivation and makes sure that the ppts in the sporting activity keep on trying. Players can become task persistent and also a sense of pride and satisfaction is experienced and this sense of pride increases intrinsic motivation.

Improves confidence as the performer can experience improvement in their 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 might begin to try a bit harder as the goal gets closer to completion. The coach needs to adjust the target to account for a specific competition or event so that a short period of effort is applied in the build-up to a competition.

63
Q

What are the 4 types of goals?

A

Outcome or product goals.
Task-orientated goals.
Performance goals.
Process goals.

64
Q

What is an outcome goal?

A

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

65
Q

What is the danger of outcome goals?

A

The goal may not be achieved and the motivation may be lost.

66
Q

What type of goal is best for an inexperienced performer?

A

Performance goal.

67
Q

What are task-orientated goals?

A

Getting a better performance.

68
Q

What is a performance goal?

A

When the athlete sets a goal to better their own performance rather than comparing to others.

69
Q

What might performance goals use?

A

Process goals.

70
Q

What are process goals?

A

Goals based on improving technique.

71
Q

What principle is used when setting goals?

A

The SMARTER principle.

72
Q

What is the SMARTER principle?

A

Used in goal setting.

Specific
Measured
Achievable
Realistic
Time-bound
Evaluate
Re-do
73
Q

Explain the S in the SMARTER principle:

A

Specific

  • Goals should be clear and precise, perhaps using data.
  • Should be specific to the performer and the sport.
  • Should be clear and relevant to improve specific aspects of the performance.
74
Q

Explain the M in the SMARTER principle:

A

Measured

  • Some form of assessment should occur to aid motivation.
  • Access to statistics - distances, times, numbers, etc.
  • So see how much progress is being made towards completing the goal.
  • Precise feedback given to allow progress to be measured.
75
Q

Explain the A in the SMARTER principle:

A

Achievable

  • Performer should be able to reach their goal.
  • By reaching the target with a controlled amount of effort, motivation and self-satisfaction are improved and the willingness to extend the target can be achieved.
76
Q

Explain the R in the SMARTER principle:

A

Realistic

  • Goals should be within reach to promote motivation and sustain effort,yet not too difficult so that they are impossible to reach.
  • Should be achievable with effort so that the player gains satisfaction and confidence from reaching them.
  • If the goal set is too difficult, it may cause anxiety.
77
Q

Explain the T in the SMARTER principle:

A

Time-bound

  • Short-term and long-term steps should be clearly defined so that there is a clear deadline for coach and player to assess of the goal has been reached.
  • Player and coach can then gauge progress and keep motivation levels high.
78
Q

Explain the E in the SMARTER principle:

A

Evaluate

  • The performer and coach should evaluate how and when the goal was achieved so that future attempts at reaching targets can be assessed.
  • 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.
79
Q

Explain the R in the SMARTER principle:

A

Re-do

  • If the goal has not been reached, of progress is slow or after evaluation the performer thinks that something could have been done better, do it again!
  • The target can be adjusted to help ensure success.
80
Q

What type of goal is good for a short-term goal?

A

Performance goal.

81
Q

What type of goal is good for a long-term goal?

A

An outcome/product goal.

AS PE (16 decks)

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