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Sports Psychology > group and team dynamics > Flashcards

group and team dynamics Flashcards

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1
Q

what are the 5 negatives of being in a group as identified by Christian Buys?

A 
social loafing
self-deception
conformity
groupthink
deinidividuation
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2
Q

what does ‘groupthink’ mean?

A

suspension of critical thinking and overreliance on group opinion

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3
Q

how do social psychologists define a group?

A

two or more people who interact with, and exert mutual influence on, each other

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4
Q

what characteristics does a group have?

A

members may like or be attracted to other members
may have common goals
interdependence (rely on each other)

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5
Q

what are the characteristics of a team?

A 
mutual interaction
task interdependence
collective sense of identity
distinctive roles
structured modes of communication 
norms
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6
Q

what do norms mean in tems of a characteristics of a team?

A

social rules that guide members on what to do and not do

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7
Q

what are the 3 theories of group development?

A

linear persective
cyclical perspective
pendular perspective

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8
Q

relationhip between teams and groups?

A

all teams are groups

not all groups are teams

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9
Q

one definition of team?

A

a group of people who must interact with each other to accomplish shared objectives

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10
Q

what sort of process is becoming a team?

A

an evolutionary process

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11
Q

what does it mean when teams are described as an evolutionary process?

A

they are constantly devloping and changing in attempt to respond to both internal and external factors

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12
Q

what is the linear perspective?

A

assumption is that groups move progreesively through different stages

critical issues arise in each stage and when they are dealt with, the group moves on

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13
Q

what are the 4 stages in the linear perspective of group development?

A
  1. forming
  2. storming
  3. norming
  4. performing
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14
Q

is the duration and sequence that the stages follow in the linear perspective fixed?

A

no, different for each group

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15
Q

what is involved in ‘forming’?

A

team members familiarise themselves with other team members

individuals determine whether they belong in the group and in what role

engage in social comparisons with theur fellow teammates

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16
Q

what is involved in ‘stroming’?

A

resistance to the leader, resistance to control by the group , and interpersonal conflict

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17
Q

how should sport leaders communicate with their teams during the ‘storming’ stage?

A

objectively and openly

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18
Q

what is involved in ‘norming’?

A

hostility of ‘storming’ is replaced by solidarity and cooperation

conflicts are resolved and sense of unity is formed

athletes work together to reach common goals and strive for task effectiveness

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19
Q

what is involved in ‘performing’?

A

team members band together to channel their energies for team success

structural issues resolved, interpersonal relationships are stabilised and roles are well defined

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20
Q

what is the cyclical (life cycle) perspective?

A

that groups develop in a manner similar to the life cycle: birth, growth and death

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21
Q

how do life cycle models differ from linear models on group development?

A

life cycle models emphasise the terminal phase before group dissolution

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22
Q

what is the main element and assumption of the cyclical persepective to group development?

A

that as the group develops, it psychologically prepares for its own breakup

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23
Q

which type of teams is the cyclical model particularly relevant for?

A

teams that are ‘temporary’

e.g exercise groups that last between 10-15 weeks and sports team that typically play for a season before breaking up

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24
Q

what underlying assumption are the linear and life cycle models based on?

A

that groups possess an inherent static development that is unresponsive to the demands of the environment

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25
Q

what does the pendular model assume and emphasise?

A

it assumes that a group doesn’t move progressively through stages in a linear fashion from the instant it forms

emphasises the shifts that occur in interpersonal relationships during the growth and development of groups

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26
Q

what are the 5 stages in the pendular perspective of group development?

A
  1. orientation
  2. differentiation and conflict
  3. resolution and cohesion
  4. differentitation and conflict
  5. termination
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27
Q

what occurs in stage 1: orientation of the pendular perspective?

A

cohesion and feelings of unity are high

the athletes share many common feelings, anxieties and aspirations

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28
Q

what occurs in stage 2: differentiation and conflict of the pendular perspective?

A

the group physically or psychologically subdivides into smaller units

conflict often arises as athletes compete for positions on the team

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29
Q

what occurs in stage 3: resolution and cohesion of teh pendular perspective?

A

cohesion increases as groups members share common concerns and feelings in preparing to face a common threat

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30
Q

what occurs in stage 4: differentiation and conflict of the pendular perspective?

A

team unity is weakened as various indidividuals are rewarded or punished, setting them off from the group

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31
Q

what occurs in stage 5: termination of the pendular perspective?

A

if teh season was successful, feelings of cohesion are high

if the season was unsuccessful, feelings of cohesion are low

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32
Q

examples of each stage of the pendular perspective of group development in a basketball team?

A

stage 1: practices start
stage 2: preseason practices continue but become tiresome
stage 3: the first game
stage 4: during the season e.g after poor game
stage 5: end of season

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33
Q

what 2 factors does group structure depend on?

A

how they perceive one another

what they expect of themselves and each other

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34
Q

what 2 structural characetristics must a team develop to be effective?

A

group roles

group norms

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35
Q

what does ‘role’ mean?

A

the set of behaviours required or expected of the person occupying a certain position in a group

36
Q

what are formal roles?

A

dictated by the nature and structure of organisation
e.g coach and captain and left back

each role carries specific associated expectations which individuals are either trained to learn or recruited to fill

37
Q

what are informal roles?

A

they evolve from interactions among group members

e.g mentor and cancer

38
Q

how many informal roles have been identified?

A

12

39
Q

what are the 12 informal roles?

A 
comedian
spark plug
cancer distracter
enforcer
mentor
informal leader (verbal)
informal leader (nonverbal)
team player 
star player
malingerer
social convener
40
Q

what are the 3 informal roles which have a negative effect on team functioning?

A

cancer
distracter
malingerer

41
Q

what is meant by ‘role clarity’

A

improving teams effectiveness by making sure players nderstand their roles

42
Q

result of increased perceived ambiguity of roles of players?

A

more critical of coach’s ability to lead the team during competition

43
Q

what relationship does role clarity mediate?

A

relationship between role ambiguity and athlete satisfaction

ambiguity will lead to decreased satisfaction if high in need of role clarity

44
Q

how can roles be clarified?

A

by developing an effective goal-setting programme which helps direct players attention towards roles by setting goals associated with them

e.g focus on tackling as opposed to running up field

45
Q

what is meant by role acceptance?

A

improving a team’s effectivesness by making ure players accept their roles

46
Q

which role related concept is perceived most important by collegiate athletes?

A

role acceptance

47
Q

is role acceptance always related to role performance and why?

A

no as as player may accept a role beyond their capabilities, leading to a sub par performance

48
Q

what 4 conditions does role acceptance depend on?

A
  1. opportunity to use specialised skills or competencies
  2. feedback and role recognition
  3. role significance
  4. autonomy
49
Q

what is the importance of role significance?

A

players are more willing to accept and carry out their roles if they perceive that their responsibilities contribute to team success

50
Q

what is meant by role conflict?

A

exists when role occupant doesn’t have sufficient ability, motivation, time or understanding to achieve that goal despite consensus of a desired goal or outcome

51
Q

2 most common role conflicts?

A

“wearing too many hats” - undertaking too many roles

having different people expect different things

52
Q

what is meant by a ‘norm’?

A

a level of performance, pattern of behaviour, or belief

53
Q

examples of norms in a sports team?

A

practice behaviours
dress and hairstyle
interactions between rookies and veterans
who takes control in critical situations

54
Q

what is meant by the ‘norm for productivity’?

A

the standard for performance and effort accepted by the team

55
Q

who often sets the norm for productivity?

A

captain or top performer in team

or coach

56
Q

which norm is most frequently cited for competitions, practice and the off-season?

A

norm for productivity

57
Q

4 factors of multidimensional concept of role clarity an ambiguity?

A

1) scope of responsibilty
2) behavioural responsibilities
3) evaluation of performance
4) consequences of not fulfilling responsibilities

58
Q

which factor of role ambiguity on offense is related to cognitive and somatic state anxiety?

A

cognitive state anxiety: scope of responsibility

somatic state anxiety: consequences of not fulfilling responsbilities

59
Q

is role ambiguity on defence related to cognitive or somatic state anxiety?

A

no

60
Q

effect of higher role ambiguity of players in a team?

A

stated less likely to return to team next year

however, didn’t affect intentions to continue playing the sport

61
Q

what’s one method of creating positive norms?

A

ask the formal and informal leaders of the team to set posiitve examples

62
Q

what are the 2 main things to consider when modifying team norms?

A

the source of the communication to change the norms

the nature of communication

63
Q

how to most effectively communicate modification of team norms?

A

source of communication:
powerful, relatable and well liked players are the most persuasive and speaking in a rhetoric, rapid manner is most persuasive

nature of communication:
present people on both sides of argument, have multiple communications, have novel communications and state conclusions explicitly

64
Q

how does team climate develop?

A

from how players perceive the interrelationships among the group members

65
Q

who has the final say on team climate?

A

the coach

66
Q

what are the 6 factors of improving team climate?

A

1) ) social support
2) ) proximity
3) ) distinctiveness
4) ) fairness
5) ) similarity
6) ) task interdependence

67
Q

what are the 7 types of social support?

A 
listening
emotional
emotional-challenge
reality-confirmation
task-appreciation
task-challenge
personal-assistance
68
Q

what is the link between proximity and team climate?

A

people more likely to bond when they are near each other (due to interaction)

69
Q

what is the link between distinctiveness and team climate?

A

the more distinctive a team feels, the more united and at one they feel

achieved through team kit, mottoes

70
Q

what is the link between fairness and team climate?

A

athletes feel more satisfied if they feel they are being treated fairly by coaches

71
Q

what is the link between similarity and team climate?

A

athletes with similar attitudes have a more positive team climate

72
Q

what is the link between task interdependence and team climate?

A

improves team climate as they all benefit if team perform well and rely on each other

73
Q

how to assess team climate?

A

have athletes complete the Tea Climate Questionnaire in preseason and continually throughout the season
tell players it isn’t a test and no correct or incorrect answers and anonymity

74
Q

what is Steiner’s Model of Actual Productivity?

A

actual productivity = potential productivity - losses due to faulty group processes

75
Q

what does potential productivity mean?

A

team’s possible best performance

76
Q

what are the 2 kinds of losses due to faulty group processes?

A

motivation losses - when members don’t give 100% effort due to reliance on others

coordination losses - timing of teammates is off or ineffective strategies used

77
Q

which sports are more susceptible to coordination losses?

A

those that require complex interaction or coordination e.g football

78
Q

what is meant by ‘taskwork knowledge’?

A

knowledge required to perform a task

79
Q

in which type of sports does the importance of individual differences decrease and the importance of group processes increase?

A

more cooperation and interaction necessary

80
Q

how to maximise performance if there’s 2 players?

A

players have similar abilties

81
Q

what is the Ringelmann effect?

A

phenomenon by which individual performance decreases as the number of people in the group increases

82
Q

some examples of how a sport psychologist can enhance team fuctioning?

A

increase group cohesion
develop the coach-athlete relationship
facilitate an optimal coaching environment based on the athletes needs

83
Q

what is social loafing?

A

phenomenon in which individuals in a group or team put forth less than 100% effort due to losses in motivation

84
Q

which conditions enhance probability of social loafing occuring?

A

contributions of individuals not identified, dispensable or disproportionate to other members
task low on meaningfulness
individuals strangers

85
Q

does believing social loafing is occuring in your team increase social oafing?

A

yes

86
Q

what are the 7 factors to reduce social loafing?

A
  1. emphasise importace of unique contributions
  2. increase identifiability of individual performances
  3. determine specific situations in which loafing may occur
  4. conduct individual meetings to discuss loafing
  5. assign players to other positions
  6. divide the team into smaller units
  7. attribute failure to internal unstable factors

Sports Psychology (12 decks)

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