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Exercise Psychology SPE206 > Group Cohesion & Group and Team Dynamics > Flashcards

Group Cohesion & Group and Team Dynamics Flashcards

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1
Q

Why Study Groups?

A

Almost any position in the sport and exercise
field requires understanding of the processes
and dynamics of groups

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2
Q

What Is a Group?

A 
Two or more people who interact
and exert mutual influence on each other
and share the following characteristics:
◦ A collective sense of identity
◦ Distinctive roles
◦ Structured modes of communication
◦ Group norms
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3
Q

Collective sense of identity

A

“we-ness” rather than “I-ness”

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4
Q

Distinctive roles

A

All members know their job

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5
Q

Structured modes of communication

A

Lines of communication

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6
Q

Norms

A

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

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7
Q

The Linear Perspective

A

Forming
Storming
Norming
Performing

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8
Q

Forming

A

Familiarisation, formation of interpersonal relationships,

development of team structure

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9
Q

Storming

A

Rebellion, resistance to the leader and to control by the

group, interpersonal conflict

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10
Q

Norming

A

Development of solidarity and cooperation; group conflicts resolved

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11
Q

Performing

A

Channeling of energies for team success

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12
Q

The Cyclical (Life Cycle) Perspective

A

Development of groups is similar to the life cycle—birth,
growth, and death.
Emphasis is on the terminal phase of the group’s existence.
As the group develops, it psychologically prepares for its own breakup.
This model is especially relevant for groups and teams that last 10 to 15 weeks.

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13
Q

The Pendular Perspective

A 
Shifts occur in interpersonal relationships during the growth and development of groups.
Groups do not progress through linear phases.
Stages of group development
◦ Orientation
◦ Differentiation and conflict
◦ Resolution and cohesion
◦ Differentiation and conflict
◦ Termination
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14
Q

Group roles

A

Involve behaviors required or expected of a person

occupying a certain position.

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15
Q

Formal roles

A

(e.g., coach, instructor, captain) are dictated by the

nature and structure of the organisation.

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16
Q

Informal roles

A

(e.g., enforcer, mentor) evolve from the group’s

dynamics or interactions among group members.

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17
Q

Role conflict

A

Exists when role occupant does not have sufficient ability, motivation, time, or understanding to achieve the goal.

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18
Q

Group norms

A

◦ A norm is a level of performance, pattern of behavior, or belief.
◦ Leaders need to establish positive group norms or standards (especially
standards or norms of productivity).
◦ Positive norms are important to establish

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19
Q

Social support

A

Mutual respect and support enhance team climate.

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20
Q

Proximity

A

Closer contact between members promotes team

interaction.

21
Q

Distinctiveness

A

The more distinctive the group feels, the better

the climate.

22
Q

The functions of social support

A
  • Provides appraisal, information, reassurance, and companionship
  • Reduces uncertainty during times of stress
  • Aids in mental and physical recovery
  • Improves communication
23
Q

Seven Types of Social Support

A
  • Listening support
  • Emotional support
  • Emotional-challenge support
  • Reality-confirmation support
  • Task-appreciation support
  • Task-challenge support
  • Personal-assistance support
24
Q

Steiner’s model

A

◦ Actual productivity = potential productivity − losses due to faulty group processes.
◦ Losses result from motivation and coordination

25
Q

How Individual Skills Relate to Group Performance

A

The greater the need for cooperation and interaction in a task, the more the importance of individual ability decreases and the importance of group productivity increases.

26
Q

Ringelmann effect

A

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

27
Q

Social loafing

A

When individuals within a group or team put forth less than 100% effort due to loss of motivation

28
Q

Conditions That Increase Social Loafing

A
  • An individual’s output cannot be independently evaluated.
  • The task is perceived to be low in meaningfulness.
  • An individual’s personal involvement in the task is low.
  • A comparison against group standards is not possible.
  • Other individuals contributing to the collective effort are strangers.
  • Teammates or coworkers are seen as high in ability.
  • Individual team members perceive their contribution to the outcome as redundant.
  • The individual is competing against what he or she believes to be a weaker opponent.
29
Q

The desire for group success

A

A team-oriented motive or goal, the basis of which is the team members’ desire to derive pride and satisfaction from the team if it is successful in accomplishing its goals

30
Q

Facilitate smooth transitions for teams

A

◦ Clarify role differentiation.
◦ Increase individual awareness of disengagement.
◦ Facilitate group interaction.
◦ Negotiate closure and new group development.

31
Q

Cohesion

A

A dynamic process reflected in the tendency for a group to stick together and remain united in the pursuit of its
instrumental objectives and/or for the satisfaction of member affective needs

32
Q

Task cohesion

A

The degree to which group members work together to achieve common goals and objectives

33
Q

Social cohesion

A

The interpersonal attractions among group members

34
Q

Measuring Cohesion

A

Questionnaires
Group integration —task subscale
Group integration —social subscale
Individual attraction to group —task subscale
Individual attraction to group- social subscale

35
Q

Group integration —task subscale

A

Our team is united in trying to reach its goals for performance

36
Q

Group integration —social subscale

A

Members of our team do not stick together outside of practicing and games

37
Q

Individual attraction to group —task subscale

A

I don’t like the style of play on this team

38
Q

Individual attraction to group- social subscale

A

Some of my best friends are on the team

39
Q

The Cohesion–Performance Relationship

A

Cohesion is positively related to performance. The relationship was traditionally thought to depend on several factors. Recent research has shown which of these factors do influence the cohesion– performance relationship

40
Q

Circular relationship

A

Increased cohesion leads to greater performance and brings teams together, which leads to still more cohesion.

41
Q

Team satisfaction

A

Increased cohesion is related to increased satisfaction.

42
Q

Conformity

A

The more cohesive a group is, the greater its pressure to conform to the attitudes and behaviors of the group.

43
Q

Adherence

A

More cohesive exercise classes have better attendance, are more likely to arrive on time, are less likely to drop
out, are more resistant to disruption, are more likely to experience positive affect related to exercise, and have
stronger efficacy for exercise

44
Q

Social support

A

There is a positive relationship between the social support an individual receives and that person’s evaluation of group cohesion.

45
Q

Stability

A

Teams higher in cohesion can better resist disruption; teams staying together longer tend to be more cohesive

46
Q

Gender

A

Relationship between cohesion and performance is stronger for women than for men.

47
Q

Building Cohesion

A

Exercise settings
Exercise classes with high feelings of group cohesion have fewer dropouts and late arrivals than do classes low in cohesion

Sport settings
Team-building exercises, clear and meaningful roles, team goals, communication, and personal sacrifice are related to increased cohesion.

48
Q

Leader strategies

A 
• Communicate effectively.
• Explain individual roles in team success.
• Develop pride within subunits.
• Set challenging team goals.
• Encourage group identity.
• Avoid formation of social cliques.
• Avoid formation of social cliques.
• Employ transformational leadership
• Avoid excessive turnover.
• Conduct periodic team meetings.
• Enhance team efficacy
• Get to know others; enhance personal
disclosure
49
Q

Group member strategies

A
  • Get to know members of the group.
  • Help group members whenever possible.
  • Give group members positive reinforcement.
  • Be responsible.
  • Communicate honestly and openly with coach or leader.
  • Give 100% effort at all times.

Exercise Psychology SPE206 (10 decks)

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