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Sport Psych > Lecture 4 - Cohesion > Flashcards

Lecture 4 - Cohesion Flashcards

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1
Q

Define Carron, Brawley & Windmeyer’s (1998) defintion of group cohesions

A

“a dynamic processes that is relfected in the tendency for a group to stick together and remain united in pursuit of its intsrumental objectives and/or for the satisfaction of member effective needs”

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2
Q

Who came up with the conceptual model of cohesion?

A

Carron et al (1982)

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3
Q

OUtline Carron et al (1982)’s conceputual model of cohesion

A

Precuroses to cohesion:

  • Environmental factors,
  • personal factors
  • leadership factors
  • these all lead into team factors

Cohesion

Consequences:

  • individual outcomes
  • group outcomes
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4
Q

Outlline Carron et al (1982)’s precurors to cohesions

A
  • env factors - contractual responsiblity, organisational cimate
  • Leadership factors - Leadership style, coach/ athlete personalities
  • Personal factors - individual orientation and differences
    Lead into:
  • Team factors: distincitveness, grup size, productivity norm, stability, communication, role clarity/acceptance
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5
Q

Define group

A

Collection of interacting individuals, with:

  • Sense of shared purpose/common goals
  • Mutual influence
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6
Q

Define team

A
  • we-ness - collective identity
  • Distinctive roles
  • Structured communication
  • Norms (guide members)
  • Task interdependence/ team work
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7
Q

Who came up with the linear perspective of becoming a team?

A

Tuckman & Jenkins (1977)

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8
Q

Outline Tuckman & Jenkins (1977)

A

Forming (familiarisation, comparisons, do i belong?)

Storming (infighting, establishing roles/status)

Norming (resolutions, co-operation, unity)

Performing (Togetherness, team sucess, defined new roles- how can we move forward)

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9
Q

what are the 2 types of cohesion?

A
  1. Task cohesion - the extent to which they work together to achieve a common goal
  2. Social cohesion - Degree to which members like each other and enjoy their company

A group can be low social and high task, or vice versa

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10
Q

What are the 3 charactiristics of cohesion?

A

Dynamic (changes over time, with sucess/failure)

Multi-dimensional (numerous factors involved)

Instrumental (different reasons for each person)

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11
Q

Who explored team size as an atecedent?

A

Widmeyer er al (1990)

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12
Q

outline Widmeyer er al (1990) - 3 on 3

A

3-on-3 recrational basketball
144p’s
Teams of 3,6 or 9
Found best cohesions in groups of 6, worst performance in 9,
Attraction to group at task level decreased from 3 to 6 to 9

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13
Q

Who came up with the conceptual framework of group effectiveness?

A

Steiner (1972)

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14
Q

outline Steiner (1972)

A

conceptual framework of group effectiveness
Actual productivitiy = potential productivity - group process losses
- like motivation/ co-ordination losses

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15
Q

Outline the Ringelmann effect

A

Individual members get increasingly less productive as size of group increases

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16
Q

who investigated the ringelmann effect and how?

A

INGHAM ET AL (1974)
- in pseudo groups it was motivation loss
- in real groups it was motation and co-ordination loss
2 people =93% of individual potential
3 = 85%
8 = 49%

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17
Q

What are the causes of social loafing?

A

‘Free rider’
- my effort isnt important for the outcome, i dont need to bother

Minimising strategy
- want to get by doing as little as possible

Allocation strategy

  • Save best efforts for when its important for the self
  • doing better in front of audience

False perception
- that increased effort wount be recognise, coach wont reward me so why bother

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18
Q

Who Discussed how to counteract social loafing?

A

Carron (1988)

19
Q

Outline Carron (1988)

A
  • Emphasise importance of individual contributions

- INcrease accountability - make athletes accountable for their performances, wear those vests in training

20
Q

Who did the group environment questionnaire to measure cohesion?

A

windmeyer, Brawley & Carron (1985)

21
Q

outline windmeyer, Brawley & Carron (1985)

A 
Group environment questionnaire
Assesses:
- individual vs group
- task and social cohesion
- Reliable, valid measure
22
Q

What do questions into cohesion measure?

A
  • attraction to group at social level and task level

- Group intergation at task and social level

23
Q

Outline widmeyer et al (1990) - exercise groups

A

Exercise groups were:
- small (5-17 people)
- Medium (18-26)
- Large (32-46)
•Attendance + retention better in small and large classes
- made friendship groups in small classes and better relationship with teacher
- in large group, formed sub groups of friends
•Perceived experience was best in small classes

24
Q

Who investigated role clarity and acceptance as an aticident?

A

Brawley et al (1987)

25
Q

Outline Brawley et al (1987)

A

Argued role clarity/ acceptance is strongly related to task cohesion in team sports
Role clarity .38
ROle acceptance .49
Role performance .43

26
Q

What are the 2 types of roles

A
  1. formal roles - dictated by nature/ structure of the organisation. Specific team and tactical roles
    - need to be clear on our roles, regardless of confusing general tactics
  2. Informal roles - evolves from group dynamics/ interacting
27
Q

What did Dawe & Carron (1990) say?

A

Cohesiveness predicted role clarity and acceptance in ice hockey teams

28
Q

Who investigated team stability?

A

Logo-Penas (2011)
Theberge & Loy (1978)
Ter weel (2011)

29
Q

OUtline Logo-penas (2011)

A

In dutch premier league 1986 - 2004, 81 sackings and 212 performance dips
Teams that have low manager turnover are more stable
Should we sack manager or accept that performance worsens/ improves

30
Q

What did Theberge & Loy (1978) say?

A

Baseball league position and team stability:

r = -.55

31
Q

What did Ter weel (2011) say?

A

Does manager turnover improve performance:
Theres a regression to the mean
Regardless of if manager:
- voluntarily leaves
- is sacked
- or isnt sacked, but endures performance dip

32
Q

Who looked at the relationship between cohesion and performance?

A

Carron et al (2002)

33
Q

Outline Carron et al (2002) meta analysis

A

meta analysis of 46 studies, 164 effect sizes, 9988 athletes, 1044 teams

Found a stronger effect for task cohesion (.577) over social cohesion (.410)
Suggesting task cohesion is more important

Overall, relationship between cohesion and performance in sport was moderate to large = 0.66

34
Q

How does sport type moderate sport in carron et al (2002) research?

A 
Coacting teams (archery, fiflery, golf)
- low task cohesion required

Mixed coacting - interacting (baseball, american football)
- moderate task cohesion required

Interacting teams (football, ice hockey, relays)
- high task cohesion required

Largest cohesion-performance effect was in coactive sports, not interactive sports (1.042 vs .451)

35
Q

What direction of performance cohesion relationship did Carron argue?

A

Its circuluar, its a bit of both

Team cohesion -> better performance
Better performance -> team cohesion

36
Q

who came up with how to develop team cohesion

A

Carron (1977,2007)

37
Q

Outline Carron (1977,2007) way of developing team cohesion

A
  1. increase team distinctiveness
  2. Increase social cohesiveness
  3. clarify team goals
  4. improve team communication
38
Q

Who looked at building team cohesion with team goal setting

A

Senécal et al (2008)

39
Q

outline Senécal et al (2008)

A

Conduceted a team goal setting intervention in high school baskebtall players, assessing how it affected tea cohesion
Participants identified: most important performance outcomes individually, then decided as groups of 5, then as a whole team

40
Q

outine Senécal et al (2008) findings

A

68% it helped us play better as a team
42% more focused on common goals
27% enabled us to work together to reach goals

41
Q

Who looked at using personal-disclousre mutual sharing (PDMS)

A

Windsor & Barker (2011)

42
Q

Outline Windsor & Barker (2011) - speeches

A

Lots of foreign players had joined = lack of togertherness/ effective communication
Night before league-cup semi final match, players had to deliver a 5 minute speech:
- 1. why i play football, what i bring to the team
2. Describe a personal story to help teammates understand you, you’d want them to know that defines you, can be personal/ sport related, what sacrifices youve made, what you bring to team

43
Q

outline Windsor & Barker (2011) findings

A
  • very emotional as foreign players had often sacrificed a lot
  • No significant results, but interview data revealed that players thought it was worthwhile and beneficial - it increased cohesiveneess, closeness, understanding of team mates, communication
  • these were all maintaing in a follow up next month
  • Lost game on pens, but won it next year and said it was down to understanding, honesty and cohesion

Sport Psych (10 decks)

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