Psychology Flashcards
Define Group Dynamics
The nature of groups, the laws of their developments and the interrelations with individuals, other groups and larger institutions.
Cartwright and Zander, 1968
Describe the Ringlemann Effect:
The phenomenon by which individual performance decreases as the number of people in the group increases.
(weinberg and Gould 2011)
Reduced Motivation due to decreasing sense of personal accountability was deemed to be the most important factor. (Ingham et al. 1974)
Key Features of a Group?
Carron and Hausenblas, 1998)
They Share a common fate (groups win or lose)
Associated with mutual benefit - Social attachments are typically evident
Has a social structure
Presence of group processes - interaction and communication
Assembly effect bonus (potential for) Extra Productivity
Self Categorisation - individuals must consider themselves members of the groups.
A Team is …..
A collection of two or more individuals who…
- Process a common identity
Have common goals and objectives
Share a common fate
Exhibit structured patterns of interaction and modes of communication
Hold perceptions about group strcuture
Are personally and instrumentally independent, reciprocate interpersonal attraction and consider themselves as a group
Carron and hausenblas
Actual Productivity =
Actual Productivity = Potential Productivity - Process losses
Steiner 1972
Define Group Cohesion
A dynamic process which is 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.
Carron, Brawley and Widmeyer (1998, pp.213)
What is the most important small group variable?
Cohesion
“It plays such as an important role in the dynamics of all groups that some social scientists have called cohesion the most important small group variable”
(Carron and Eys, 2012)
Describe the Group Cohesion Model
Carron et al 1985
The Group Cohesion model states there are 4 dimensions of cohesion. I.e. 2 types of cohesion Task and Social which can be either Individual attractions to the group and Group intergartion.
Describe the Task aspect of the conceptual model of Group Cohesion and who outlined it?
Task = the general motivation toward achieving the group’s instrumental objectives
Individual performance issues and Team performance issues.
Beauchamp and Eys 2008
Describe the Social aspect of the conceptual model of Group Cohesion and who outlined it?
General motivation toward developing and maintaining social relationships and activities within the group
Personal relationships
Togetherness, closeness and affiliation.
Beauchamp and Eys 2008
Describe what is meant by the Individual attraction to the group in the Cohesion Model?
Carron et al 1985
An individuals personal attarction to the team
Personal motivations which attract the individual to the team and their personal feelings about the group.
Describe what is meant by group intergration in the Cohesion Model?
An individuals perceptions of the team as a whole
Perceptions about the closeness, bonding and similarities within the group.
Perceptions about the unification of the group.
Carron et al 1985
How do you measure Cohesion?
The Group Environment Questionnaire (GEQ)
Carron, Widmeyer and Brawley, 1985
Describe The Group Environment Questionnaire (GEQ)
(Carron, Widmeyer and Brawley, 1985)
It is a general measure of cohesion within sports teams
18 statements with a Likert Scale
What are the 4 correlates of Cohesion?
LEPT
Leadership
Environment
Personal Factors
Team Factors
(Carron and Hausenblas, 1998)
What are Leadership factors? which lead to High cohesion? and what model are they part of?
Leaders behaviour
Leaders decision style
Coach athlete relationship
High Cohesion = A democratic approach to decision making.
Coaches promotion of teamwork (Callow et al. 2009)
What are Environmental factors? which lead to High cohesion? and what model are they part of?
Group Size
Type of Sport
Level of Competition
High Cohesion =
Smaller Group size (carron et al 2012)
Lower level of competition
(Carron and Hausenblas, 1998)
Define The coach Athlete relationship -
The coach athlete relationship describes athletes cognitions, feelings and behaviours are mutually and casually related.
Jowett and Cockerill 2002
Jowett 2003 said ….
the Coach athlete relationship in the sport domain is one of the most important relationships formed.
Jowett (2003)
Describe the 3 + 1C’s Conceptual Model
Jowett 2007
The coach athlete relationship depends on 4 things
Closeness
Commitment
Complementarity
Co-orientation
What is meant by closeness in respect to the Coach athlete relationship?
The affective tone of the relationship - mutual feelings of trust, respect and appreciation.
Jowett + Clarke - Carter (2006)
What is meant by commitment in respect to the Coach athlete relationship?
Commitment = The coach and athletes intention to maintain the relationship over time
Jowett + Clarke - Carter (2006)
What is meant by complimentarity in respect to the Coach athlete relationship?
The degree to which members work together, co-operation and reciprocation - look at reciprocal ability to change their styles.
Jowett + Clarke - Carter (2006)
What is meant by Co-orientation in respect to the Coach athlete relationship?
The degree to which there is a mutual understanding and similarity int he way the coach and athlete perceive their relationship.
Jowett + Clarke - Carter (2006)
How would you assess the Coach athlete relationship?
CART - Q
Quantitative measure if relationship quality
Jowett and Ntoumaris 2004
Describe Research evidence for the Coach athlete relationship
Olympious and Jowett and Dyda (2008)
A higher relationship quality was associated with task orientated motivational environment (Think TARGET)
Hampson and Jowett 2014
Commitment and Closeness explained the variance in collective efficacy
Jowett & Chaundy (2004) - higher relationship quality associated with task and social cohesion
What are the 3 key roles of parents as defined by the expectancy value model?
Eccles et al 1998
The 3 key roles od providers
- Providers
- Interpreters
- Role Models
What 3 ways do parents influence children’s motivation?
(Frederick & Eccles, 2004)
Parents’ influence children’s motivation through children’s perceptions of:
Parenting styles
Parenting behaviours (or practices)
Parental beliefs
What influence do parents have?
“Parents are substantially involved in children’s sport experiences and are clearly key socializing agents in the sport domain”
(Fredricks & Eccles, 2004)
