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KNPE 363 > Week 4 > Flashcards

Week 4 Flashcards

1
Q

Definition of roles

A

-a set of behaviours expected of a person occupying a specific social context

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2
Q

What are the 2 integrated approaches to understanding roles of a team

A

-role “functions”
-role “responsibilities”

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3
Q

What are role “functions”

A

-what the various roles provide to the team
-what they bring to the table etc.

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4
Q

What are role “responsibilities”

A

-how responsibilities are determined
-what is expected of people holding this role

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5
Q

What are the different types of role “functions”

A

-specialized task role
-auxiliary task role
-social role
-leadership role

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6
Q

Specialized task role

A

-proficiency with a specific skill set

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7
Q

Example of a specialized task role

A

-setter in volleyball

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8
Q

Auxiliary task role

A

-supplement/augment specialized roles

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9
Q

Example of an auxiliary task role

A

-energy player

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10
Q

Social role

A

-interpersonal harmony of team

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11
Q

Leadership role

A

-guide teammates towards task and social objectives

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12
Q

Types of leadership roles

A

-formal
-informal

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13
Q

Types of role “responsibilities”

A

-formal roles
-informal roles

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14
Q

Formal roles

A

-expectations are specially communicated to role occupant

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15
Q

How is information transferred for formal roles

A

-role episode model

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16
Q

People involved in role episode model

A

-role sender (coach)
-focal person (athlete)

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17
Q

What factors are considered in context of the role sender

A

-expectations
-pressures

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18
Q

Expectations of role sender

A

-what expectations they have for their athletes

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19
Q

Pressures of the role sender

A

-put pressure on the individual stemming from the expectations

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20
Q

What factors are considered in context of the focal person

A

-experience
-response

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21
Q

Experience of the focal person

A

-how they experience the pressure from the role sender

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22
Q

Response of the focal person

A

-how they decide to respond to this pressure

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23
Q

What factors externally impact the role sender and focal person

A

-interpersonal factors
-organizational factors
-personality factors

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24
Q

How are informal roles created

A

-product of interactions and observations from team member
-typically supplement or resist formal role structure

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25
What do informal roles seem to be related to
-personality characteristics
26
Example of how informal roles are related to personality characteristics
-team comedians typically extraverted -team distractors less consciencetious/dependable
27
What is included on the continuum of usefulness from least useful to most useful
-bad apple -distracter -comedian -social convener -spark plug -team player -mentor
28
What are the different categories in which athletes experience roles
-role behaviour -role affect -role cognitions
29
What is included under role behaviour
-role performance
30
Definition of role performance
-typically evaluated by subjective coach ratings of the effectiveness with which athletes have executed their role responsibilities
31
What is included under role affect
-role satisfaction
32
Definition of role satisfaction
-satisfaction with the degree to which their role: utilizes skill set, has significance for their team, was personally meaningful, was evaluated in terms of execution, allowed for autonomy, and was recognized as important by others
33
What does improved role affect increase
-perceptions of task cohesion -role efficacy -role clarity
34
What is included under role cognitions
-role clarity -role efficacy -role conflict -role commitment
35
Definition of role clarity
-scope of responsibilities -the behaviours necessary -how performance will be evaluated -consequences of not meeting expectations
36
Definition of role efficacy
-athletes beliefs in their abilities to fulfill interdependent role expectations -associated with role performances
37
Definition of role conflict
-incongruent expectations for role ressponsibilities
38
What are the different types of role conflict
-intra-sender conflict -inter-sender conflict -inter-role conflict -person-role conflict
39
Intra-sender conflict
-reception of conflicting role information from one source
40
Inter-sender conflict
-two or more role senders communicate conflicting information to an athlete
41
Inter-role conflict
-two or more roles cause interference for an individuals ability to meet expectations of at least one of those roles
42
Person-role conflict
-individuals values and motivation do not match expected role
43
Definition of role commitment
-dynamic and volitional psychological bond reflected in the dedication to and responsibility for one's role
44
What is role commitment influenced by
-internal and external forces
45
What are norms
-reflect a set of assumptions held by members of a group concerning behaviour that is expected of other members
46
Why are norms essential to groups
-they provide social structure and represent one of the key features that distinguishes a group from a random collection of individuals
47
What do appropriate norms elicit
-verbal appreciation -greater prestige in the group -increased group acceptance
48
What do inappropriate norms elicit
-verbal criticism -ostracism -physical abuse -expulsion from group
49
Categories in which group norms can be considered under
-appropriateness -expectations -general types -general settings
50
Types of appropriateness of group norms
-prescribed -proscribed
51
Prescribed group norms
-sets the standards for behaviours -set of standards you accept and agree with
52
Example of prescribed group norm
-arriving early to practice
53
Proscribed group norms
-described behaviours that are inappropriate
54
Examples of proscribed group norm
-arrive late -hazing
55
Types of expectations of group norms
-preferred -permissive
56
Preferred group norms
-desired but not required
57
Examples of preferred group norms
-prosocial behaviours towards teammates
58
Permissive group norms
-permitted but not expected
59
Examples of permissive group norms
-antisocial behaviours towards opponents
60
General types of group norms
-punctuality -focus/concentration -dress code -support teammates -effort
61
General settings of group norms
-practice -competition -social situations -off-season
62
Types of importance of group norms
-informative -integrative
63
Importance of informative group norms
-identify behavioural standards
64
Importance of integrative group norms
-knowing standards enables understanding of group values, priorities, and facilitates adjustment
65
Importance of informative and integrative group norms together
-facilitate performance -establish shared reality/expectations -help avoid/curtail problems -promote/sustain group values
66
General characteristics of group norms
-descriptive -evaluative -informal -unobtrusive -flexible -internalized -stable
67
Descriptive
-norms represent the groups beliefs
68
Evaluative
-norms put priorities on things
69
Informal
-norms are rarely formally laid out
70
Unobtrusive
-norms are typically taken for granted until violated
71
Flexible
-norms permit for minor deviations in behaviour
72
Internalized
-norms are adhered to volitionally
73
Stable
-norms take a long time (and effort) to change
74
Rules of thumb for conformity to norms
-number of people in the outgroup -number of ingroup members in support -ambiguity of norms -leadership relevance
75
Number of people in the outgroup
-conformity/importance increases as number of outgroups increases
76
Number of ingroup members in support
-conformity/importance increases as number of supporters increases
77
Ambiguity of norms
-conformity/importance decreases as ambiguity increases
78
Leadership relevance
-conformity/importance increases as leadership becomes more democratic
79
What is a study that demonstrates how norms can be bad
-graupensperger -did a series of studies involving student-athlete health-risk behaviours
80
What did graupensperger conclude
-athletes with high identity are more likely to conform to teammate behaviours -athletes who percieved higher levels of peer acceptance held riskier attitudes -association between self-reported alcohol use and subjective peer alcohol use norms
81
What were the 8 themes of the new zealand all blacks team
-critical turning points -flexible/evolving climate -dual-management model -better people make better all blacks -responsibility -leadership -expectation of excellence -team cohesion

KNPE 363 (10 decks)

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