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
Q

What do informal roles seem to be related to

A

-personality characteristics

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26
Q

Example of how informal roles are related to personality characteristics

A

-team comedians typically extraverted
-team distractors less consciencetious/dependable

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27
Q

What is included on the continuum of usefulness from least useful to most useful

A

-bad apple
-distracter
-comedian
-social convener
-spark plug
-team player
-mentor

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28
Q

What are the different categories in which athletes experience roles

A

-role behaviour
-role affect
-role cognitions

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29
Q

What is included under role behaviour

A

-role performance

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30
Q

Definition of role performance

A

-typically evaluated by subjective coach ratings of the effectiveness with which athletes have executed their role responsibilities

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31
Q

What is included under role affect

A

-role satisfaction

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32
Q

Definition of role satisfaction

A

-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

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33
Q

What does improved role affect increase

A

-perceptions of task cohesion
-role efficacy
-role clarity

34
Q

What is included under role cognitions

A

-role clarity
-role efficacy
-role conflict
-role commitment

35
Q

Definition of role clarity

A

-scope of responsibilities
-the behaviours necessary
-how performance will be evaluated
-consequences of not meeting expectations

36
Q

Definition of role efficacy

A

-athletes beliefs in their abilities to fulfill interdependent role expectations
-associated with role performances

37
Q

Definition of role conflict

A

-incongruent expectations for role ressponsibilities

38
Q

What are the different types of role conflict

A

-intra-sender conflict
-inter-sender conflict
-inter-role conflict
-person-role conflict

39
Q

Intra-sender conflict

A

-reception of conflicting role information from one source

40
Q

Inter-sender conflict

A

-two or more role senders communicate conflicting information to an athlete

41
Q

Inter-role conflict

A

-two or more roles cause interference for an individuals ability to meet expectations of at least one of those roles

42
Q

Person-role conflict

A

-individuals values and motivation do not match expected role

43
Q

Definition of role commitment

A

-dynamic and volitional psychological bond reflected in the dedication to and responsibility for one’s role

44
Q

What is role commitment influenced by

A

-internal and external forces

45
Q

What are norms

A

-reflect a set of assumptions held by members of a group concerning behaviour that is expected of other members

46
Q

Why are norms essential to groups

A

-they provide social structure and represent one of the key features that distinguishes a group from a random collection of individuals

47
Q

What do appropriate norms elicit

A

-verbal appreciation
-greater prestige in the group
-increased group acceptance

48
Q

What do inappropriate norms elicit

A

-verbal criticism
-ostracism
-physical abuse
-expulsion from group

49
Q

Categories in which group norms can be considered under

A

-appropriateness
-expectations
-general types
-general settings

50
Q

Types of appropriateness of group norms

A

-prescribed
-proscribed

51
Q

Prescribed group norms

A

-sets the standards for behaviours
-set of standards you accept and agree with

52
Q

Example of prescribed group norm

A

-arriving early to practice

53
Q

Proscribed group norms

A

-described behaviours that are inappropriate

54
Q

Examples of proscribed group norm

A

-arrive late
-hazing

55
Q

Types of expectations of group norms

A

-preferred
-permissive

56
Q

Preferred group norms

A

-desired but not required

57
Q

Examples of preferred group norms

A

-prosocial behaviours towards teammates

58
Q

Permissive group norms

A

-permitted but not expected

59
Q

Examples of permissive group norms

A

-antisocial behaviours towards opponents

60
Q

General types of group norms

A

-punctuality
-focus/concentration
-dress code
-support teammates
-effort

61
Q

General settings of group norms

A

-practice
-competition
-social situations
-off-season

62
Q

Types of importance of group norms

A

-informative
-integrative

63
Q

Importance of informative group norms

A

-identify behavioural standards

64
Q

Importance of integrative group norms

A

-knowing standards enables understanding of group values, priorities, and facilitates adjustment

65
Q

Importance of informative and integrative group norms together

A

-facilitate performance
-establish shared reality/expectations
-help avoid/curtail problems
-promote/sustain group values

66
Q

General characteristics of group norms

A

-descriptive
-evaluative
-informal
-unobtrusive
-flexible
-internalized
-stable

67
Q

Descriptive

A

-norms represent the groups beliefs

68
Q

Evaluative

A

-norms put priorities on things

69
Q

Informal

A

-norms are rarely formally laid out

70
Q

Unobtrusive

A

-norms are typically taken for granted until violated

71
Q

Flexible

A

-norms permit for minor deviations in behaviour

72
Q

Internalized

A

-norms are adhered to volitionally

73
Q

Stable

A

-norms take a long time (and effort) to change

74
Q

Rules of thumb for conformity to norms

A

-number of people in the outgroup
-number of ingroup members in support
-ambiguity of norms
-leadership relevance

75
Q

Number of people in the outgroup

A

-conformity/importance increases as number of outgroups increases

76
Q

Number of ingroup members in support

A

-conformity/importance increases as number of supporters increases

77
Q

Ambiguity of norms

A

-conformity/importance decreases as ambiguity increases

78
Q

Leadership relevance

A

-conformity/importance increases as leadership becomes more democratic

79
Q

What is a study that demonstrates how norms can be bad

A

-graupensperger
-did a series of studies involving student-athlete health-risk behaviours

80
Q

What did graupensperger conclude

A

-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
Q

What were the 8 themes of the new zealand all blacks team

A

-critical turning points
-flexible/evolving climate
-dual-management model
-better people make better all blacks
-responsibility
-leadership
-expectation of excellence
-team cohesion