Week 5 Flashcards
What are subgroups/cliques
-belong to a superordinate group (bigger group)
-clearly discernible from that group
-reciprocating relationships
What are the 3 reasons that subgroups/cliques generally develop
-identity/belonging
-position/status
-context/inadvertent
What theories explain why identity/belonging cause subgroups/cliques
-FIRO theory
-optimal distinctiveness theory
FIRO theory
-people want inclusion and control which is easier in smaller groups
Optimal distinctiveness theory
-people want acceptance and quality relations, balanced with differentiation and autonomy
Why does position/status influence the creation of subgroups/cliques
-people purposefully seek identity, resources, and information to improve status
What theories explain why context/inadvertent cause subgroups/cliques
-faultline theory
Faultline theory
-people group together unintentionally based on “hypothetical dividing lines” present in all groups
Examples of hypothetical dividing lines in faultline theory
-age
-gender
-skill
-level
Negative behaviours that subgroups/cliques influence
-antisocial behaviour
-substance abuse
-unhealthy eating
-isolation/self esteem
-unethical behaviours
Positive behaviours that subgroups/cliques influence
-prosocial behaviours
-self esteem
-sense of meaning
-knowledge, behaviours, and attitudes
-group functioning
What is presence of subgroups/cliques associated with
-athlete stress
-intra-team conflict
-performance issues
What is current general advocacy around subgroups/cliques in sport
-avoidance and disbandment
Martin 2020 model for general organizing framework of subgroups/cliques sections
-basic assumptions
-antecedents/precursors
-nature of groupings
-consequences
Martin 2020 model basic assumptions
-inevitability
-variability
Martin 2020 antecedents/precursors
-circumstantial/contextual factors
-athlete demographics/characteristics
-general behavioural tendencies
Martin 2020 nature of groupings
-subgroup
-clique
Martin 2020 concequences of a subgroup
-facilitative
Martin 2020 consequences of a clique
-debilitative
What are subgroups viewed as
-inevitable
What are cliques viewed as
-variable
Descriptors of subgroups
-identifiable subunits
-facilitative
-non-value laden
Descriptors of cliques
-identifiable subunits
-debilitative
-exclusive/ostracism
-own agenda
Coach behaviours surrounding subgroups and cliques
-proactive avoidance
-subgroup identification
-subgroup management
Takehome points about Martin 2020 study
-inevitability of subgroups
-antecendents in line with previous literature
-clique identification/management not all or nothing
What was the general purpose in the Wagstaff 2017 study
-conduct longitudinal, repeated interview case studies to examine awareness and perceptions of subgroups/cliques over time
Themes of Wagstaff 2017 study
-awareness and understanding
-development over time
-subgroup/cliques influence
-management
Awareness and understanding
-overt consideration/awareness within team
-“newbie” athlete wariness/uncertainty
-inevitable and facilitative
Development over time
-variability in both membership and behaviour
-early membership based on cohort, late season on interests, status etc
Subgroup/cliques influence
-clear differentiation between subgroups and cliques
-often members of cliques do not realize that they are being problematic
Management
-monitor subgroups manage cliques
-requires coach and athlete input, and authentic management
Themes of Saizew 2021 study
-variability based on performance
-team stucture
-proactive/consistent effort
Variability based on performance
-groupings changed based on successful performance
-those excelling and travelling together throughout the season
Team structure
-structural constraints impact interactions
-sport event/type, facility/schedule limitations, team size
Proactive/consistent effort
-example strategies involved leadership groups, purposeful team building, superordinate objectives
Take home points about Saizew 2021 study
-athletes keenly aware of subgroup membership
-desire for authentic management
-need for self reflection of own behaviours and proactive behaviours contingent on sport structure/context
What is involved in the research process
-preliminary exploratory studies
-longitudinal case studies
-perceptual components
What is included in Mcguire 2022 conceptual model creation
-focus group with athletes
-expert researcher review process
-critical appraisal of revisions by experts and athletes
What is included in the dynamic process of athlete subgroup experience
-observability
-demonstrated behaviours
What categories are included under observability
-surface level characteristics
-deep level characteristics
Surface level characteristics
-program
-position
-age
Deep level characteristics
-values
-orientations
-beliefs
What categories are included under behaviours
-organizational citizenship
-organizational alignment
Organizational citizenship
-helping
-civic virtue
-conscientiousness
-sportspersonship
Organization alignment
-norms
-rules
What are the different ways someone can respond to athlete subgroup experience
-affective
-cognitive
-behavioural
Why is a questionnaire the best option
-researchers have explored the formations and impacts through qualitative
-psychometrically sound questionnaires are critical for the understanding and advancement of particular constructs
-could allow researchers to further explore when and why athletes see subgroups as beneficial
What are the components of the questionnaire
-item generation
-expert input
-athlete review
Item generation
-initial item pool to be generated by:
1. scanning and identifying relevant subgroup questionnaires
2. engaging in brainstorming sessions as a research team based on qualitative research findings specific to subgroups in sport
Expert input
-assessing conceptual appropriateness and representativeness though exchange software
Three steps for expert input
-experts receive domain descriptions to inform item responses
-experts report item fit alongside each domain
-experts provided opportunity to review and comment on other expert ratings/comments
Athlete review
-approximately 20 athletes recruited for semi-structured think-aloud interviews
-aimed to obtain insight on question content, and presentation of items
What are team processes
-what we do on a team
What is communication
-information exchange occuring through verbal and non-verbal means
What are the 3 principles of communication
-communication patterns are normally homogenous
-communication increases homogeneity
-communication is facilitated by homogeneity
What does “communication patterns are normally homogenous” mean
-individuals communicate with others who are similar in attitudes and beliefs
What does “communication increases homogeneity” mean
-the more you talk with people and understand where they are coming from, the more you share your attitudes, knowledges, and beliefs
What does “communication is facilitated by homogeneity” mean
-communication is facilitated by common language, common motives, and common values
What has sport research explored in terms of communication
- communication as a fundamental component of other concepts
- a process in and of itself
What cant be done without communication
-coordination
-goal setting
-action planning
What does the framework by mcewan and beauchamp consider communication to be
-active ingredient in the model as a mediator
What steps are included under mediators
-preparation
-execution
-evaluation
-adjustments
What specific step is communication considered under in mediators
-execution
What is considered to be the centre of the framework by eccles and tenenbaum
-communication
How can you assess communication
-quality of communication through surveys
-quantity through watching/coding interactions
What are you assessing when researching communication
-frequency of talking to each other
-type of communication (verbal or non-verbal)
What is communication based on expressions of
-acceptance
-distinctiveness
-positive conflict
-negative conflict
Acceptance
-consideration among teammates
Distinctiveness
-highlighting the uniqueness of the group
Positive conflict
-constructive exchanges dealing with problems within the group
Negative conflict
-confrontational approaches to team issues
What does effective communication enhance
-athlete satisfaction
-team cohesion
What is most communication categorized as
-emotional
-action statements
How much of communication is considered emotional
-greater than 50%
How much of communication is considered action statements
-greater than 25%
What did winning teams exhibit in terms of communication
-2x more communication
-communication was more homogenous in nature
What was durdubas 2019 looking at
-nonverbal behaviours in volleyball teams
What did durdubas 2019 conclude
-top 4 teams used more non verbal communication than bottom 4 teams
-top 4 teams used more instructional and supportive behaviours than bottom 4 teams
What is the role of emotions as communication
-contagious
-have a direct impact on teammates
How do emotional expressions influence other people
-by communicating information regarding originators feelings
-and by affecting others own emotions
What is communicating information regarding originators feelings considered
-inferential process
What is affecting others own emotions considered
-affective reaction
How to study communication
-largely self report and observational methods
Why do we study communication
-implications for verbal, non-verbal, and emotional expressions
What is shared knowledge
-communication does not have to be active, we can put systems in place to change the way we think
What is transactive memory
-represents the different pockets of knowledge held within a group
-these small pockets are uniquely held by each member
What are shared mental models
-common beliefs about what the group is achieving
-how it achieves these goals
-what it means to be a member
What is a sport that is an example of strong shared mental models
-tiki taka
What is a benefit of communication
-exchange information
-reduce conflict
-test new ideas
What is a consequence of communication
-create misunderstanding
-augment problems
-produce conformity
What are different problems in communication
-group think
-decision making flaws
What is group think
-mode of thinking that people engage in when they are deeply involved in a cohesive group, when members strivings for unanimity override their motivation to have their own opinion
Antecedents to group think
-cohesion
-insulation
-autocratic and impartial leadership
-homogenous membership
-nature of group task
Cohesion
-cohesion heightens pressure to conform avoidance of dissenting views
Insulation
-members have weak ties and little knowledge of external groups
Autocratic and impartial leadership
-leaders advocate for their favoured ideas and don’t question bias
Nature of group task
-time limited decision making contributes to likelihood of falling back on norms
Symptoms of group think
-illusion of invulnerability
-efforts to rationalize
-belief in groups “good”
-stereotyping opposition
-direct pressure to conform
-self-censorship
-illusions of unanimity
-self-appointed “mindguards”
Illusion of invulnerability
-a highly optimistic picture is presented to the group
Efforts to rationalize
-alternate opinions and warnings are ignored
Belief in groups “good”
-the group is assumed to possess an inherent superiority over opposition
Stereotyping opposition
-opposition is viewed in stereotypical terms
Direct pressure to conform
-pressure is brought to bear against members who present alternative views
Self-censorship
-members censor themselves to produce a unanimous group position
Illusions of unanimity
-members believe that the group position is universally shared
Self-appointed “mindguards”
-members protect the group from adverse information
What are decision making flaws
-research has identified numerous deficits that arise when groups make decisions
What are different decision making flaws
-the planning fallacy
-general concepts
-group polarization
The planning fallacy
-optimistic plans regardless of contradictory experience/knowledge
General concepts
-leveling
-ordering
-sharpening
-assimilating
Leveling
-communication is reduced and simplified
Ordering
-beginning and end of conversations better retained then middle
Sharpening
-message is reinterpreted by emphasizing others
Assimilating
-meaning of a message is shifted to match previous important messages
Group polarization
-groups often adopt more risky or cautious decisions than those initially held by individual members
What does effective communication within sport teams require
-a positive approach to group membership
-proactive and strategic mechanisms to exchange information
What is included under a positive approach to group membership
-putting team first
-supporting teammates
-listening in an active manner
-absorbing feedback constructively
-accepting individual characteristics of other group members
-avoiding clique development
-acknowledge that conflict is natural but manageable
What is included under proactive and strategic mechanisms to exchange information
-using multiple sensory modes
-ensuring that information is reiterated
-creating useful and enduring representations of information that is transmitted
-providing the rationale for specific strategies and decisions
