Week 5 Flashcards
1
Q
What are subgroups/cliques
A
-belong to a superordinate group (bigger group)
-clearly discernible from that group
-reciprocating relationships
2
Q
What are the 3 reasons that subgroups/cliques generally develop
A
-identity/belonging
-position/status
-context/inadvertent
3
Q
What theories explain why identity/belonging cause subgroups/cliques
A
-FIRO theory
-optimal distinctiveness theory
4
Q
FIRO theory
A
-people want inclusion and control which is easier in smaller groups
5
Q
Optimal distinctiveness theory
A
-people want acceptance and quality relations, balanced with differentiation and autonomy
6
Q
Why does position/status influence the creation of subgroups/cliques
A
-people purposefully seek identity, resources, and information to improve status
7
Q
What theories explain why context/inadvertent cause subgroups/cliques
A
-faultline theory
8
Q
Faultline theory
A
-people group together unintentionally based on “hypothetical dividing lines” present in all groups
9
Q
Examples of hypothetical dividing lines in faultline theory
A
-age
-gender
-skill
-level
10
Q
Negative behaviours that subgroups/cliques influence
A
-antisocial behaviour
-substance abuse
-unhealthy eating
-isolation/self esteem
-unethical behaviours
11
Q
Positive behaviours that subgroups/cliques influence
A
-prosocial behaviours
-self esteem
-sense of meaning
-knowledge, behaviours, and attitudes
-group functioning
12
Q
What is presence of subgroups/cliques associated with
A
-athlete stress
-intra-team conflict
-performance issues
13
Q
What is current general advocacy around subgroups/cliques in sport
A
-avoidance and disbandment
14
Q
Martin 2020 model for general organizing framework of subgroups/cliques sections
A
-basic assumptions
-antecedents/precursors
-nature of groupings
-consequences
15
Q
Martin 2020 model basic assumptions
A
-inevitability
-variability
16
Q
Martin 2020 antecedents/precursors
A
-circumstantial/contextual factors
-athlete demographics/characteristics
-general behavioural tendencies
17
Q
Martin 2020 nature of groupings
A
-subgroup
-clique
18
Q
Martin 2020 concequences of a subgroup
A
-facilitative
19
Q
Martin 2020 consequences of a clique
A
-debilitative
20
Q
What are subgroups viewed as
A
-inevitable
21
Q
What are cliques viewed as
A
-variable
22
Q
Descriptors of subgroups
A
-identifiable subunits
-facilitative
-non-value laden
23
Q
Descriptors of cliques
A
-identifiable subunits
-debilitative
-exclusive/ostracism
-own agenda
24
Q
Coach behaviours surrounding subgroups and cliques
A
-proactive avoidance
-subgroup identification
-subgroup management
25
Takehome points about Martin 2020 study
-inevitability of subgroups
-antecendents in line with previous literature
-clique identification/management not all or nothing
26
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
27
Themes of Wagstaff 2017 study
-awareness and understanding
-development over time
-subgroup/cliques influence
-management
28
Awareness and understanding
-overt consideration/awareness within team
-"newbie" athlete wariness/uncertainty
-inevitable and facilitative
29
Development over time
-variability in both membership and behaviour
-early membership based on cohort, late season on interests, status etc
30
Subgroup/cliques influence
-clear differentiation between subgroups and cliques
-often members of cliques do not realize that they are being problematic
31
Management
-monitor subgroups manage cliques
-requires coach and athlete input, and authentic management
32
Themes of Saizew 2021 study
-variability based on performance
-team stucture
-proactive/consistent effort
33
Variability based on performance
-groupings changed based on successful performance
-those excelling and travelling together throughout the season
34
Team structure
-structural constraints impact interactions
-sport event/type, facility/schedule limitations, team size
35
Proactive/consistent effort
-example strategies involved leadership groups, purposeful team building, superordinate objectives
36
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
37
What is involved in the research process
-preliminary exploratory studies
-longitudinal case studies
-perceptual components
38
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
39
What is included in the dynamic process of athlete subgroup experience
-observability
-demonstrated behaviours
40
What categories are included under observability
-surface level characteristics
-deep level characteristics
41
Surface level characteristics
-program
-position
-age
42
Deep level characteristics
-values
-orientations
-beliefs
43
What categories are included under behaviours
-organizational citizenship
-organizational alignment
44
Organizational citizenship
-helping
-civic virtue
-conscientiousness
-sportspersonship
45
Organization alignment
-norms
-rules
46
What are the different ways someone can respond to athlete subgroup experience
-affective
-cognitive
-behavioural
47
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
48
What are the components of the questionnaire
-item generation
-expert input
-athlete review
49
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
50
Expert input
-assessing conceptual appropriateness and representativeness though exchange software
51
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
52
Athlete review
-approximately 20 athletes recruited for semi-structured think-aloud interviews
-aimed to obtain insight on question content, and presentation of items
53
What are team processes
-what we do on a team
54
What is communication
-information exchange occuring through verbal and non-verbal means
55
What are the 3 principles of communication
-communication patterns are normally homogenous
-communication increases homogeneity
-communication is facilitated by homogeneity
56
What does "communication patterns are normally homogenous" mean
-individuals communicate with others who are similar in attitudes and beliefs
57
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
58
What does "communication is facilitated by homogeneity" mean
-communication is facilitated by common language, common motives, and common values
59
What has sport research explored in terms of communication
1. communication as a fundamental component of other concepts
2. a process in and of itself
60
What cant be done without communication
-coordination
-goal setting
-action planning
61
What does the framework by mcewan and beauchamp consider communication to be
-active ingredient in the model as a mediator
62
What steps are included under mediators
-preparation
-execution
-evaluation
-adjustments
63
What specific step is communication considered under in mediators
-execution
64
What is considered to be the centre of the framework by eccles and tenenbaum
-communication
65
How can you assess communication
-quality of communication through surveys
-quantity through watching/coding interactions
66
What are you assessing when researching communication
-frequency of talking to each other
-type of communication (verbal or non-verbal)
67
What is communication based on expressions of
-acceptance
-distinctiveness
-positive conflict
-negative conflict
68
Acceptance
-consideration among teammates
69
Distinctiveness
-highlighting the uniqueness of the group
70
Positive conflict
-constructive exchanges dealing with problems within the group
71
Negative conflict
-confrontational approaches to team issues
72
What does effective communication enhance
-athlete satisfaction
-team cohesion
73
What is most communication categorized as
-emotional
-action statements
74
How much of communication is considered emotional
-greater than 50%
75
How much of communication is considered action statements
-greater than 25%
76
What did winning teams exhibit in terms of communication
-2x more communication
-communication was more homogenous in nature
77
What was durdubas 2019 looking at
-nonverbal behaviours in volleyball teams
78
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
79
What is the role of emotions as communication
-contagious
-have a direct impact on teammates
80
How do emotional expressions influence other people
-by communicating information regarding originators feelings
-and by affecting others own emotions
81
What is communicating information regarding originators feelings considered
-inferential process
82
What is affecting others own emotions considered
-affective reaction
83
How to study communication
-largely self report and observational methods
84
Why do we study communication
-implications for verbal, non-verbal, and emotional expressions
85
What is shared knowledge
-communication does not have to be active, we can put systems in place to change the way we think
86
What is transactive memory
-represents the different pockets of knowledge held within a group
-these small pockets are uniquely held by each member
87
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
88
What is a sport that is an example of strong shared mental models
-tiki taka
89
What is a benefit of communication
-exchange information
-reduce conflict
-test new ideas
90
What is a consequence of communication
-create misunderstanding
-augment problems
-produce conformity
91
What are different problems in communication
-group think
-decision making flaws
92
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
93
Antecedents to group think
-cohesion
-insulation
-autocratic and impartial leadership
-homogenous membership
-nature of group task
94
Cohesion
-cohesion heightens pressure to conform avoidance of dissenting views
95
Insulation
-members have weak ties and little knowledge of external groups
96
Autocratic and impartial leadership
-leaders advocate for their favoured ideas and don't question bias
97
Nature of group task
-time limited decision making contributes to likelihood of falling back on norms
98
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"
99
Illusion of invulnerability
-a highly optimistic picture is presented to the group
100
Efforts to rationalize
-alternate opinions and warnings are ignored
101
Belief in groups "good"
-the group is assumed to possess an inherent superiority over opposition
102
Stereotyping opposition
-opposition is viewed in stereotypical terms
103
Direct pressure to conform
-pressure is brought to bear against members who present alternative views
104
Self-censorship
-members censor themselves to produce a unanimous group position
105
Illusions of unanimity
-members believe that the group position is universally shared
106
Self-appointed "mindguards"
-members protect the group from adverse information
107
What are decision making flaws
-research has identified numerous deficits that arise when groups make decisions
108
What are different decision making flaws
-the planning fallacy
-general concepts
-group polarization
109
The planning fallacy
-optimistic plans regardless of contradictory experience/knowledge
110
General concepts
-leveling
-ordering
-sharpening
-assimilating
111
Leveling
-communication is reduced and simplified
112
Ordering
-beginning and end of conversations better retained then middle
113
Sharpening
-message is reinterpreted by emphasizing others
114
Assimilating
-meaning of a message is shifted to match previous important messages
115
Group polarization
-groups often adopt more risky or cautious decisions than those initially held by individual members
116
What does effective communication within sport teams require
-a positive approach to group membership
-proactive and strategic mechanisms to exchange information
117
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
118
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
