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KNPE 363 > Week 8 > Flashcards

Week 8 Flashcards

1
Q

What are the types of processes involved in teamwork

A

-transition process
-action process
-interpersonal process

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2
Q

What is the transition process known to be

A

-preparing

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3
Q

What is the action process known to be

A

-doing

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4
Q

What is the interpersonal processes known to be

A

-maintaining

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5
Q

What is the definition of teamwork in sport

A

-a dynamic process involving a dynamic effort by team members to effectively carry out the independent and interdependent behaviours that are required to maximize a team’s likelihood of achieving its purpose’s

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6
Q

What are the 2 categories involved in mediators for teamwork in sport

A

-management of team maintenance
-regulation of team performance

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7
Q

What factors are included under management of team maintenance

A

-psychological support
-integrative conflict management

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8
Q

What is psychological support

A

-assistive behaviours between members

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9
Q

What is integrative conflict management

A

-resolving disagreements/perspectives

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10
Q

What happens when psychological support and integrative conflict management increase

A

-performance increases

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11
Q

What components are included under the regulation of team performance

A

-preparation
-execution
-evaluation
-adjustments

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12
Q

What is preparation

A

-preparing for the teams task

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13
Q

What is included under preparation

A

-mission analysis
-goal specification
-action planning

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14
Q

What is execution

A

-undertaking the teams task

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15
Q

What is included under execution

A

-communication
-coordinated action
-cooperative behaviours

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16
Q

What is evaluation

A

-reflecting on the teams task

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17
Q

What is included under evaluation

A

-performance monitoring
-systems monitoring

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18
Q

What is performance monitoring

A

-how did we perform

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19
Q

What is systems monitoring

A

-how did our systems work
-ex. is power play system working

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20
Q

What is adjustments

A

-changing things up (if needed) for the teams task

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21
Q

What is included under adjustments

A

-problem solving
-innovation
-backing up
-intrateam coaching

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22
Q

What did increased cohesion collective efficacy elicit

A

-more satisfaction

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23
Q

Who did a study about teaching teamwork in sport

A

-mcewan and beauchamp (2020)

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24
Q

What were the strategies that were outlines in mcewan and beauchamp (2020) intervention

A

-feedback
-team goal setting
-individual goal setting
-team charter
-briefs
-debriefs
-simulations

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25
Description of feedback
-collecting relevant data and discussing results with team/individuals
26
Description of team goal setting
-specifying collective objectives, performance goals, and plans of action for achieving those goals
27
Description of individual goal setting
-specifying collective objectives as well as individual performance goals
28
Description of team charter
-specifying behavioural norms related to managing conflict and providing interpersonal support
29
Description of briefs
-pre-competition team meetings where members reiterate the teams main performance goals and action plans
30
Descriptions of debriefs
-post-competition team meetings where members review the teams performance, including whether and why the achieved their goals
31
Descriptions of simulations
-members first describe specific behaviours that maximize teamwork execution and devote specific time during practices to developing/improving these behviours
32
Did mcewan and beauchamp find that teamwork can be improved
-yes -there was improvements of perceptions in teamwork by the end of the intervention
33
What were greater perceptions of teamwork associated with
-satisfaction
34
What can the relationship between greater perceptions of teamwork correlated with satisfaction be explained by
-cohesion -collective efficacy
35
What are emergent states
-properties that are typically dynamic in nature and vary as a function of team context, inputs, processes, and outcomes
36
Who is the face of cohesion
-Dr. Albert Carron
37
What are the components of a cohesion definition
-forces attracting members to the group -resistance to group disruption
38
What is included in forces attracting members to the group
-want to feel included and make everyone feel included
39
What is included in resistance to group disruption
-want to make sure outsiders are pushed out of group
40
Foundational characteristics of cohesion
-multidimensional -dynamic -instrumental -affective
41
What does multidimensional mean
-motives vary between members and different groups
42
What does dynamic mean
-forces and motives change over time
43
What does instrumental mean
-presence of purpose for formation and actions
44
What does affective mean
-emotional experience and ties between members
45
Definition of cohesion
-an emergent state "reflected in the tendency for a group to stick together and remain united in the pursuit of its instrumental objectives and/or the satisfaction of member affective needs"
46
What does Carron conceptual model of cohesion include
-individual aspects -group aspects
47
Individual aspects of conceptual model
-beliefs group members hold about personal benefits
48
Group aspects of conceptual model
-beliefs members hold about the group as a collective
49
What are the 2 main categories in the Carron model
-group integration -attraction to the group
50
What is included under group integration
-task -social
51
What is included under attraction to the group
-task -social
52
Group integration - Task
-united towards achieving instrumental objectives
53
Group integration - Social
-united towards developing relationships and activities
54
Attractions to the group - Task
-motivations toward the group instrumental objective
55
Attraction to the group - Social
-motivations toward social relationships and activities
56
What is an example of different measures of cohesion
-cohesion in adults (GEQ) -cohesion in children/youth (YSEQ;CSCQ)
57
What are factors that should make you care about cohesion
-situational -leadership -personal -team
58
Situational factors to care about cohesion
-factors such as contractual status or social pressures to conform/attend
59
What situational factors are expected to influence cohesion
-geography -team size
60
What happens to task cohesion as group size increases above 3
-decreases
61
What is the ideal group size for social cohesion
-6
62
What type of leadership promotes higher cohesion
-democratic -transformational
63
Leader behaviours that increase task and social cohesion
-acceptance of group goals and teamwork -social support -training and instruction -positive feedback -individual consideration
64
What happens on teams where coaches emphasize importance of cohesion
-increase perceptions of cohesion among players
65
Levels of similarities of cohesion
-surface similarity -deep similarity
66
What is surface similarity
-observable qualities
67
What is deep similarity
-unobservable qualities
68
What do surface similarities elicit in groups
-social cohesion and attendance
69
What do deep similarities elicit in groups
-task cohesion
70
What increases when cohesion increases
-satisfaction -enjoyment -efficacy -effort -social loafing -sacrifice
71
What decreases when cohesion increases
-stress -anxiety -dropout
72
What kind of relationship is performance and cohesion
-reciprocal relationship
73
What is team cohesion strongest for
-task cohesion -real teams -female teams -high school and varsity teams
74
How does status come into play in group cohesion
-starters rated task cohesion higher than non starters on less successful teams -no differences in perception of cohesion between starters and non-starters on highly successful teams
75
What did Hardy report some of the problems with high task cohesion are
-less enjoyment and increased pressure
76
What did Hardy report some of the problems with high social cohesion are
-difficult to focus on task and constructively criticize
77
What did Hoigaard report some of the problems with high social cohesion and low task cohesion are
-social loafing (people not putting in as much effort and assuming someone else will do it)
78
What did Rovio report some of the problems with high levels of cohesion are
-pressure to conform -group think -decreased performance
79
What are some of the next steps in cohesion research
-broadening theoretical scope -exploring temporal dynamics -expanding measurement approaches -looking at new populations
80
What did Carron find about group cohesion and work output
-people actually put in more effort (measured by O2 output and HR) when they had higher perceptions of cohesion
81
Why are group integration and individual attraction not included in YSEQ
-children cannot tell the difference

KNPE 363 (10 decks)

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