A 2 Physical Education Sport Psychology Group cohesion

A 2 Physical Education Sport Psychology Group cohesion and Attribution Theory Week 4 Revision

Group Dynamics TIPS! ¡ ¡ ¡ ¡ Be able to define the terms ‘group’ and ‘team’. You need to understand Steiner’s model of group performance. Be able to explain the Ringlemann effect and social loafing and how they damage the cohesiveness of a team. Learn the factors affecting the cohesiveness of a group and how any breakdowns can be prevented. Learn the characteristics of an effective leader. Describe emergent and prescribed leaders. You need to be able to understand the different perspectives on and theories of leadership.

Groups “Groups are those social aggregates that involve mutual awareness and the potential for interaction” (Mc. Grath) A collective identity GROUPS (Carron) A sense of shared purpose A clear structure for communication

Stages of group formation

Group Cohesion “The extent to which a group sticks together in pursuit of a common goal. ” TASK COHESION The way team members work together to successfully complete a task, e. g. a football team sets Out to win by adopting attacking Tactics at home & away matches Vital in INTERACTIVE Sports, e. g. hockey SOCIAL COHESION The personal relationships within a group which relies on individuals enjoying social interaction, e. g. strong Bond developed whilst on tour. Vital in CO-ACTIVE sports, e. g. track and field

Group Dynamics “The social processes operating within the group between individual members. ” SUB GROUPS Small groups contained within the whole group TO ACHIEVE COHESION • Break down cliques and sub groups • Separate pairs • Integrate isolates GROUP DYNAMIC SOCIOGRAM The best way of illustrating the group dynamics of a team. Team sports rely on units within the team Working closely together

Carron’s model

Steiner’s Model ACTUAL = POTENTIAL - LOSSES DUE TO PRODUCTIVITY FAULTY PROCESSES (AP) (PP) (FP) The team performance at any given time (due to successful interaction) The maximum capability of the group when cohesiveness is strongest Factors that go wrong in team performance which impede/ prevent group cohesion e. g. coordination losses & motivational losses GROUP COHESION IS THE FORCE THAT BINDS A GROUP TOGETHER, HELPING TO PREVENT FAULTY PROCESSES.

Faulty Processes Co-ordination Losses Motivation Losses o These occur when the ‘operational effectiveness’ of the group cannot be sustained for the whole match. o This may occur if the task is too difficult. o Planned strategies/tactics may go wrong due to positional error or bad timing, e. g. Line out in rugby. A co-ordination loss that leads to a breakdown in team work is called the RINGLEMANN EFFECT. Problems with team co-ordination are more likely to increase as the number of team members increase. o Also an individual might suffer loss of motivation causing them to withdraw effort and coast through that part of the game. A motivation loss that leads to a reduction in effort is called SOCIAL LOAFING. This is called when an individuals efforts go unnoticed or when someone feels like the others on their team are not trying hard enough. People with low SC tend to be loafers.

Group Locomotion “ The process that explains the reasons why the group has formed. It symbolises the activity of the team. ” For locomotion to be efficient there must be a LEADER to ensure the coordination of the team. ****Don’t always assume that good players make good leaders! Make sure you know the characteristics of a good leader****

Strategies to develop an effective group and cohesion

What’s the difference? ¡ ¡ Ringlemann effect and social loafing Strategies to minimise the effects of social loafing.

Review the syllabus ¡ Devise two questions (3 and 4 marks) ¡ Devise one essay question (14 marks)

Group cohesion – traffic light sheet Anything new that I’ve learnt

Attribution Theory TIPS! You should be able to identify the reasons for success and failure in sport. ¡ You need to understand ‘Weiner’s Attribution Model’ and be able to relate it to specific sporting situations. ¡ Learn the definitions of ‘mastery orientation’ and ‘learned helplessness’. ¡

Attribution Theory Attribution theory looks at the common reasons coaches and players give for their success or failure in sport. Weiner’s Attribution Model LOCUS OF CAUSALITY is the performance outcome caused by - INTERNAL factors under the control of the performer ability / effort - EXTERNAL factors beyond the control of the performer task difficulty / luck STABILITY is the performance outcome caused by - STABLE factors fixed factors which don’t change with time ability / task difficulty - UNSTABLE factors which can vary with time effort / luck

Attribution Theory HIGH ACHIEVERS attribute success to internal factors and attribute failure to external factors HIGH ACHIEVER LOW ACHIEVERS attribute success to external factors and attribute failure to internal factors LOW ACHIEVER motivation? high motive to achieve success low motive to avoid failure focuses on pride on success low motive to achieve success high motive to avoid failure focuses on shame and worry about failure attributions ascribes success to stable internal and controllable factors ascribes failure to unstable external uncontrollable factors ascribes success to unstable external uncontrollable factors ascribes failure to stable internal controllable factors goals adopted task choice adopts task oriented goals seeks challenging tasks and competitive situations performance performs well in front of evaluative audiences adopts outcome oriented goals avoids challenge, seeks very difficult or very easy tasks / competition performs badly in front of evaluative audiences

Attribution Retraining The athlete has little control over ability, luck or task difficulty but has complete control over EFFORT. Effort is internal and unstable and can be changed by the performer. The coach changes the usual external attributions for failure into internal, unstable controllable factors. Attributing a lack of success to internal and unstable factors will help to prevent learned helplessness. LEARNED HELPLESSNESS A belief acquired over time that one has no control over events and that failure is inevitable. A feeling of ‘hopelessness. ’

Learned helplessness ¡ Strategies to avoid it

Review the syllabus ¡ Devise two attribution questions (3 and 4 marks) ¡ Devise an attribution essay question (14 marks)

Attribution – traffic light sheet Anything new that I’ve learnt

Next week and homework pg 193 and 203 Week 1 Aspects of personality Arousal Week 2 Controlling anxiety Attitudes Week 3 Aggression Confidence Week 4 Attribution theory Group success Week 5 Leadership and any questions