SPORTS PSYCHOLOGY GROUP DYNAMICS OF PERFORMANCE PROPERTIES OF

SPORTS PSYCHOLOGY

GROUP DYNAMICS OF PERFORMANCE

PROPERTIES OF GROUPS COLLECTIVE IDENTITY A COMMON GOAL GROUP UNITY SHARED PURPOSE STRUCTURED PATTERNS OF COMMUNICATION

GROUP DYNAMICS - GROUPS / TEAMS • THERE MUST BE INTERACTION BETWEEN INDIVIDUALS FOR THEM TO BE CLASSIFIED AS A GROUP! • THE GROUP MEMBERS MUST GET ON WITH EACH OTHER, AND THEY NEED TO HAVE A COLLECTIVE IDENTITY. • THE GROUP MUST ALSO HAVE SHARED GOALS, TARGETS, NORMS AND VALUES - AND BE PREPARED TO ACHIEVE THESE GOALS COLLECTIVELY. • FOR A GROUP TO BE CLASSED AS A TEAM, THE MEMBERS NEED TO DEPEND UPON EACH OTHER AND OFFER SUPPORT TO TRY TO INTERACT AND ACHIEVE THE TEAM’S GOALS.

NOTE STEINER’S MODEL

STEINER’S MODEL STEINER DESIGNED A MODEL TO EXPLAIN GROUP EFFECTIVENESS. ACTUAL PRODUCTIVITY = POTENTIAL PRODUCTIVITY LOSSES DUE TO FAULTY GROUP PROCESSES CAN YOU EXPLAIN WHAT THIS COULD MEAN? WHAT THINGS COULD BE INCLUDED AS FAULTY GROUP PROCESSES?

FAULTY PROCESSES! MOTIVATIONAL LOSSES - HAPPEN WHEN ONE OR SOME OF THE MEMBERS DON’T GIVE 100% EFFORT DUE TO A DECREASE IN MOTIVATION. OFTEN RELATED TO SOCIAL LOAFING!! CO-ORDINATION LOSSES - HAPPEN WHEN THE TEAM INTERACT POORLY, OR INEFFECTIVE STRATEGIES ARE USED IN A GAME. OFTEN TERMED THE RINGLEMANN EFFECT!!

TASKS! IN YOUR GROUPS, YOU MUST CREATE A 10 -STEP DANCE ROUTINE (THIS CAN BE AS SIMPLE OR COMPLEX AS YOU WISH). HTTPS: //WWW. YOUTUBE. COM/WATCH? V=PT 2_F-1 ESPK

STAGES OF GROUP DEVELOPMENT • FORMING • STORMING • NORMING • PERFORMING

Inadequat e leadership inhibits teamwork Personalit y – those with low trait confidenc e Injury can disrupt strategie s Faulty Processes that can create coordination losses Low sum of players’ overall ability Lack of incentive to produce teamwork Vague individua l roles

TASKS! IN YOUR GROUPS, YOU MUST CREATE A 10 -STEP DANCE ROUTINE (THIS CAN BE AS SIMPLE OR COMPLEX AS YOU WISH). NOW JOIN ANOTHER GROUP AND COMPLETE ONE OF YOUR ROUTINES. HTTPS: //WWW. YOUTUBE. COM/WATCH? V=PT 2_F-1 ESPK

THE RINGLEMANN EFFECT – CO-ORDINATION LOSSES THE RINGLEMANN EFFECT IS WHAT HAPPENS WHEN A GROUP SIZE INCREASES. ESSENTIALLY THE BIGGER THE GROUP, THE OPERATIONAL EFFECTIVENESS (CO-ORDINATION BETWEEN TEAM MEMBERS) OF THE PEOPLE IN THE GROUP DECREASES. THIS CAN BE UP TO 50% IN SOME CASES! THIS CAN ALSO CAUSED BY MOTIVATIONAL LOSSES AS WELL AS CO-ORDINATION LOSSES. EXPLAIN WHAT HAPPENED IN THE DANCE ROUTINE IN RELATION TO THE RINGELMANN EFFECT. WHY DID THIS HAPPEN?

SOCIAL LOAFING – MOTIVATIONAL LOSSES SOCIAL LOAFING IS WHEN GROUP MEMBERS DO NOT PUT IN 100% EFFORT WHEN IN A GROUP OR TEAMBASED SITUATION. THIS IS GENERALLY DUE TO LOSS IN MOTIVATION. HTTP: //WWW. YOUTUBE. COM/WATCH? V=DT 9 MUKZGOIA RUGBY VIDEO

• SO WHAT ARE THE FACTORS THAT CAUSE SOMEONE TO SOCIAL LOAF?

Feelings that others in the team are not trying Loss of motivation if the task is seen as too difficult – avoidance behaviour Feeling that performances are never watched or valued by the coach Faulty Processes that can create motivational losses Those with Low self- negative experiences tend to social loaf e. g. failure confidence may result in social loafing to protect self -esteem

TASK • HOW CAN WE REDUCE SOCIAL LOAFING? • THINK OF THREE STRATEGIES AND EXPLAIN THEM.

Ensure fitness levels are high to avoid physical loafing in games Games can be videoed to provide individual analysis Identify the social loafing situation and reduce this situation Strategies to Reduce Social Loafing Regular feedback on individual contribution should be made Identifying individual contributions – not just group outcomes Statistics can be used to individually evaluate contributions made by individual players Make sure individuals understand the importance of contributing within the team

COHESION IS A DYNAMIC PROCESS THAT MEANS A GROUP TENDS TO STICK TOGETHER AND UNITE IN THE PURSUIT OF ITS GOALS AND OBJECTIVES. COHESION IS SPLIT INTO TWO BASIC FORMS SOCIAL AND TASK.

SOCIAL AND TASK COHESION SOCIAL COHESION RELATES TO HOW WELL THE TEAM-MATES ENJOY EACH OTHERS’ COMPANY. THIS DIRECTLY RELATES TO GETTING ON WITH ONE ANOTHER DURING A TASK COHESION IS HOW WELL (OR EFFECTIVE) THE GROUP OR TEAMMEMBERS WORK TOGETHER TO ACHIEVE COMMON GOALS OR OBJECTIVES. TASK COHESION IS MORE CLOSELY RELATED TO SPORTING PERFORMANCE.

CARRON’S MODEL OF COHESION CARRON (1982) SUGGESTS THAT FOUR MAIN FACTORS AFFECT COHESION: ENVIRONMENTAL PERSONAL LEADERSHIP TEAM

ENVIRONMENT • GROUPS THAT ARE CLOSER TO EACH OTHER (IN TERMS OF LOCATION) AND SMALLER TEND TO BE MORE COHESIVE. • MEMBERS HAVE A GREATER OPPORTUNITY TO INTERACT IF THE GROUP IS CLOSER!

PERSONAL THE INDIVIDUAL CHARACTERISTICS OF THE GROUP ARE VITAL! IF PLAYERS ARE MOTIVATED TO ACHIEVE THE GOALS AND OBJECTIVES. . . ARE FROM SIMILAR BACKGROUNDS. . . HAVE SIMILAR ATTITUDES. . . HAVE THE SAME LEVEL OF COMMITMENT. . . THERE WILL BE MORE SATISFACTION IN THE GROUP AND IT IS MORE LIKELY TO BE COHESIVE!

LEADERSHIP IS KEY TO THE COHESION OF ANY GROUP. THE STYLE, COMPATIBILITY, COMMUNICATION AND THE LEADERS’ OWN PERSONALITY ARE KEY FACTORS THAT AFFECT A GROUP’S ABILITY.

TEAM IF THE TEAM CAN STAY TOGETHER: FOR LONG PERIODS OF TIME. . . THROUGH A RANGE OF EXPERIENCES (POSITIVE AND NEGATIVE). . . AND BECOME INVOLVED THE DECISION-MAKING PROCESS. . . THE GROUP IS MORE LIKELY TO BECOME PRODUCTIVE AND COHESIVE!

ANALYSIS USING A TEAM OF YOUR CHOICE (PROFESSIONAL OR AMATEUR), IN PAIRS WRITE DOWN HOW CARRON’S MODEL OF COHESION MAY HAVE AFFECTED THE COHESION OF THE GROUP. THINK ABOUT THE FOUR FACTORS OF ENVIRONMENTAL, PERSONAL, LEADERSHIP AND TEAM. TRY TO GIVE SPECIFIC EXAMPLES FOR EACH OF THE FOUR FACTORS DISCUSSED.

DEVELOPING TEAM COHESION HOW CAN WE DEVELOP A MORE COHESIVE TEAM?

TASK WHAT WOULD MAKE YOU WANT TO CONTINUE TO PARTICIPATE IN A TEAM, OR STAY IN AN EXERCISE GROUP? THINK OF AS MANY THINGS AS YOU CAN.

Good coach / team discussion Creating a group identity Understandin g roles Increasin g Cohesion Team to meet together regularly Avoiding social cliques or subgroups Clear goals and objectives

FACTORS AFFECTING PARTICIPATION IN A GROUP OR TEAM Clear roles given to players – make them feel valued Strong leadership encourages cohesion Participation in team -building exercises Evaluation of each member’s performance – reduces social loafing Rehearsal of set plays for group coordination Development of team goals – encourages effectiveness Punishment of noncohesive players – highlights team cohesion Select team players only, rather than those interested in themselves

20 MARKERS – G 453 JAN 2013 USING PSYCHOLOGICAL THEORIES AND PRACTICAL EXAMPLES, EXPLAIN WHY SOME TEAMS SEEM TO BE MORE COHESIVE AND SUCCESSFUL THAN OTHER TEAMS OF SIMILAR ABILITY.