A-Level PE - Eduqas > 3.9. Group Dynamics > Flashcards

3.9. Group Dynamics Flashcards

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1
Q

what are the 6 I’s

A
  • interaction
  • interpersonal relationships
  • interdependence
  • identical norms, goals & values
  • identity
  • independence
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2
Q

what is interaction

A

the communication & behavioural exchanges between team members, both on and off the pitch
- includes verbal (eg calling for ball)
- nonverbal (eg hand signals)

must be developed over time:
- effective interaction requires trust, understanding & shared experience, which only develop though repeated training & competition

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3
Q

interaction example

A

in football, defenders communicating when to press or hold the defensive line improves team organisation. a coach may use small-sided games to gradually improve communication under pressure

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4
Q

interpersonal relationships

A

the social bonds & friendships between team members - strong relationships increase enjoyment, trust & cooperation

  • take time to form, especially in new teams
  • rushing this may cause conflict or cliques
  • coaches must manage relationships to maintain harmony
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5
Q

interpersonal relationships example

A

in a netball team, strong friendships between players can improve support & encouragement, helping individuals recover from mistakes during a match

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6
Q

interdependence

A
  • the extent to which team members rely on one another to achieve success
  • each player has a specific role that contributes to overall performance
  • players must learn & trust each other’s roles
  • it develops as players understand how their actions affect others
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7
Q

interdependence example

A

in rugby, forwards rely on the scrum-half to distribute the ball quickly, while backs rely on forwards to secure possession at rucks

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8
Q

identical norms, goals & values

A

refers to the team sharing common expectations, objectives & beliefs about behaviour and performance

  • players may come from different backgrounds with different attitudes
  • coaches must gradually establish a clear team culture to avoid conflict and ensure commitment
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9
Q

identical goals, norms & values example

A

in a basketball team, a coach may promote values such as teamwork, discipline, setting norms like punctuality & goals such as qualifying for playoffs

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10
Q

identity

A
  • the sense of belonging & pride players feel towards their team
  • a strong team identity increases motivation & loyalty
  • team identity forms through shared experiences, successes & challenges
  • it cannot be formed instantly
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11
Q

identity example

A

in international hockey, players wearing national colours often feel strong identity, which can increase effort & commitment during competition

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12
Q

independence

A

ability to make decisions & perform confidently on their own within a team structure

  • players must first understand team roles before being given freedom
  • too much independence too early can disrupt team cohesion
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13
Q

independence example

A

in football, a winger may be encouraged to make independent decisions such as taking on a defender, once they understand tactical responsibility

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14
Q

main difference between a team and a group

A

relates to the pursuit of shared goals & objectives withing a team

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15
Q

team definition

A

cohesive unit where members collaborate, support each other & work together towards a common goal, often relying on specific roles & strategies to achieve success

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16
Q

group definition

A

collection of individuals who may share a common interest or goal but don’t necessarily work together towards achieving it

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17
Q

team example

A

football squad is a team - the goal of winning the game depends on communication & cooperation of everyone working together

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18
Q

group example

A

an athletics squad is a group - athletes train together but compete individually. one athlete’s performance doesn’t affect another’s result

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19
Q

4 stages of group development

A
  1. forming
  2. storming
  3. norming
  4. performing
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20
Q

who proposed the stages of group development

A

Tuckman

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21
Q

forming characteristics

A
  • familiarise with other group members
  • start to assess strengths & weaknesses of others & test relationships
  • get to know roles within group & decide if they want to fulfil them
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22
Q

forming behaviours

A
  • players are cautious & reserved
  • limited communication
  • low confidence in decision-making
  • individuals focus on themselves rather than the team
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23
Q

forming example

A

a new team at the start of the season
- players unsure of positions
- captain not yet established
- players look to coach for instructions

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24
Q

storming characteristics

A
  • conflict begins to develop
  • cliques start to question position & authority of leaders, resist control of group
  • conflicts develop as demands start to be placed on group members, some try to acquire more important roles
  • formal leaders take on more of a guidance role with decision-making & help move towards professional behaviour
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25
storming behaviours
- arguments & frustration - some players challenge coach - reduced cooperation - emotional responses
26
forming regression
unlikely as it is the first stage a new player/coach can force the team back into forming
27
storming regression
- a key player returns from injury - important players or coach leaves - leadership roles are changed - team experiences series of losses
28
storming example
a school netball team - players argue over positions - disagreement over tactics - some players feel unfairly treated
29
norming characteristics
- cooperation & stability replace conflict & hostility - start to work towards common goal rather individually - satisfaction increases & respect for others - formal leader expect group members to be more involved & take on more responsibility
30
norming behaviours
- players support each other - constructive feedback - greater discipline & focus - increased confidence
31
norming regression
- team loses several matches - new captain appointed - external pressure applied - key members leave
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norming example
rugby team mid-season - players understand roles - forwards & backs work together more effectively - clear expectations for behaviours & effort
33
performing characteristics
- team progressing & functioning effectively as a unit - group works without conflict towards shared goals - little need for external supervision as they have more motivation - group is more knowledgeable, can make own decisions & take responsibility
34
performing regression
- key player leaves/is injured - coach changes tactics suddenly - increase pressure from important competitions
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performing example
school basketball team in a cup final - players communicate effectively - trust in teammates - execute tactics effectively with minimal coach input
36
group cohesion definition
the extent a group pursues a common goal together/a group exhibiting the desire to achieve success together - the degree to which members are attracted to each other & the resistance to the group breaking up, overcoming challenges
37
why is group cohesion important
- improve team performance: communicate more effectively, trust each other, understand roles - increases motivation & effort: work hard, cover for mistakes, persist under pressure - enhances communication: both verbally & non-verbally - reduces conflict & increases cooperation: accept feedback, resolve conflict, put team goals above individual - improves psychological wellbeing: reduces anxiety, increases confidence, improves enjoyment - increases team stability: lower dropout rates, greater long term communication
38
task cohesion definition
ability of a group to achieve a common goal together - highly necessary for interactive sports such as rugby, netball, football
39
social cohesion definition
ability of a group to form personal relationships within a group/to get on socially - can help with task cohesion
40
importance of task and social cohesion
task cohesion is most important for success, they have a higher potential for success than JUST social-oriented teams but socially cohesive teams are more likely to be successful, especially if task cohesion is also high this is especially clear in sports such as football & basketball as opposed to badminton & athletics
41
interactive team sports definition
players work together, are interdependent & directly affect each others performance
42
individual sports definition
performance is mainly dependent on one athlete, even if athletes train/compete alongside others
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4 factors affecting cohesion
- environment - personality - leadership - team
44
who proposed factors affecting cohesion
Carron
45
environmental factors affecting cohesion
external conditions - squad size - home advantage - living proximity - facilities - language barriers - training frequency
46
personal factors affecting cohesion
individual characteristics - ability - personality - commitment - motivation
47
leadership factors affecting cohesion
influence of coaches and captains on team behaviour and structure - democratic leadership - communication - fairness - need to match needs of team
48
team factors affecting cohesion
internal characteristics such as norms, goals etc - clear roles & responsibilities - shared goals & values - success - team size - time together
49
strategies to improve cohesion
- establish common goals - ensure shared experiences - use rewards - create desire for success - encourage democratic leadership - give time for cohesion to develop - ensure coach has understanding of personalities - leaders remain positive
50
3 characteristics of group effectiveness
- a collective identity - sense of shared purpose - clear structure for communication
51
who proposed the model for group effectiveness
Steiner
52
Steiner's model
actual productivity = potential productivity - losses due to faulty group process
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actual productivity
how the team performs and the outcome of the performance
54
potential productivity
perfect performance based on individual skill of each team member
55
losses due to faulty processes can be split into:
coordination losses motivation losses
56
coordination losses
- when members fail to coordinate their efforts effectively - can happen due to miscommunication, conflicting strategies, or lack of cooperation among group members
57
motivation losses
- when members don't fully invest their effort or communication into the group's goals - can happen due to social loafing or motivational factors
58
example of coordination losses
Ringelmann effect
59
Ringelmann effect
as the size of the group increases, individuals productivity/performance decreases communication becomes more difficult in larger groups
60
example of Ringelmann effect
in rowing each member contributes to propelling the boat forwards by rowing in sync. if the team grows too large members may perceive their efforts as less crucial to the overall performance
61
example of motivation losses
social loafing
62
social loafing
- an individual in a group not giving 100% effort due to no/loss of motivation - could be due to no identity within the group - often attributed to diffusion of responsibility as individuals feel their contributions are less noticeable
63
social loafing example
in relay races, if a team member perceives their contribution is not as crucial to the team's success they may not exert as much effort if they think others will cover/work harder - coaches often address social loafing by emphasising importance of each individual's contribution to the team's success
64
strategies to reduce faulty processes
- punish player who doesn't try (counterproductive if player is very good) - rewards for effort & trying hard - effective goal setting, clarify roles - reinforce teamwork & cohesive behaviour - reduce anxiety - improve strategies & tactics - refine roles & responsibilities - develop shared vision & goal - reduce team size
65
Performing behaviours
- high motivation - make independent decisions - calm under pressure - strong commitment to team goals
A-Level PE - Eduqas
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