1
Q
Roles
A
A set of behaviours expected of a person occupying a specific social context
2
Q
Components of roles
A
- ranging from task and social
- involving formal and informal processes
- complex and nuanced construct
3
Q
2 integrated approaches to understanding types of roles within a team
A
- Role functions
- Role responsibilities
4
Q
Role functions
A
What the various roles provide to the team; what they bring to the table
5
Q
Role responsibilities
A
How responsibilities are determined; expectations of those people holding the roles
6
Q
Types of role functions
A
- Specialized task role
- Auxiliary task role
- Social role
- Leadership role
7
Q
Specialized task role
A
- proficiency with a specific skill set (ie. setter in vball)
8
Q
Auxiliary task role
A
- supplement/augment specialized roles (ie. energy player)
9
Q
Social role
A
- interpersonal harmony of team
10
Q
Leadership role
A
- guide teammates towards task and social objectives
11
Q
Role responsibilities - formal roles
A
- expectations specifically communicated to role occupant
- role episode model
12
Q
Role episode model main individuals involved
A
- Role sender (coach)
- Focal person (athlete)
13
Q
Role sender
A
- expectations
- pressures
14
Q
Focal person
A
- experience
- response
15
Q
Factors that impact role episode model
A
- personality factors
- organizational factors (ie. team size)
- interpersonal factors (ie. communication)
16
Q
Role responsibilities - informal roles
A
- products of interactions and observations from team members
- typically supplement or resist formal role structure
17
Q
What are informal roles related to?
A
Personality characteristics
- team comedians typically extraverted
- team distractors less conscientious /dependable
- mentors lower levels of neuroticism
18
Q
Informal role usefulness continuum - from least to most useful
A
- Bad apple
- Distracter
- Comedian
- Social convener
- Spark plug
- Team player
- Mentor
19
Q
Role concepts
A
- Role performance
- Role satisfaction
- Role clarity
- Role efficacy
- Role conflict
- Role commitment
20
Q
Role performance/behaviour
A
- effectiveness with which athletes have executed their role and responsibilities
21
Q
Role satisfaction/affect
A
Satisfaction with the degree to which their role:
- utilized their skill set
- had significance for their team
- was personally meaningful
- was evaluated in terms of its execution
- allowed for autonomy in determining appropriate behaviours
- was recognized as imp by others
22
Q
What has role satisfaction been linked to?
A
Improved perceptions of task cohesion, role efficacy and role clarity
23
Q
4 Role cognitions
A
- Role clarity
- Role efficacy
- Role conflict
- Role commitment
24
Q
Role clarity
A
- the scope of their responsibilities
- the behaviours necessary
- how performance will be evaluated
- consequences of not meeting expectations
25
Role efficacy
- athletes beliefs in their abilities to fulfill interdependent role expectations
- associated with role performances
26
Role conflict
Incongruent expectations for role responsibilities
27
Types of role conflict
1. Intra-sender conflict
2. Inter-sender conflict
3. Inter-role conflict
4. Person-role conflict
28
Intra-sender conflict
- reception of conflicting role info from one source (eg. head coach)
29
Inter-sender conflict
- two or more role senders (coach vs parent) communicate conflicting info to an athlete
30
Inter-role conflict
- two or more roles cause interference for an individual's ability to meet the expectations for at least one of those roles (eg. student-athlete, parent-coach)
31
Person-role conflict
- individual's values and motivation do not match expected role (eg. introverted athlete asked to provide verbal encouragement and leadership)
32
Role commitment
- dynamic and volitional psychological bond reflected in the dedication and responsibility for one's role
33
Commitment continuum
- level of acceptance determine where athlete sits on commitment continuum
34
Norms
- set of assumptions help by members of a group concerning behaviour that is expected of other members
35
Why are norms an essential component to groups?
- provide social structure and represent one of the key features that distinguishes a group from a random collection of individuals
36
How are norms positively reinforced?
- individuals who behave appropriately rewarded through verbal appreciation, greater prestige in group and increased group acceptance
37
How are norms negatively reinforced?
- inappropriate behaviour is sanctioned through verbal criticism, ostracism, physical abuse or even expulsion from group
38
What are some problems with norms?
- not all good, can be negative (ie. hazing)
39
Norm appropriateness
- prescribed vs proscribed
40
Prescribed norms
- sets the standards for behaviour (ie. arriving early to practice)
41
Proscribed norms
- described behaviours that are inappropriate (ie. arrive late, hazing)
42
Norm expectations
- preferred vs permissive
43
Preferred norms
- desired BUT not required (eg. prosocial behaviours towards teammates)
44
Permissive norms
- permitted but not expected (eg. antisocial behaviours towards opponents)
45
General types of norms
- punctuality
- focus/concentration
- dress code
- support teammates
- effort
46
General settings that the types of norms may differ
- practice
- competition
- social situations
- off-season
47
What is the importance of norms?
- they are informative and integrative
48
How are norms informative?
- identify behavioural standards
(eg. snowbirds hard on each other from the get go)
49
How are norms integrative?
- knowing standards enables understanding of group values, priorities and facilitates adjustment
50
What does norms being informative and integrative lead to?
1. Facilitate performance
2. Establish shared reality/expectations
3. Help avoid/curtail problems
4. Promote/sustain group values
51
General characteristics of norms
1. Descriptive
2. Evaluative
3. Informal
4. Unobtrusive
5. Flexible
6. Internalized
7. Stable
52
How are norms descriptive?
- represent groups belief's
53
How are norms evaluative?
- put priorities (values) on things
54
How are norms informal?
- rarely formally laid out
55
How are norms unobtrusive?
- typically taken for granted until violated
56
How are norms flexible?
- permit minor deviations in behaviour
57
How are norms internalized?
- adhered to volitionallty
58
How are norms stable?
- take a long time and a lot of effort to change
59
Rules of thumb for conformity to norms
1. Conformity/importance increases as number of outgroups increases
2. Conformity/importance increases as number of supporters increases
3. Conformity/importance decreases an ambiguity increases
4. Conformity/importance increases as leadership becomes more democratic
60
Examples of how norms aren't always good in sport
- playing through injury
- hazing
61
Research example- Graupensperger study #1
- athletes with higher social identity are more likely to conform to team norms
62
Research example- Graupensperger study #2
- athletes who perceived higher levels of peer acceptance held riskier attitudes (alcohol use, hazing, playing through concussion)
63
Research example- Graupensperger study #3
- found an association btwn self-reported alcohol use and subjective peer alcohol use
64
Research examples- Hodge
- case study with New Zealand All Blacks
- emphasis on exploring motivational climate that led to 2011 world cup win
65
Hodge Results- 8 broad themes
1. Critical turning points
2. Flexible/evolving climate
3. Dual-management model
4. Better people make better all blacks
5. Responsibility
6. Leadership
7. Expectation of excellence
8. Team cohesion
66
Critical turning points
- events involving drinking and antisocial behaviour (deeper cultural issue)
- missing 2007 major competition (lack of leadership)
67
Flexible/evolving climate
- shift to more democratic leadership approach, involving athletes
68
Dual-management model
- two leadership groups (coach group and athlete group)
- give more ownership to athletes
69
Better people make better all blacks
- top norm
- how they selected people
70
Responsibility
- empowerment, ownership and accountability
71
Leadership
- leadership groups have own system/structure
- on-field shared leadership
- season/campaign planning
72
Expectation of excellence
- challenge and personal meaning
- best in the world every day
- legacy/history
KNPE363
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