1
Q
Group Processes
A
Actual interdependent activities directed toward goal pursuit.”
(Eys & Brawley, 2018)
2
Q
Emergent States
A
“Properties that are typically dynamic in nature as vary as a function of team context, inputs, processes, and outcomes”
(Marks et al., 2001, p. 357)
- groups need to occur first for these emergent states to occur
- team process ahs a larger impact on emergent states
3
Q
who is the face of cohesion?
A
Dr. Albert Carron
4
Q
cohesion
A
- forces attracting members to the group (pulling them together)
- outward: something that is disrupting the group but the group resists it (more like adhesion)
5
Q
research into cohesiveness has been dominated by
A
- confusion
- inconsistency
- almost inexcusable sloppiness with regard to defining the construct
6
Q
cohesion in sport definition about it
A
“The definition, conceptualization, and measurement of cohesion within physical activity research have remained consistent and repeatedly supported for the past 30 years due to the pioneering work of Carron et al. (1985).”
7
Q
foundational charateristics for making the cohesion defition
A
- multidimensional
- dynamic
- instrumental
- affective
8
Q
Multidimensional
A
Motives vary between members and different groups
- something on one team might not be the same on another
9
Q
dynamic
A
force and motive change over time
- winning or losing might affect it
10
Q
instrumental
A
presence of purpose for formation and actions
- theres nothing really pulling them together or is there common goal
11
Q
affective
A
emotional experience and ties between members
12
Q
cohesion definition
A
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.”
(Carron, Widmeyer, & Brawley, 1998)
13
Q
who developed the conceptual model?
A
Carron et al. (1985)
14
Q
multidimensional construct within the conceptual model
A
- individual aspects
- group/team aspects
15
Q
Individual aspects:
A
: Beliefs group members hold about personal benefits
16
Q
Group aspects
A
Beliefs members hold about the group as a collective.
17
Q
can break these individal and group aspects into
A
task and social
18
Q
task
A
orientation towards achieving group’s objectives
19
Q
social
A
origenation toward developing and maintain social relations
- away from performance
20
Q
group integration: task
A
- winning
- acheving and getting those object’s
- pre planned
- things that are establsihd
21
Q
group soical
A
- achieving activities
- team building
- united toward relationships
developing relationships and activities
22
Q
attraction to the group task
A
- individual attraction to the group
- personally how motivated am i to reaching team goals and objective
- either high or low
23
Q
attraction to the group social
A
- you as a person (individual) motivation to social relationship and activities within a group
- seek friendships and belongingness
24
Q
how do you determine if the intervention works or if the cohesion works?
A
- most research relies on self-reports (which is the main way)
25
example to mesure cohension
questionnaires
- GEQ
26
problem with the GEQ
- need to have different questions for different age groups and youth environments
27
what did they do for measuring cohesion in youth
made it only task or social
- simple language
- not some much there individual
28
why is cohesion imporant, why should you care?
- situational
- leadership
- personal : the "I" in team
- team
(they can all influence cohesion)
29
situational
- factors such as contractual status or social pressures to conform/attend
- social pressure as well
30
what siuational factors influence cohesion
- geography (closeness, how many people are in the area, live with other teammates)
- team size
31
as group size increases taks coheson
decreases
32
group of 6 = what for social cohesion
increases / the most effective social cohesion you can get
33
leaderships 1.
higher cohesion with democratic and transformational decision-making style
34
leadership 2. (behaviours)
ones that increase task and social cohesion
35
leadership behaviours that benefit task and social cohesion
- Acceptance of group goals and teamwork
- Social Support
- Training and Instruction
- Positive Feedback
- Individual Consideration
36
coaches who emphaize importance of cohesion, what does this do for players
increase perceptions of team cohesion among players
- used cohesion language and enforced it in minor ways
37
levels of similarity
surface and deep
38
surface similarity
observable aspects and qualities
39
deep similarity
not obserable aspects and qualities
40
surface level similairy and cohesion
- social cohension and attendance
41
deep similarity and cohesion
task cohesion
- going to work together in acheiveing these task to reach the goals
42
increase in cohesion will increase what else?
- satifaction
- enjoyment
- efficiacy
- effort
- sacrificre
43
increase in cohesion will decrease what else?
- stress
- anxiety
- dropout
- social loafing
44
what did find (Carron & Prapavessis, 1997):
- working harder with more cohesion
- burn lots of oxygen with increase cohesion
45
Lewin (1943):
National Research Council (WWII) to influence food preferences
“It’s easier to change individuals formed into a group than to change them separately” – 3% vs. 32%!
- if in a group they going to change behaviour but talking individually they probably won't change behaviour
46
cohesion and success of the team? what is the relationship
- task cohesion
- real team (minial gorup studied real prupose)
- female teams
- high school and varsity teams
*highly cohesion mostly likley successful but it is recepital and it could affect the team*
47
when winning and successful
everyone think we are cohesion - because we are always winning and think everyone is good and gets along
- teams that are not successful it highlights the differences and makes the blaming idea on the team
48
can cohesion lead to problems? not sport example
Wise (2014): Inverse curvilinear relationship between cohesion and sales teams' financial performance… too much cohesion a reduction in innovation and greater groupthink.
49
Hardy et al., (2005):
can cohesion lead to problems findings
Athletes (31%) – disadvantages to high Task Cohesion
Less enjoyment & increased pressure
Athletes (56%) – disadvantages to high Social Cohesion
Difficult to focus on task & constructively criticize
50
Hoigaard et al., (2006):
can cohesion lead to problems findings
Norwegian soccer players
High social cohesion combined with low task cohesion = social loafing
Need balance between both
- friends with everyone socially and don't have high level of task people will draw away to getting the task done
51
Rovio et al., (2009)
can cohesion lead to problem findings
Finnish hockey players
High levels of cohesion could lead to:
- Pressure to conform
- Group think
- Decreased performance
- consider it both task and social cohesion less differing opinion's and not difference
- need balance
52
what is needed next with research in cohesion?
1. broadening therotical scope (how has it changed from then to now)
2. exploring temporal dynamics (more longitudinal)
3. expanding measurement approaches (move away from self report and find other types)
4. looking at new population
53
social identity is a
emergent state
54
likihood of living longer study found
- social integration
- high instead of low social support
found with this you live longer
55
the importantanc of "US"
we ---> thoughts, feelings and behaviours that are shaped by and aimed towards the interest of the group
56
"me" vs "we"
- personal identity
- team identity
57
Henri Tajfel
people you treat in your own group is going to be different of people not in your gorup
58
social identity approach (SIA)- formed from
Born from interest in intergroup perceptions (i.e., prejudice, stereotyping) and how the self is conceptualized in intergroup contexts (Tajfel, 1972)
59
what is the SIA
The extent to which people define themselves based on the groups to which they belong (Tajfel, 1981)
60
what are the 2 approaches in the SIA
social identity theory
self-categorization theory
61
self-categorization
People begin by categorizing themselves as members of a group
Differences between themselves and members of the group are smaller than the differences between them and members of other groups
62
depersonalization
Individuals see themselves and other group members as a collective RATHER than idiosyncratic individuals
Define themselves and others as belonging to a collective entity.
63
self-stereotyping
- i adapt to what people in my group does
- Individual adopts the values that are deemed most important by their group
64
strong social idenity =
self-concept based on group
65
social identity theory (SIT)
Adopt morals, values, and behavioural norms of group (Turner, 1985)
- Influence moral behaviour towards ‘ingroup’ and ‘outgroup’
66
what is the SIT movitved by
desire to increase self-esteem, decrease uncertaninty
67
what are the 3 ways to explain social identity
- camerons model
- social identity leadership
- SI-AIM
68
Cameron's model ; social identity influences
1. ingroup ties (bonds and connections)
2. cognitive centrality (importantance)
3. ingorup affect (positive feelings)
69
study 2 found what about prosoical teammate behaviours
increase social identity
70
antisocial teammate behaviour study 2 found
decrease social identity
71
study 3 found what
moral behaviour recieved from teammates predicted moral behaviour engagment and social identity strength
72
study 3 and antisocal behavour
increased antisocial behaviour
and decreased social identity
- made people not want to be aport of the group and found it not important
73
study 3 and prosocial behaviour
social identity increase
74
study 4 findings
- more likely to engage in behaviour that represent in-group affect and cognitive centrality when they recieved higher than average frequency of behaviours indicative of cognitive centrality from teammates, coaches, and parents
75
antecedents/outcomes of social identity
- cohesion
- team confidence
- self-worth
- peer influence
- performance
- interdependence
- groupness
- leadership
76
Social Identity Leadership (SIL)
The key to successfully pulling a group together from a social identity perspective lies in the understanding and promotion of a shared sense of social identity among group members”
77
SIL principles
1. ingroup prototype
2. in group champion
3. entrepreneur of identity
4. embedder of identity
78
in group prototype
- study group thinking about what hteir values are
- understand values/shows similarity
- shows group/be perceived as affective
79
in group champion
- act in-line with groups values
- further group interest/gain influecnes
- example, sitting down and actually studying and thinking about maybe a leadership role
80
entrepreneur of identity
- propse vision and showing it
- mobilize group toward vision
- trying to find ways to keep things fresh and movitivated
81
embedder of identity
- provide opportunities for vision
- realization of vision
- helping your group actually succeed and maybe embed this group values into another
82
Identity leadership
group process that places emphasis on a leader’s ability to represent, advance, create, and embed social identity that they share with their team (“sense of us”)
83
leader identity
individual understanding of themselves in position as a leader
- which or not they see themselves as a leader
84
Intervention followed the SIL 3R program outlined by Haslam et al. (2011):
- reflecting (how would they identity as a group what do they want to create, whta are they doing )
- representing (what are the behaviour look like a t team or indiviual level, so what actions are needed)
- realizing
85
SIL study results
social idenication increase
identity leadership increase
- more engagement with more social identity (competitive was occurring so maybe correlation with that?)
86
Affiliation and influence model (SI-AIM)
based on the thought that social identity increases the impacts of youth sport experiences and results by 2 pathways
87
what are the 2 pathways
- social affiliation pathway (being apart of gorup and feleling like you belong and get the direct benefits)
- social influence pathway (prssure to belong to a group, so you have to follow along. motivational relevance is reliant on this pathway)
88
what does the soical affiliation pathway highlight
proximal psychosocial benefits derived from social ties and belonigingess to a peer group
89
social influence pathway
- social identities can increase the influences of others within a young individuals social environment
90
what does the social influence pathway accounts for in research
doucementing how social identity affects individuals more sensitive and responsive to the + and - behaviours they see in the team
91
When social identity is salient, depersonalization occurs such that a
“person’s feelings and actions are guided more by group prototypes and norms than personal factors”
(Terry & Hogg, 1996, p.791)
KNPE 363
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