Attitudes & Groups

Question 1

Define attitude

Answer 1

Complex mix of feelings, beliefs + values

Predisposes someone to behave towards something or someone in a consistent way

Question 2

What can attitude be towards

Answer 2

Object

Situation

Event

Person

Question 3

What is the triadic model of attitudes

Answer 3

Cognitive component

Affective component

Behavioural component

Question 4

Define the cognitive component

Answer 4

Reflects beliefs or info you have about the attitude object.

i.e dance is for girls

Question 5

Define the affective component

Answer 5

Emotions, feelings, +ive or -ive evaluation of the attitude object.

Helps determine direction of behaviour.

Question 6

Define the behavioural component

Answer 6

Reflects the intended behaviour/action towards the attitude object

Question 7

According to Triandis, what forms attitudes?

Answer 7

Past experiences

Coaches/Parents/Peers

Media prejudice

Conditioning

Question 8

Define prejudice

Answer 8

A preformed opinion or judgement on someone, based on irrational stereotypical views.

Question 9

Define the social norm

Answer 9

A rule that is socially enforced that can apply to appropriate or inappropriate values, beliefs or attitudes

Question 10

What are the 3 different ways of direct measures

Answer 10

Likert scale

Semantic differential scale

Thurstone Scale

Question 11

Define the likert scale

Answer 11

Easy to construct, valid + reliable

Even number of +ive + -ive statements about attitude object i.e sport

Responses are to statements on a 5 point scale ranging from strongly agree to strongly disagree.

Question 12

Define the Semantic differential scale

Answer 12

Devised by Osgood

Each q. consists of 2 opposite words describing the attitude object w/ 7 points between each pair of words.

Person selects a point between the 2 extremes

i.e GOOD 1 2 3 4 5 6 7 BAD

Question 13

Define the thurstone scale

Answer 13

Measures HOW +ive or -ive an attitude is

List of statements ranging from unfavourable to favourable are devised

Question 14

list 3 problems to questionaries

Answer 14

Respondents putting what they THINK they should

Failing to understand question

Leading statement acc might change attitude

Question 15

What are the indirect measures

Answer 15

Physiological tests - HR, sweating

Observation of Behaviour

Observation of non-verbal behaviour

Question 16

What are the 2 ways in which attitudes can be changed

Answer 16

Persuasive Communication Theory

Cognitive dissonance theory

Question 17

What are the 4 elements to the persuasive communication theory

Answer 17

Persuader - needs to have high status

Message - clear + appropriate

Recipients - need to want changes

Situation - better if other persuaders also present

Question 18

Explain the Cognitive dissonance theory

Answer 18

If a person holds 2 opposing ideas, discomfort arises. = this emotional conflict is called DISSONANCE

To ⬇️ this feeling of dissonance one of the ideas needs to be reduced = changing the attitude.

Consonance = Components in line 
Dissonance = Components NOT in line

Question 19

How is dissonance accomplished?

Answer 19

By changing 1 or more components of the triadic model to positive thoughts.

Question 20

what are the 3 components in the Cognitive dissonance theory

Answer 20

The triadic model —

Cognitive

Affective

Behavioural

Question 21

How may a coach use cognitive dissonance?

Answer 21

Player can receive new info

If a session is fun - may help to change opinion

Rewards - i.e player of the week

Role model to encourage participation

Question 22

Give 4 examples of group norms in a team

Answer 22

Early night before match

30 mins early to the game

Wear correct kit

Warm up

Question 23

Define co-action

Answer 23

When others do the task at the same time but separately

Question 24

Define interaction

Answer 24

When a group works together to produce results

Question 25

With what type of cohesion is a team more likely to be successful?

Answer 25

High task cohesion

Question 26

What happens if there's social cohesion but NO task cohesion?

Answer 26

Less successful teams

Question 27

According to Carron what are the antecedents to cohesion (factors that influence cohesion)

Answer 27

Personal Factors -- i.e age + experience Environmental/situational factors -- i.e size of group Team factors -- i.e shared goals, stability Leadership -- i.e democratic

Question 28

How can the coach develop cohesion? (5)

Answer 28

Team-building + bonding so players get to know each other Ensure players know own roles as well as others Develop interactive drills + skills Encourage group identity i.e hoodies Minimise changes in group members to maintain stability

Question 29

What are the 3 theories/models of group performance?

Answer 29

Steiner's model of group performance Ringlemann effect Social loafing

Question 30

Define Steiner's model of group performance

Answer 30

Actual productivity = potential productivity - losses due to faulty processes

Question 31

Steiner's model of group performance What can losses due to faulty processes include

Answer 31

Co-ordination problems Motivational problems

Question 32

How can a coach work with a sports team to reduce losses due to faulty processes

Answer 32

Developing + practising strategies to ⬇️ coordination losses - i.e set moves Ensuring team members understand roles + maintain opt motivation levels

Question 33

Define Ringlemann effect

Answer 33

Rope pulling task - 1,2,3,8 == Average individual performance ⬇️ as group size ⬆️

Question 34

Define social loafing

Answer 34

Reduced effort an INDIVIDUAL exerts when working w/ others. Performance can drop to 90% when w/ 1 other + 50% when w/ 7 others

Question 35

What reasons can there be for social loafing

Answer 35

Not wanting to do all the work if others aren't committed Assuming other players will cover up lack of effort Own effort not being recognised

Question 36

How can you avoid social loafing? (4)

Answer 36

Value individual contributions Use notational analysis to monitor individuals contributions i.e rugby players have trackers on their backs Improve team spirit through social activities Emphasise group goals

Question 37

Steiner's model of group performance - Losses due to faulty processes Give examples of: Co-ordination losses/problems

Answer 37

Tactical misunderstandings Poor teamwork Lack of unity === Especially for sports that rely on players interacting with each other extensively.

Question 38

Steiner's model of group performance - Losses due to faulty processes Give examples of: Motivational losses/problems

Answer 38

Social loafing More players means some can 'hide' Over-reliance on star players Ringlemann effect = more players leads to difficulties in coordination + communication