Exam 2 Flashcards
(166 cards)
0
Q
Defining properties of a team
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Mutual interaction, task interdependence, collective identity, norms and structured communication
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A group
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Two or more persons who interact with one another such that each person influences the other
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Theories of group development
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Linear, cyclical and pendular
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Linear theory of group development
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4 stages, forming, storming, Norming, performing.
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Forming stage
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First stage. Members familiarise themselves with each other and try to determine if they belong.
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Storming
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Second stage. Resistance to leader, interpersonal conflict, roles and status establish
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Norming
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Third stage. Solidarity and cooperation, unity, work together for common goals and task effectiveness
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Performing
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Final stage. Team focussed on working together, problem solving, defined roles and stabilised interpersonal relationships
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Q
Cyclical model for group development
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Assumption that groups develop in a manner similar to a life cycle with emphasis on psychological preparation for a terminal phase
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Pendular perspective of group formation
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Emphasises the shifts that occur in interpersonal relationships during growth of groups and assumed the group does not move progressively in a linear fashion from the instant it forms.
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Pendular perspective stages
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Orientation, differentiation and conflict, resolution and cohesion, termination
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Group roles
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A role consists of the set of behaviours required or expected of the person occupying a certain position in a group
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Formal role
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Dictated by the nature and structure of the organisation
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Informal roles
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Evolve from interactions amongst group members and group dynamics
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Role clarity
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Needed to improve team effectiveness and prevent unsatisfaction and abiguity which are negative for the teams performance
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Role acceptance conditions
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Opportunity for specialised skills, feedback and role recognition, role significance, autonomy
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Role conflict
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Exists when a role occupant doesn’t have sufficient ability, motivation, time or understanding to achieve a goal
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Group norms
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A level of performance, patter of behaviour or belief of a group
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Norm for productivity
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The standard for effort and performance accepted by the team. Rolls into norms for punctuality, attendance and preparedness
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Q
When modifying team norms you must consider:
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The source of communication to change the norms and the nature of the communication
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Social support
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Refers to an exchange of resources between at least two individuals perceived by the provider or the recipient to be intended to enhance the well-being of the recipient
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Social support provides:
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Appraisal, information, reassurance and companionship, reduces uncertainty, aids mental and physical recovery and improves communication
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Types of social support
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Listening, emotional, emotional-challenge, reality confirmation and task appreciation
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Ways to create an effective team climate
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Social support, proximity, distinctiveness, fairness, similarity, task interdependence, assessment of team climate
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Proximity
People bond when they are near each other and close contact with team mates promotes interaction which can hasten group development e.g. Road trips and locker rooms
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Distinctiveness
When a group feels distinct it feels unity and oneness increase e.g. Dress, initiation, mottoes and special privileges
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Fairness
Fairness from coaches influences levels of commitment, motivation and satisfaction which is interpreted on: combatibility of coaches and layers, coaches communication and athletes perception the coach is trying to help them
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Similarity
The more group members are aware of similarities in commitments, attitudes and goals the greater probability they will develop a strong team concept
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Task interdependence
Team mates are responsible to each other as everyone shares the success or failure. Built by reinforcing common fate
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Outcome interdependence
Refers to the fact that all group members benefit from the groups performance
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Assessment of team climate
Team climate questionnaire. Used over season. Told it's not a test and kept anonymous
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Steiner's model of actual productivity
Actual productivity= potential productivity - losses attributable to faulty group processes
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Potential productivity
A teams possible best performance
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Faulty group processes
Motivation losses and coordination losses
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The Ringlemann effect
The phenomenon by which individual performance decreases as the number of people in a group increases
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Social loafing
The phenomenon in which individuals within a group or team put forth less than 100% effort because of losses in motivation
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Conditions that enhance the probability of social loafing
Output cannot my independently evaluated, meaningless task, low individual involvement, strangers on team, coworkers seen as high ability, perception of redundancy and a perceived weaker opponent
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Ways of reducing social loafing
Emphasise unique contributions, increase identifiability, determine situations where loafing may occur, conduct individual meetings, assign positions and divide the team into smaller units
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Cohesion
A dynamic process that is reflected in the tendency for a group to stick together and remain united in pursuit of its instrumental objectives and for the satisfaction of member affective needs
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Underscored notion is that cohesion is
Multidimensional, dynamic, instrumental and affective
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Distinct forces of cohesion
Attractiveness of group and means control
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Task cohesion
The degree to which members work together to achieve common goals and objectives
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Social cohesion
Reflects the interpersonal attraction amount group members
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Conceptual model of cohesion
Carron and colleagues, 4 major affectors are environmental factors (normative forces), personal factors, leadership factors and team factors
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Sport cohesiveness questionnaire
Seven items that measure interpersonal attraction or attraction to group. No reliability
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Multidimensional sport cohesion instrument
4 dimensions- attraction to group, unity of purpose, quality of teamwork and how the members perceive the group
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GEQ- group environment questionnaire
Used. Developed on members perception of the group as a whole and a members personal attraction to the group. 4 constructs- group integration (task and social) and individual attraction to the group (task and social)
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Sociograms
A tool to measure social cohesion that discloses affiliation amongst group members. Confidential questionnaire.
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Relationship between cohesion and performance
Hard to determine the direction of causality
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Things that affect cohesion
Adherence, conformity, social support, stability, group goals and norms, sacrifice, social loafing
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Strategies for enhancing cohesion
Distinctiveness (kit), individual positions, group norms, individual sacrifices
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Team-building model
Carrie and colleagues, run by a psych. And a coach to increase cohesion. 1) introductory stage
2) conceptual stage
3) practical stage
4) intervention stage
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DESC formula for communicatin
Describe, express, specify and noting the consequence
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Things coaches can do to increase cohesion
Explain individual roles in success, encourage group identity, avoid social cliques, avoid excessive turnover, enhance team efficacy and get to know your team
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Barriers to group cohesion
Clash of personalities, conflict of task or social roles, breakdown in communication, power struggle or disagreement on goals
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What group members can do to increase cohesion
Get to know each other, help each other and create team spirit, positive reinforcement, be honest in communication, resolve conflicts and give 100% effort
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Team cohesion
A dynamic process reflected in the groups tendency to stick together whilst persuing it's goals
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Why injury occurs
Competition, high speed and confined space, physical and illegal contact, psychological factors may play a role
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Physical factors of injury model
Muscle imbalance, high speed collision, overtraining and physical fatigue
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Psychological factors of injury model
Stress, personality factors and predisposing attitude
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The stress and injury model
Williams and Anderson 1988
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Stress response
Athletes cognitive appraisal of situational demands, which will influence physiological, emotional and psychological response.
Links to history of stressors, coping resources and personality
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Personality factors affecting injury
Risk taking, optimism, apprehensiveness, trait anxiety and hardiness
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Coping resources
Social support, problem coping, emotional coping and approach coping
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Problem coping
Think about it and deal with it
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Emotional coping
Trying to relax
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Interventions to reduce injury vulnerability
Change coginitive apraisal (via increase Coping skills, social support and communication) and modify physiological aspects of stress response (e.g. Relaxation techniques, imagery)
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Direct mechanisms of stress-injury relationship
Increased muscle tension, attentional disruption, narrowing of peripheral vision
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Grief model response to injury
Denial, anger, bargaining, depression, acceptance, reorganisation
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Cognitive appraisal model to injury response
Personality and situational factors influence the cognitive appraisal which influences the emotional response which influences the behavioural response
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Psychological response to injury
Identity loss, psychological distress (anxiety, fear and depression), lack of confidence, performance decrements
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Signs of poor adjustment to injury
Anger, obsession, denial, guilt, bragging about past, withdrawal
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Phases of injury recovery
Injury phase, rehabilitation phase, return to action phase
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Injury phase of recovery
Manage emotions, understand process and outcome
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Rehabilitation phase of recovery
Motivation, management of emotion and pain, adherence, confidence
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Interventions to help recovery
Sports psychologist, education, imagery, self talk, relaxation and goal setting
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Theories of exercise behaviour
Belief attitude, control based, competence based, stage based
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Attitudes
Individuals overall evaluations of a behaviour (favourable or disfavourable)
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Subjective norm
Individuals beliefs about whether significant others think they should be doing something
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Theory of reasoned action
To do with attitude and subjective norm combining to make an intention and then a behaviour
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Intention
The proximal determinant of behaviour
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Theory of planned behaviour determines intentions to
Attitude, subjective Norm and perceived behavioural control
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Perceived behavioural control
Individuals perception of the extent to which it would be easy or difficult to perform the behaviour
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Self determination theory
When self-determined, people experience a sense of freedom to do what is interesting, personally important and vitalising
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Intrinsic motivation
Doing something for its own sake without external reward
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External motivation
Doing something for external reward such as financial or social reward
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Self determination continuum
A continuum of motivation ranging from a motivation to intrinsic motivation
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3 basic psychological needs
Autonomy, competence and relatedness
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SDT says that
Satisfaction of the 3 basic needs with lead to greater intrinsic motivation
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A motivation
No intention, lack of control and non-valuing
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External regulation
Reward and punishment, compliance
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Introjected regulation
Internal rewards, avoid negative feelings
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Identified regulation
Personal importance and outcome is valued
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Integrated regulation
Synthesis with self
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Intrinsic regulation
Interest and enjoyment
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Social cognitive theory
Reciprocal determinism between personal, behavioural and environmental influence
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Outcome expectations
Beliefs about the consequences of ones actions
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Self efficacy
Situation specific self confidence to perform a specific task concerned with judgement of capabilities and execution of actions
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Antecedents of self efficacy
Mastery experience, vicarious experience, verbal persuasion, emotional arousal/ judgment of physiological state
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TTM trans theoretical model
Non-linear Stage based approach that helps understand how people move in and out of participation. How (self efficacy, decisional balance and process of change) lead to when (pre contemplation, contemplation, preparation, action, maintenance)
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Precontemplation
No thoughts of changing behaviour
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Contemplation
Thoughts of changing but not soon
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Preparation
Thinking of changing soon
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Action
Recently changed
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Maintenance
Being doing the behaviour for some time
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Termination
No temptation to engage in old behaviour
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Relapse
Regress to former stage or a complete return to problem behaviour
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Process of Change
The cognitive, affective and behavioural strategies and techniques that people use as they progress through different stages over time
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Cognitive process of change
Consciousness raising, self re-evaluation, environmental re-evaluation, social liberation, dramatic relief
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Consciousness raising
Increasing information about oneself and physical activity
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Self re-evaluation
Understanding the risks of inactivity and sedentary living
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Environmental reevaluation
Recognising how inactivity might affect other such as family or coworkers
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Social liberation
Increasing awareness and acceptance of alternatives for being physically active
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Dramatic relief
Increasing awareness of the benefits of physical activity
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Behavioural process of change
Counter conditioning, helping relationships, reinforcement management, self-liberation, stimulus control
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Counter conditioning
Seeking ways of being physically active when encountering barriers of time etc
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Helping relationships
Seek support from others
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Reinforcement management
Praise and reward yourself in a healthy way
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Self liberation
Making plans and commitments and believing in ones ability to change
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Stimulus control
Establish reminders and prompts
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Overtraining
A syndrome that results when excessive, usually physical, overload on an athlete occurs without adequate rest
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Staleness
A negative outcome, associated with overtraining, resulting from an athletes failure to adapt to the prescribed training regime
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Burnout
Result of chronic stress, occurs at individual level, exhaustion, reduced sense of accomplishment and negative change in response to others.
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Physical symptoms of staleness
Lack of energy, occasional headaches, low appetite, sleep desturbances, minor body aches
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Physical symptoms of burnout
Physically exhausted, ulcers, frequent headaches, eating disorders, chronic pain
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Psychological symptoms of staleness
Occasional boredom, mild anxiety, low motivation, low self esteem, mood changes, negative to others
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Psychological symptoms of burnout
Constant boredom, severe anxiety, no motivation, depressed, negative, total lack of caring
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Causes of burn out
Organisational concerns, psychological concerns, physical concerns, social and interpersonal concerns
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Individuals at risk from burnout
Athletes, coaches, officials, children, teachers
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Consequences of burnout
Mood disturbance and depression, increase susceptance to injury and illness, decreased confidence, feelings of helplessness and lack of control, decreases commitment
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Percentage of athletes saying they have burnout or staleness experience
1-5%
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Negative training stress response model
Primarily physiological model of burnout, training stress can have positive (overload) or negative (overtraining) effect.
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Unidimensional identity development and external control model of burnout
Sociological based that proposes burnout is a social problem in organised sport. High competing children can't have time to socialise with peers so failure or injury can occur
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Sport commitment model of burnout
Suggests burnout is more than stressed and is based on satisfaction of rewards and costs, attractiveness of alternatives and resources
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Entrapment theory of burnout
Where social pressure and perceived lack of control over the situate completed them to continue making them more likely to experience burnout
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Cognitive affective stress model
Four stage model suggesting burnout is a process that involves physical, psychological and behavioural component which are influences by personality and motivational factors
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Measuring burnout
Maslach burnout inventory which measures emotional exhaustion, depersonalisation and low sense of personal achievement
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Preventing and managing burnout
Identify early warning signs, involved individual in decision making, regular breaks, improve social support and coping skills, promote task orientation, make sport fun and enjoyable
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Bulimia nervosa
An episodic eating pattern of uncontrollable food bingeing pillowed by purging
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Anorexia nervosa
A potentially fatal multidimensional disorder with psychological, perceptual and biological factors
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Prevalence of AN and BN in athletes
3% anorexia
| 12% bulimia
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Reasons for weight loss
Required for performance excellence, aesthetic ideals of beauty, remark from others about needing to lose weight, requirement to meet a lower weight category
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Questionnaire for EDs
DSED (diagnostic survey for EDs), EDI (ED inventory) and SCOFF ( sick, control, one stone, fat, food)
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Physical signs of an ED
Sores on knuckles, dizziness, weight too low, weight changes such as extreme loss of fluctuations, hypoglycaemia and stress fractures
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Psychological behaviours of an ED
Weight loss, eating alone, disappearance after meals, guilt, mood swings, body distortion claims
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Guidelines of boundaries for sports psychologists
Referral should be made by someone who has a good rapport with the individual, emphasise feelings not behaviours, be supportive and ensure confidentially
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Treatment approaches for ED
Therapy and medication
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Preventing EDs
De-emphasise body weight, provide nutritional education, focus on fitness not weight, promote healthy management of weight
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Substance abuse
A maladaptive patter of psychoactive substance use indicated by continued use despite knowledge of problems caused or re current use in situations in which is it physically hazardous
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Drug addiction
Different to substance abuse. A state where both discontinuing or continuous use of a drug create an overwhelming desire and craving for more. 10% pop.
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Medical criteria for drug addiction
3 of: tolerance, withdrawl, limited control, negative consequences, neglected actives, significant time or energy spent, desire to cut down
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Performance enhancing drugs
Anabolic steroids, stimulants, narcotic analgesics, betablockers and diuretics
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Reasons for taking anabolic steroids
Improve performance, look better, social and other
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Physical reasons to take drugs
Improve performance, cope with pain and injury rehab, weight control, look better
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Psychological reasons to take drugs
Cope with stress, relieve boredom, build self confidence and self esteem, perfectionism, superman complex
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Social reasons to take drugs
Coach or peer pressure, modelling, absence of social support
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Physical signs of drug abuse
Blood shot eyes with dark circles under, profuse sweating, heightened sensitivity to touch smell and sound, chronic fatigue
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Behavioural signs of drug abuse
Secretive behaviour, social isolation or new circle of friends, high risk taking behaviour, irresponsible, lack of money, argumentative
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Emotional signs of drug abuse
Extreme mood swings, irritability, less affectionate, highly reactive, heightened aggression
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Cognitive signs of drug abuse
Decreased mental capacities, disordered thinking, paranoia, denial of problems, superman complex, shortened attention spam, suicidal thoughts
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Cognitive strategies for controlling drug abuse
Eduction, social support, build self confidence and self esteem, counselling
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Behavioural strategies for contorting drug abuse
Teach sport skills, avoid boredom, develop and implement and drugs policy and plan of action, continuous and random drugs testing, behavioural contracts
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Deterrence model for drug abuse
Deterrence theory used to help understand the decision process individuals go through to use or not use drugs
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DSDM- drugs in sport decision model
3 factors- cost (legal, social, health)
- benefits (material, social, internal)
- situation (prevalence of perceptions, experience and authority legitimacy and type of drug)
Used to think about why they would/wouldn't take it
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Exercise addiction
Psychological or physiological dependence on a regular regimen of excise characterised by withdrawl symptoms after 24 to 35 hours with no exercise
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Symptoms of exercise dependency
Stereotyped pattern of excessive with a regular schedule, takes priority over other things, increased tolerance to exercise, withdrawl symptoms and mood changes, relief of withdrawl symptoms by exercise
