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psychological influences on team (social facilitation, group dynamics, importance of goal setting) Flashcards

social facilitation, group dynamics, importance of goal setting (106 cards)

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1
Q

what is social facilitation

A

the positive effect of the presence of others on performance

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2
Q

what is social inhibition

A

the negative effect of the presence of others on performance

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3
Q

who made the model about social facilitation and inhibition

A

zajonc

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4
Q

what are the 4 components of zajoncs model

A

audience
co-actor
competitors
social reinforcers

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5
Q

zajonc: who are the audience and what effect do they have

A

they are the people who are watching and they presence causes pressure

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6
Q

explain the possible impact of the audience on a performer in the cognitive stage of learning (4)

A

presence of audience increases arousal
leads to increased likelihood of dom resp occuring
this will be incorrect
this is social inhibition
evaluation apprehension where the performances decreases due to the perception of being judged

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7
Q

zajonc: who are co-actors

A

those who are doing the same thing at the same time but might not be in competition

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8
Q

example of coactors

A

a jogger running on the opposite side of the road whilst you are jogging

a cyclist riding behind you when you are cycling

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9
Q

who are competitors

A

aka competitive co-actors since they are the same but now in competition

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10
Q

examples of competitiors

A

runner in 100m race

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11
Q

who are social reinforcers

A

people who have a direct influence on the performance and their presence is a part of the event

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12
Q

eg of social reinforcers

A

coach

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13
Q

while participating in badminton there are players involved in a match on the court next to yours, which of zajoncs categories would they be placed in

A

coactors

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14
Q

zajoncs model can be passive meaning….

A

the audience or co-actors

the people do not exert a direct influence on the event but their mere presence causes an increase in AROUSAL and DRIVE- players are aware they are being watched

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15
Q

zajoncs model can be interactive meaning…

A

social reinforceres and competitors
more actively involved in the event and can give encouragement, advice or cause distractions

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16
Q

what does zajoncs model depend on

A

experience
complexity of task
presence of co actors

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17
Q

how does the complexity of the task affect zajoncs model

A

more decisions required=harder to be completed under pressure therefore a beginner will feel arousal at being watched and will struggle to perform the skills effectively not being able to cope with the pressure of being watched (social inhibition)

an expert will be able to cope with the demands of the crowd and will be motivated and encouraged by the support: skills performance can be enhanced (social facilitation)

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18
Q

how can the presence of co actors help performance

A

if the task is simple then the presence of co actors can help ie you dont want to fail/come last/give up first

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19
Q

how id dominant response and SF/SI linked to a novice performer

A

unlikely to perform automatic responses that have been learned, may not be able to identify correct response, may produce incorrect action

crowd adds pressure and causes social inhibition

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20
Q

example of social inhibition for a novice

A

cricket batsman chooses wrong shot to a spin bowler when playing in front of a crowd

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21
Q

expert performer link to SF/SI

A

responses are well learned+familiar=perform with ease=no extra pressure on them

response is: simple without much thought/attention, correct response even when under pressure, pressure could increase performance (SF)

EG andy murray at wimbeldon

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22
Q

what is evaluation apprehension

A

a PERCEIVED FEAR of being judged (evaluated)

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23
Q

eg of evaluation apprehension

A

being watched by a scout whilst playing a game

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24
Q

what effect could evaluation apprehension have on performance

A

could increase arousal and anxiety to very high levels=decrease in performance

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25
there is added pressure through evaluation apprehension if
the person is known to them they are an expert
26
evaluation apprehension is a combination of
observation and judgement
27
how can evaluation apprehension have a good effect on performance
it can motivate them to play well
28
how can social inhibition be prevented
increase confidence get players familiar with playing infront of a crowd increase focus and con using sa decrease importance of the event use mental rehearsal cog and som relaxation techniques gradually introduce evaluation
29
explain the strategies a coach may use to reduce the negative effects of the presence of others on performance (4)
introduce an audience in training so that the players get used to being watched and learn to cope with others present (1) reduce the importance of the game so that the players do not feel under too much pressure to perform (1) ensure the skills are well learnt so the dominant response becomes correct when arousal increases (1) introduce/encourage the use of stress management techniques eg deep breathing/centring so that the performer remains calm/not overaroused in front of an audience/feel confident in ability to perform in front of an audience. (1) other egs brief: better SA > focus on important cues not audience. gradually introduce assessment > get used to being under review > cope with being assessed. encourage support from others > + feedback > dont feel threatened.
30
how does drive theory help explain the effects of an audience on performer
if dom response is correct, more likely if expert, then facilitation will occur if dom response if incorrect, more likely if a novice, inhibition will occur
31
what is goal setting
a strategy used widely in sport since it has a number of benefits for the performer must chose right type of goal to maximise success and focus
32
what does goal setting do to social loafing and cohesion
increases cohesion and reduces social loafing
33
what are the 4 benefits of goal setting
increased motivation increased confidence reduced/no errors regulating and sustaining effort/giving a focus to aim for
34
how is increased motivation from goal setting explained
makes performer task persistent, they get pride and satisfaction when the goal is achieved it leads to intrinsic motivation
35
how is increased confidence from goal setting explained
due to improvement in technique (resulting in goal being achieved)
36
how is regulates and sustains effort from goal setting explained
you strive to reach a target target is provided a focus to aim for
37
what are the 3 types of goals
performance outcome process
38
what are performance goals
when an athlete sets a goal to get better rather than comparing to others relates to personal best, can use this as a comparison for training or in competition judging performance against previous performance/specific standard in attempt to improve personal achievement
39
what are process goals
they are based on improving technique/how you do it focus on improving execution of the skill in training or in actual event improvements in technique
40
example of a process goal
swimmers arm action, push is past hip and complete stroke
41
a golfer sets herself a goal of keeping her head still throughout her swing, identify which type of goal this is
process
42
what are outcome/product goals
they are based on results or success (doesnt have to be winning) motivation is maintained not concerned with manner of performance not good for novice compared to others
43
example of outcome goals
getting through to play offs winning
44
how could having a goal to win be bad
could decrease motivation and confidence if goal is not reached as not everyone can win
45
what does s stand for in smarter targets
specific
46
what does m stand for in smarter targets
measurable/measured
47
what does a stand for in smarter targets
agreed
48
what does r stand for in smarter targets
realistic
49
what does t stand for in smarter target
time bound
50
what does e stand for in smarter targets
evalutate
51
what does r stand for in smarter targets
re do
52
what does specific mean and eg
specific to the sport and position eg a netball centre aiming to increase agility
53
what does measured mean and eg
assessed with stats/scores eg aiming to decrease 50m time by 0.2 seconds
54
what doess agreed mean and eg
relevant to the performer and agreed with coach eg to make 10 passes which set up goal scoring chances in the next 10 games
55
what does realistic mean and eg
within the performers ability eg a high jumper who can already jump 1.2m aims for 1.22m
56
whats is time bound and eg
how long/deadlines eg halfway through season, 1 week, 2 weeks
57
what is evaluate and eg
look at success and failures eg didnt make top 4 despite good attacking because of bad defending
58
what is redo and eg
aim to make top 4 again but 3/4 away through season with improved defending
59
what might affect the potential productivity of a sports team
having the most experiences, skillful players and facilities and how they INTERACT clear tactics, well motivated performers, clear goal, well trained and fully explained tactics
60
according to zajonc, the crowd cheering on their team during a match is best described in terms of the type of others present as coactors social reinforcers audience competitiors
social reinforcers
61
what do you understand by the term evaluation apprehension and explain how the concept of evaluation apprehension can affect performance (3)
perceived fear of being judged causes inc arousal inhibition effects performance worse in being judged by perceived expert or people known to the performer
62
explain the terms actual productivity and potential productivity and the factors that might affect them (3)
actual: performance achieved potential: teams best possible performance depends on resources ability/skills/knowledge of players how those players interact
63
what is cohesion
the tendency of members of a team to work together to achieve their goals it is needed for success both types needed for best results
64
what are the 2 types of cohesion
social and task
65
what is task cohesion and characteristics of it
individuals working together to achieve an end result work hard with everyone else inside the sport do their job well and allow others to contribute helps over come negatives of sc
66
what is social cohesion and characteristics of it
individuals relating to each other to interact in the group trusting others abilities support for each member socialising away from the game
67
what are the two types of social cohesion and exp
positive: communication and team spirit negative: cliques formed and decreased cooperation
68
cohesion keeps the team ...
on task
69
what are the 2 types of cohesion (not social and task)
co-action and interaction
70
what is co-action (cohesion) and eg
everyone does the same skill/movement eg rowing
71
what is interaction (cohesion) and eg
different roles must be intergrated for success eg netball
72
which type of cohesion is needed more
task because there might be no need to socialise if the goal is common and strong
73
what are the 4 stages of tuckmans group formation model
forming storming norming performing
74
what are tuckmans stages for
they need to be completed for the team to form and function well
75
what is forming
the group gets to know each other, how do individuals feel about each other (fit in?) how do their strengths compare
76
what is storming
potential conflict eg competition for roles/positions/status, compromises need to be made ms- individuals establishing their position within the group/discussion of ideas/conflict of ideas/alliances formed/establishment of roles
77
what is norming
resolving the conflict and the team settles and cooperates with intention of achieving its goals, groups standards are accepted and cohesion develops coach may finalise positions/roles and thats that ms- agreement of roles/norms/positioning/group gains stability/development of cohesion/individuals cooperate
78
what is performing (tuckman)
everyone works together to achieve goals support each other understanding of role in the team
79
what are the things a team needs to be a team (4 things)
collective identity interaction shared goal or purpose communication
80
what is collective identity
same kit pride in the badge affiliation provides motivation and sense of belonging
81
what is interaction (team)
how they work together complete own roles successfully link their role with other team members
82
what is communication (team)
talking to each other hand signals team calls
83
what is shared goal or purpose (team)
all should aim for same goal to increase motivation goal of success keeps players working for each other
84
what is carrons antecedents about
the factors needed for a team to be cohesive influences on a team must be in place for cohesion to be effective
85
what are the 4 carrons antecedents (LEPT)
leadership environmental personal team
86
what are the leadership factors for carrons antecedents
coaches and captains leadership style and how they get on with others
87
what are the environmental factors for carrons antecedents
cliques can form which reduce individual effort time available mix of gender and age decrease cohesion as they have different goals size of group: larger = more productive but better chance of SL and RE, motivation decreases
88
what are the personal factors for carrons antecedents
aspirations, general happiness, individual differences, how they fit in, similar values and opinions
89
what are the team factors for carrons antecedents
team: ability, success, ability longer team has been together the easier it is to deal with lows more success=more each person wants the success=more cohesion group productivity norm
90
identify and explain carrons antecedents (factors) that contribute to the cohesiveness of a group (3)
environment/situational factors- size of group/time/facilities/age member/personal factors- ability/motivation/satisfaction/similarity of group leadership factors- style/behaviour/personality/relationship with group team factors- task/motivation/stability/abilty/shared experiences
91
what is steiners model
actual productivity=potential productivity-losses due to faulty processes
92
outline steiners model of group productivity (1)
actual productivity = potential productivity - (losses due to) faulty processes
93
what is steiners model about
results are a combination of potential and lack of cohesion
94
what is actual productivity
performance at the end of the game eg win or lose
95
what is potential productivity
the best possible outcome which is when the best players with the most experience, skills and facilities interact group potential affected by skill level of team and opposition/difficulty of task
96
what are losses due to faulty processes
what prevents team from reaching true potential coordination problems motivational problems
97
what are coordination problems (ldtfp)
poor tactics/apply wrong ones strategies lack of communication (fail to listen to coach) lack of interaction unacceptance/misunderstanding roles
98
more interactive sports are more difficult to ...
coordinate
99
what are motivational problems (ldtfp)
too much or too little arousal which decreases performance SOCIAL LOAFING RINGLEMANN EFFECT
100
how can coordination problems be reduced
giving specific roles maintaining communication promote motivation get fitter involve all in goal setting setting goals clear tactics
101
how can cohesion be promoted
individual goals involve all in goal setting team meetings to resolve conflicts set more challenging goals establish group identity
102
what is social loafing
loss of motivation in individuals within a team due to a lack of performance identification so their efforts go unnoticed
103
what does social loafing look like
taking the easy route hiding behind other players not putting in the effort not feeling valued/loved
104
causes of social loafing
negative attitude formation lacking fitness lack of confidence in ability cliques formed not understanding or accepting role in team response to poor leadership (rewards and praise lacking)
105
avoiding social loafing
recognise and reward all players give specific roles and responsibilities goal setting video analysis increase player fitness small sided games use stats motivate individual goals assessments to highlight worth by changing goal eg tackle counts, assists, passes, completion rates
106

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