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KNPE363 > Week 7 > Flashcards

Week 7 Flashcards

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1
Q

Which part of the course map do competition and cooperation fit into?

A
  • team processes
  • segment 3
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2
Q

What are the different levels that we consider for competition and cooperation?

A
  1. Individual level
  2. Within-group level
  3. Between-group level
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3
Q

Individual level

A
  • an individual’s orientation toward competition, cooperation, and groups shapes how they perceive and respond to interdependence
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4
Q

Within-group level (group environment)

A
  • interdependence structure (does group require teamwork)
  • member perceptions (do we rely on one another)
  • member interactions (do members cooperate)
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5
Q

Between-group level

A
  • competition with a salient outgroup can strengthen the ingroup environment
  • effects of ingroup membership can reshape treatment of outgroups
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6
Q

2 general concepts of cooperation and competition

A
  1. Distribution of rewards
  2. Group goals
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7
Q

Distribution of rewards- competition

A
  • zero sum situation
  • gains by one reduces gains available to others
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8
Q

Distribution of rewards- cooperation

A
  • non-zero sum situation
  • participants share in rewards equally
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9
Q

Distribution of rewards- individualism

A
  • awards based on personal merit (ex. school, grades)
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10
Q

Group goals- competition

A
  • heterogenous goals (diff participants have diff goals)
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11
Q

Group goals- cooperation

A
  • homogenous goals (same goals)
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12
Q

Within group vs between group processes situation 1

A
  • intragroup cooperation for groups 1 and 2
  • intergroup competition
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13
Q

Within group vs between group processes situation 2

A
  • intragroup cooperation for groups 1 and 2
  • intergroup cooperation
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14
Q

Within group vs between group processes situation 3

A

-intragroup competition for groups 1 and 2
- intergroup competition

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15
Q

Within group vs between group processes situation 4

A
  • intragroup cooperation for group 1
  • intragroup competition for group 2
  • intergroup competition
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16
Q

What two seminal studies did we discuss?

A
  • the robbers cave experiment
  • the jigsaw classroom
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17
Q

The robbers cave experiment purpose

A
  • assess intra and inter-group interactions and relations in a natural environment
  • 11 year old boys divided into two groups based on size and capability
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18
Q

Phases of the robbers cave experiment

A
  1. Ingroup formation
  2. Intergroup conflict
  3. Reduce conflict
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19
Q

Phase 1 of robber cave experiment

A
  • arbitrary assignment based on criteria
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20
Q

Phase 2 of robber cave experiment

A
  • intergroup exposure and win-lose competition
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21
Q

Phase 3 of robber cave experiment

A
  • get togethers without competition (ie. eat at food hall)
  • provision of superordinate goals (ie. counsellor got truck stuck)
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22
Q

What happened during robbers cave experiment?

A
  • two groups started to compete against one another and got more aggressive
  • only when they included superordinate goals did the boys understand the importance of cooperation
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23
Q

Ratings of ingroup and outgroup favourability at the end of phase 2 in robbers cave experiment

A
  • boys rated outgroup more negatively than ingroup
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24
Q

Key messages to take away from robbers cave experiment

A
  1. Groups are real
  2. Individuals naturally orient themselves into ingroups and outgroups
  3. Groups have psychological validity and meaning to members
  4. When 2 groups experience common goals, people categorize themselves more strongly with their ingroup
  5. We can mitigate conflict btwn groups by introducing cooperative goals- intergroup contact alone is not enough
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25
Theoretical foundations for jigsaw classroom
1. Sherif et al.- Robbers cave (concept of superordinate groups) 2. Contact hypothesis 3. Cognitive dissonance
26
Contact hypothesis
- intergroup interaction can reduce prejudice and improve relations under certain conditions
27
Which conditions does the contact hypothesis apply to? (Allport)
- equal status btwn groups - intergroup cooperation - common goals - support from authorities
28
Cognitive dissonance
- people strive for consistency in attitudes, beliefs and behaviours - when not consistent, you experience unpleasant cognitive dissonance - if we change our behaviours, we will change our beliefs to avoid this dissonance
29
Example of cognitive dissonance
- you have preconceived notions about if you think someone is mean - but you havent seen them do anything mean for a long time - start to change how you think about that person
30
What is most impactful for the jigsaw classoom?
- cognitive dissonance
31
What is a jigsaw classroom?
- every piece of the group is required to solve an academic task and achieve full understanding of a concept
32
Which factors were assessed in the jigsaw classroom? (Blaney)
- liking for group-mates - liking for other classmates - self-esteem - competitiveness - perception of peers as learning source - perception of being liked by others
33
Jigsaw classroom results- liking for group mates
- increased post test in experimental group
34
Jigsaw classroom results- liking for other classmates
- increased post test in experimental group
35
Jigsaw classroom results- self-esteem
- increased post test in experimental group - decreased post test in control group
36
Jigsaw classroom results- competitiveness
- decreased post test in experimental group - increased post test in control group
37
Jigsaw classroom results- perception of peers as learning source
- increased post test in experimental group - decreased post test in control group
38
Jigsaw classroom results- perception of being liked by others
- increased post test in experimental group and control group
39
Stanne, Johnson and Johnson 1999 study purpose
- meta-analysis pertaining to success in performance motor task based on conditions involving cooperation, competition or individualism
40
Stanne, Johnson and Johnson 1999 study results
- cooperation is superior to competition and individualism for achievement and productivity - competition is superior to individualism
41
Moderators to consider when looking at competition and cooperation
1. Task inter-dependence 2. Task complexity 3. Group size
42
Task interdependence as a moderator
- cooperation is superior for interdependent sport (vball) - competition superior for independent sport (wresting)
43
Task complexity as a moderator
- cooperation is superior for complex tasks - competition superior for simple tasks (RT tests in lab)
44
Group size as a moderator
- cooperation superior for larger groups (>6 members) - competition superior for smaller groups (<6 members)
45
Exchange relations
- monitor inputs and attempt to maximize rewards
46
Communal relations
- more concerned with what the group receives, thus work as a joint force
47
Which study was done to assess whether competition is innate or socially learned?
- Paterson 1987 - studied initially passive children in pre-school environment
48
3 situations that resulted from the initially passive children
1. Retaliated successfully against aggressor 2. Retaliated unsuccessfully against aggressor 3. Not object of aggressive attacks
49
Results of the 3 situations of the initially passive children
1. Became more aggressive 2. Remained passive 3. Remained passive
50
According to the study, is competition innate or socially learned?
- not necessarily innate, can manifest in certain environments
51
Two main types of competition in sport specific research
1. Positional 2. Situational
52
What did Martens (1975) define competition in sports as?
- a situational social comparison process
53
Competition as a situational social comparison process
Involves: - clear start and end point - structured evaluation procedures - several stages of appraisal and behavioural responses - awareness of competitors and evaluators
54
What is the purpose of situational competition?
- often evoked by coach to motivate players in practice
55
Who does situational competition occur between?
- assigned subgroups of players
56
What is the format of situational competition?
- subgroup vs subgroup
57
What is the duration of situational competition?
- short
58
What is positional competition?
- the process of teammates vying for the same limited playing time in one position
59
What is the purpose of positional competition?
- playing time distribution
60
Who does positional competition occur between?
- players in the same position
61
What is the format of positional competition?
- longitudinal performance comparison
62
What is the duration of positional competition?
- ongoing, omnipresent
63
Key takeaways from this lecture
1. Humans have a tendency to form ingroup/outgroup perceptions and competition with the outgroup 2. Several seminal studies help describe these tendencies 3. Impact on performance is moderated by factors such as task and group size 4. Positional competition is a specific playing time competition that is inevitable in many sport settings
64
INTRA
- within
65
INTER
- between

KNPE363 (12 decks)

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