A2 Physical Education Sport Psychology

1. A2 Physical Education Sport Psychology Group cohesion and Attribution Theory Week 4 Revision

2. Group Dynamics TIPS! • Be able to define the terms ‘group’ and ‘team’. • You need to understand Steiner’s model of group performance. • Be able to explain the Ringlemann effect and social loafing and how they damage the cohesiveness of a team. • Learn the factors affecting the cohesiveness of a group and how any breakdowns can be prevented. • Learn the characteristics of an effective leader. • Describe emergent and prescribed leaders. • You need to be able to understand the different perspectives on and theories of leadership.

3. Groups “Groups are those social aggregates that involve mutual awareness and the potential for interaction” (McGrath) A collective identity GROUPS (Carron) A sense of shared purpose A clear structure for communication

4. Stages of group formation

5. Group Cohesion “The extent to which a group sticks together in pursuit of a common goal.” TASK COHESION The way team members work together to successfully complete a task, e.g. a football team sets Out to win by adopting attacking Tactics at home & away matches Vital in INTERACTIVE Sports, e.g. hockey SOCIAL COHESION The personal relationships within a group which relies on individuals enjoying social interaction, e.g. strong Bond developed whilst on tour. Vital in CO-ACTIVE sports, e.g. track and field

6. Group Dynamics “The social processes operating within the group between individual members.” • TO ACHIEVE COHESION • Break down cliques • and sub groups • Separate pairs • Integrate isolates SUB GROUPS Small groups contained within the whole group GROUP DYNAMIC SOCIOGRAM The best way of illustrating the group dynamics of a team. Team sports rely on units within the team Working closely together

7. Carron’s model

8. Steiner’s Model ACTUAL = POTENTIAL - LOSSES DUE TO PRODUCTIVITY PRODUCTIVITY FAULTY PROCESSES (AP) (PP) (FP) The maximum capability of the group when cohesiveness is strongest Factors that go wrong in team performance which impede/ prevent group cohesion e.g. co-ordination losses & motivational losses The team performance at any given time (due to successful interaction) GROUP COHESION IS THE FORCE THAT BINDS A GROUP TOGETHER, HELPING TO PREVENT FAULTY PROCESSES.

9. Faulty Processes • Co-ordination Losses • These occur when the ‘operational effectiveness’ of the group cannot be sustained for the whole match. • Planned strategies/tactics may go wrong due to positional error or bad timing, e.g. Line out in rugby. • Motivation Losses • This may occur if the task is too difficult. • Also an individual might suffer loss of motivation causing them to withdraw effort and coast through that part of the game. A motivation loss that leads to a reduction in effort is called SOCIAL LOAFING. This is called when an individuals efforts go unnoticed or when someone feels like the others on their team are not trying hard enough. People with low SC tend to be loafers. A co-ordination loss that leads to a breakdown in team work is called the RINGLEMANN EFFECT. Problems with team co-ordination are more likely to increase as the number of team members increase.

10. Group Locomotion “ The process that explains the reasons why the group has formed. It symbolises the activity of the team.” ****Don’t always assume that good players make good leaders! Make sure you know the characteristics of a good leader**** For locomotion to be efficient there must be a LEADER to ensure the co-ordination of the team.

11. Strategies to develop an effective group and cohesion

12. What’s the difference? • Ringlemann effect and social loafing • Strategies to minimise the effects of social loafing.

13. Review the syllabus • Devise two questions (3 and 4 marks) • Devise one essay question (14 marks)

14. Group cohesion – traffic light sheet

15. Attribution Theory TIPS! • You should be able to identify the reasons for success and failure in sport. • You need to understand ‘Weiner’s Attribution Model’ and be able to relate it to specific sporting situations. • Learn the definitions of ‘mastery orientation’ and ‘learned helplessness’.

16. Attribution Theory Attribution theory looks at the common reasons coaches and players give for their success or failure in sport. • LOCUS OF CAUSALITY • is the performance outcome caused by • - INTERNALfactors • under the control of the performer • ability / effort • - EXTERNALfactors • beyond the control of the performer • task difficulty / luck Weiner’s Attribution Model • STABILITY • is the performance outcome caused by • - STABLEfactors • fixed factors which don’t change with time • ability / task difficulty • - UNSTABLEfactors • factors which can vary with time • effort / luck

17. Attribution Theory HIGH ACHIEVERS attribute success to internal factors and attribute failure to external factors LOW ACHIEVERS attribute success to external factors and attribute failure to internal factors HIGH ACHIEVERLOW ACHIEVER motivation? high motive to achieve success low motive to achieve success low motive to avoid failure high motive to avoid failure focuses on pride on success focuses on shame and worry about failure attributions ascribes success to stable ascribes success to unstable internal and controllable factors external uncontrollable factors ascribes failure to unstable ascribes failure to stable external uncontrollable factors internal controllable factors goals adopted adopts task oriented goals adopts outcome oriented goals task choice seeks challenging tasks and avoids challenge, seeks very difficult competitive situations or very easy tasks / competition performance performs well in front of performs badly in front of evaluative audiences evaluative audiences

18. Attribution Retraining The athlete has little control over ability, luck or task difficulty but has complete control over EFFORT. Effort is internal and unstable and can be changed by the performer. The coach changes the usual external attributions for failure into internal, unstable controllable factors. Attributing a lack of success to internal and unstable factors will help to prevent learned helplessness. LEARNED HELPLESSNESS A belief acquired over time that one has no control over events and that failure is inevitable. A feeling of ‘hopelessness.’

19. Learned helplessness • Strategies to avoid it

20. Review the syllabus • Devise two attribution questions (3 and 4 marks) • Devise an attribution essay question (14 marks)

21. Attribution – traffic light sheet

22. Next week and homework pg 193 and 203