Home learning

1. Home learning 15 mark questions for Monday Coursework – two copies next Thursday

2. Review of essay questions

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

4. Draw your summary sheet for Group Cohesion • Book 1 Page 94

5. Answer examination questions

6. Group Dynamics TIPS! • Be able to define the terms ‘group’ and ‘team’. • Group formation and dynamics, Carron’s antecedents • Factors affecting cohesion • Task and social cohesion • Stenier’s model • Ringlemann effect, social loafing and strategies to overcome social loafing

7. 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

8. Stages of group formation. Whose model is this? Describe each stage to your partner.

9. 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

10. 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

11. Carron’s model Page 197 • P • E • L • T

12. 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.

13. 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. They hide! 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.

14. Strategies to develop an effective group and cohesion

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

16. Links to goal setting

17. Group cohesion – traffic light sheet

18. Summary sheets – Attribution Pg 112 Book 2

19. 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’.

20. 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

21. Weiner’s model - Dimensions • Locus of causality could fall into two sub divided areas • Internal and external • Stability dimension: • Stable and unstable

22. 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

23. 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.’

24. What is self serving bias?

25. Learned helplessness • What is it? • General and specific • List strategies to avoid it

26. Attribution – traffic light sheet

27. Next lesson and homework