Summary
Summary - SPORT PSYCHOLOGY
- Course
- SPORT PSYCHOLOGY
- Institution
- University Of South Africa (Unisa)
2023/2024 SUMMARY NOTES FOR PYC4812 EXAMS.
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2023 SPORT PSYCHOLOGY EXAMS QUESTIONS AND ANSWERS7 The Sport Team as an Effective Group
11 Goal setting for Peak Performance
12 Understanding and Managing Stress in Sport
13 Using Imagery as a Mental Training Tool in Sport
14 Cognitive techniques for building confidence and enhancing performance
16 Integrating and Implementing a Psychological Skills Training Program
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Chapter 7
The sport team as an effective group
Nature of sports groups
Every group possesses common and unique characteristics according to
Carron and Eys (2012), who defined team as: “collection of two or more
individuals who possess a common identity, common goal, objective, and
common fate, structured patterns of interaction and modes of communication,
hold common perceptions about group structure, are personally and
instrumentally interdependent, reciprocate interpersonal attraction, and
consider themselves to be a group.”
Groupness is likely to vary to some degree depending on the type of sport.
Eg: correlative sport such as soccer will create a lot of teamwork during
the game, whereas more sequential sport such as basketball uses less
teamwork and individual sport such as golf.
Coaches and leaders A powerful influence is created between team
members, thus coaches or leaders from all types of sport teams should
correlate a strong sense of “we” to encourage positive group outcomes -
development of cohesiveness
Group cohesion defined
, Groups are energetic not static and express life, vitality, interaction,
and activity.
Reflected as a tendency for groups to correlate together and remain
unified in the quest of its instrumental objectives and satisfaction of
member perceptual needs.
The degree of unity is assumed to be manifested in two principal ways,
important for all age groups.
In relation to group task –
Group integration (perceptions of closeness and similarity) and individual
attractions to the group (individuals’ personal attraction to the group and what
motivates them to stay).
In terms of social aspects of the unit -
Group alliance + individual attractions to group.
Adult sport groups are organised and alliance by individual members which are
categorized into two additional sections.
Group alliance – individual perceptions with closeness, similarity, and bonding
within the group
Individual attractions to the group – what personal motivations act to retain an
athlete in the group. (i.e., consist of “I” and/or “me” evaluations).
Cohesion within a sport group has four facets:
Individual attractions to the social group.
Individual attractions to group task.
Group integration task.
Group integration social.
The qualitative and quantitative studies with the youth suggest perception of
cohesion are less defined, assessment in the larger dimensions of task and social
cohesion is enough to gain an understanding of the group environment.
Correlates of cohesiveness (multidimensional)
Main correlates of cohesion within sports teams
1. Environmental factors (setting in which group interacts)
Members have a greater tendency to bond together when they are near to
each other.
Opportunity to connect and communicate often, will boost the development of
the group
Situations in sport that ensure physical proximity: locker room, take similar
classes, scheduling games that require the team to travel or stay with one
another
Team size
Study has shown that moderate sized have the most group cohesiveness
, Small or very large groups have the least, possibly due to difficulty obtaining
concord and task commitment.
2. Personal factors (beliefs characteristics and, behaviours of group members)
a. Satisfaction (developed both in social and task cohesion in the sport teams)
Derived from many sources, such as whether the team provides opportunities
to feel valued and competent or whether an individual feels socially related to
teammates
Results from recognition from others (coach-athlete relation is key contributor)
Satisfied athletes have a positive effect on team functioning and athletes that
experience more cohesiveness, will be more satisfied
b. Competitive state anxiety
Teams to be in higher task cohesion experience less anxiety and more likely
to see their symptoms (e.g., worry) and somatic (e.g., sweaty palms) anxiety
as beneficial for peak performance
Members of a cohesive team feel as though they have more resources, less
pressure
Therefore, cohesive settings should lead to a more effective perception of
anxiety (this is a challenge that I can cope with vs. this is a threat I feel
hopeless)
c. Social loafing
Tendency to lessen the amount of effort when doing a group task in
comparison to the amount expended when doing an individual task
Primary reason for this is that it is easy for an individual to get lost in the
crowd therefore reducing efforts because others won’t be notice and little
individual effort is exerted
High levels of task cohesion = less likely to be social loafers
3. Leadership factors
Complex relationship between coach, athlete, cohesiveness, and
performance
The coach’s decision style will influence the cohesiveness within the team.
When people take ownership over their decision, they tend to support that
decision more
Therefore, when team members engage in the decision-making process, they
are considered to behave more persistently, with greater intensity and for a
longer duration of time
Transformational leadership is seen as vital, and these behaviours are shown
to have a positive association with team cohesiveness.
4. Team factors
Cohesion is influenced by several structural characteristics emerging as the
group develops, processes that take place among group members and group
performance outcomes. – Emerging of these factors are inevitable and
essential to a set of individuals to become a cohesive group
, Roles
A role is a set of behaviours that is expected from the individuals of a specific
position within the group.
Formal roles: explicitly set out by the group e.g., coach, team captain, certain
positions on the field.
Informal roles: evolve because of the interactions that take place among
group members but not specifically prescribed e.g., leader, enforcer, mentor,
distracter, comedian.
Role ambiguity: lack of clear information regarding the role – athletes need to
know their responsibilities, behaviours necessary to fulfil role, how their
performance will be evaluated, consequences should they not fulfil
responsibilities
Role acceptance and efficacy : beliefs about their ability to carry out
responsibilities of the role
Role conflict: incongruent expectation from others and athletes’ perception of
the role.
Role overload, satisfaction, and performance
Norms
Standard of behaviour expected by members of the group.
Reflection on the groups consensus on behaviours whether they are
considered acceptable.
Task irrelevant norm: attitude toward a team manager or team members will
become aware of the standard of behaviour considered acceptable in their
interactions with the manager
Norms can exist in four different contexts: competition, practice, socially or
offseason.
Circular relationship with group cohesiveness: The developments of norms
contribute to the development of cohesiveness, which elevates cohesiveness
and creates greater conformity to group standards for behaviour and
performance
Stability: norms can exist for years even if they are negative, therefore
positive group norms are vital – the leader of the team is vital, because they
can accept and adhere to positive norms, and the rest of the team will follow.
Vital role elements for Sport teams:
1. Role ambiguity – Not having a clear consistent understanding regarding the
role to play.
2. Role acceptance – eagerness of the athlete to take on their responsibilities to
their role.
3. Role efficacy – role responsibilities are easily carried out due to athletes belief
of their abilities to execute.
4. Role conflict – incongruent expectations for other athletes due to false
perceptions.
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