SPE Exam II

Assessment 2 Study Guide

  • Describe the competitive process:Understand social influences that help structure the activity environment.

    • Stage 1- objective competitive situation in which performance is compared with some standard of excellence in the presence of at least one other person who is aware of comparison

    • Stage 2- subjective situation is how person perceives, accepts, and appraises the competitive situation( influenced by personality factors)

    • Stage 3- response is whether a person approaches or avoids a competitive situation at behavioral and psychological levels

    • Stage 4- consequences is whether a person approaches or avoids competitive situations

  • Psychological studies of competition and cooperation

    • Robbers Cave Experiment: Two groups of 11 year old boy campers where in the initial phase were kept separated for one week.Phase 2 competitions were held between the 2 groups and boys became aggressive. Phase 3 boys brought together in noncompetitive situations to reduce hostility and initially failed

Group and Team Dynamics

  • Remember the Titans worksheet

  • The three perspectives to building a team (linear, pendular, life cycle)

    • Linear perspective: groups go through stages in linear fashion developed by Bruce Tuckman

      • Forming- forming interpersonal relationships to develop team structure such as try-outs or first days of practice, assess strengths, what is my role going to be

      • Storming- challenges, conflict, tension, butting heads; resistance to leader and to control the group such as between players w coach or player or organization

      • Norming-group conflicts resolved or unity, have identified and accepted role

      • Performing-channeling of energies for team success where we use relationships to work on task and we focus on problem solving

    • Life Cycle: development of groups is similar to the life cycle with birth growth, and death.As group develops, it is psychologically prepares for its own breakup, relevant for ream lasting between 10-15 wks

    • Pendular Perspective: shifts occur in interpersonal relationships during growth and development of group

  • Elements/examples of building an effective team climate

    • Social Support:mutual respect and support such as emotional support

    • Proximity: closer contact between members promotes team interaction

    • Distinctiveness: more distinctive the group fells the better the climate

    • Fairness

    • Similarity: goals and shared purposes

    • Task interdependence: team that wins together is also the team that loses together

  • Building a group structure

  • Group norms and norm for productivity

    • Group norms: level of performance, pattern of behavior, or belief; leaders need to establish positive group norms or standards established by informal and formal leaders.

      • Practice behaviors, hair styles, uniforms, treatment of players(hazing)

    • Norm for productivity: standard for effort and performance accepted by the team and enhances competition, practice, attendance, and preparedness

  • Informal vs. formal roles

    • Informal role: evolve from the group’s dynamics or interactions between groups like a mentor, star player, distractor, or even a cancer, or comedian

    • Formal role: dictated by structure and of organization like a coach or instructor

    • Know examples from Remember the Titans

  • Task vs. social cohesion

    • Task cohesion: degree to which group members work together to achieve common goals and objectives

    • Social cohesion: interpersonal attraction among group members or the agree to which team members like each other

      • Adherence will increase as social cohesion increases

  • Ringlemann effect and social loafing

    • Ringelmann Effect: phenomenon by which individual performance decreases as the number of people in the group increases

      • Rope pulling task-observed groups of 2,3,8 people pulling where each person should pull 100 Ilbs but as the groups increased the performance decreased

    • Social loafing: when individuals within a group or team put forth less than 100% effort due to loss of motivation

      • Occurs on physical, cognitive, perceptual, and evaluative tasks

        • Can be eliminated by emphasizing importance of individual pride and unique contributions, conduct individual meetings, appreciate teammate’s responsibilities

  • Role clarity vs. role acceptance vs. role conflict

    • Role Clarity: mediates the relationship between ambiguity and athlete satisfaction, do you clearly know what your expectations are

      • Ambiguity is when expectations are unclear which hurts team performance

    • Role acceptance: enhances group structure and role satisfaction dependent on feedback and recognition.

    • Role conflict: individual does not have motivation, time, or understanding to achieve a goal , wearing to many hats

  • Styles of leaders

    • Autocratic: solves problems alone, dictatorship

    • Democratic:incorporating other people into decision making

    • Relationship-oriented: people concerned with building relationships with the people on their team,

    • Task-oriented: focuses on setting goals and getting the job done

    • Make sure to be able to describe leaders using sport psychology terminology

    • Review leaders from Remember the Titans

Diversity and Inclusion

  • What is athlete activism?

Athletes using their platform to speak out or build awareness about a cause or issue. Making statements before games and during press conferences or through starting foundations.

  • What are the positives and negatives of athlete activism?

Sense of purpose, community, greater leadership skills.Stress and anxiety, burnout, depression, poor health, substance abuse, and public criticism.

  • What are ways to facilitate activism with athletes?

Establish a plan to take care of yourself through days off and having a support team.Identify challenges that may occur, reinforce impact of athletes, reinforce that it is ok for athletes to care about something more than themselves, athletes are people with identities.

  • Implicit bias-may influence our thinking in ways we are not aware of and cannot totally control, product of learned associations, automatic association the brain makes (first thing that comes to mind)

  • Diversity-presence of socially meaningful differences among members of a group; differences or lack of differences based on factors such as race, national origin, ethnicity, gender, social class, or religion

  • Inclusion-degree that people feel free to express their individualized self and have and have a sense of belonging

  • Culture-shared beliefs and practices on an identifiable group of people including gender, race, language, and sexuality

  • Enculturation- socialization process in which an individual acquires the skills and qualities necessary to be a member of one’s own group

  • Acculturation-involves attitudinal and behavioral changes associated with living in cultures that differ from one’s own or when one lives or works in a multicultural society where several cultures exist side by side

  • Cultural competence- recognizing cultural differences as well as interacting and working effectively with people from different cultural backgrounds then your own; action and advocacy

Cultural awareness:understanding of cultures you belong in;bias

Cultural knowledge: ask questions and build knowledge on specific topics

Cultural skills:learning new skills to help with unknown territory

  • Socialization-process in which one learned how to act according to the rules and expectations of a particular culture, lifelong process through which individuals develop and shape social identities

  • Examples of diversity issues within sport and exercise

Communication

  • Different types of listening

    • Active listening-asking questions, paraphrasing, acknowledge and respond, give feedback

    • Supportive listening- communicate that you are with the speaker and value their message (supportive behaviors)

    • Aware listening-realize people react differently to the way you communicate so be flexible and be alert for barriers

  • Barriers to effective communication

    • Receivers may not be paying attention or half listening, different backgrounds or cultures, lack of trust, embarrassment, nonverbal cues, inconsistency between words and actions.

      • Sender failures include poorly transmitted messages, and messages that may be inconsistent with words and body language

      • Receiver failures include listening poorly, misinterpretation of messages, and only listening to half of the message

  • Encoding vs Decoding

    • Encoding-person sending message, creating of message

    • Decoding-interpreting the message

  • Interpersonal vs Intrapersonal types of communication

    • Interpersonal communication-two people exchanging conversation as well as nonverbal communication(facial expressions and body language)

    • Intrapersonal communication-self talk

Steiner’s Model of Actual Productivity= potential productivity-losses due to faulty group process

Losses resulting from motivation and effort