A2 Physical Education Sport Psychology

Week 4 Revision

Group cohesion and Attribution

Theory

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.

Groups“Groups are those social aggregates that

involve mutual awareness and the potential for interaction” (McGrath)

GROUPS

(Carron)

A collective identity

A sense of shared purposeA clear structure for communication

Stages of group formation

Group Cohesion“The extent to which a group sticks

together in pursuit of a common goal.”

TASK COHESIONThe way team members

work together tosuccessfully complete

a task, e.g. a football team setsOut to win by adopting attackingTactics at home & away matches

Vital in INTERACTIVE Sports, e.g. hockey

SOCIAL COHESIONThe personal relationships within a group which relies

on individuals enjoyingsocial interaction, e.g. strong

Bond developed whilst on tour.

Vital in CO-ACTIVE sports, e.g. track and field

Group Dynamics“The social processes operating within the

group between individual members.”

SUB GROUPSSmall groups

contained within the whole group

GROUP DYNAMIC SOCIOGRAM

The best way ofillustrating the

group dynamics ofa team.

TO ACHIEVE COHESION• Break down cliques

and sub groups • Separate pairs

• Integrate isolates

Team sports rely onunits within the team

Working closelytogether

Carron’s model

Steiner’s ModelACTUAL= POTENTIAL - LOSSES DUE TO

PRODUCTIVITY PRODUCTIVITY FAULTY PROCESSES

(AP) (PP) (FP)

The team performance at any given time (due to successful

interaction)

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

GROUP COHESION IS THE FORCE THAT BINDS A GROUP TOGETHER, HELPING TO PREVENT FAULTY PROCESSES.

Faulty ProcessesCo-ordination Losseso These occur when the ‘operational effectiveness’ of the group cannot be sustained for the whole match.

o Planned strategies/tactics may go wrong due to positional error or bad timing, e.g. Line out in rugby.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.

Motivation Losseso This may occur if the task is too difficult.

o 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.

Group Locomotion

“ The process that explains the reasons why the group has formed. It

symbolises the activity of the team.”

For locomotion to be efficient there must

be a LEADER to ensure the co-

ordination of the team.

****Don’t always assume that good players make good leaders! Make sure

you know the characteristics of a

good leader****

Strategies to develop an effective group and cohesion

What’s the difference?

Ringlemann effect and social loafing

Strategies to minimise the effects of social loafing.

Review the syllabus

Devise two questions (3 and 4 marks)

Devise one essay question (14 marks)

Group cohesion – traffic light sheetAnything new that I’ve learnt

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’.

Attribution Theory

ability'w e w ere m ore

skilful'

eff ort'w e tried hard'

task diffi culty'the opposition arew orld cham pions'

luck'the court w as

slippy'

I NTER NAL EXTER NAL

LOCUS OF CAUSALI TY

STABLE

UNSTABLE

STABI LI TY

Attribution theory looks at the common reasons coaches and players give for their success or failure in sport.

Weiner’s Attribution Model

LOCUS OF CAUSALITYis the performance outcome caused

by- INTERNAL factors

under the control of the performerability / effort

- EXTERNAL factorsbeyond the control of the performer

task difficulty / luck

STABILITYis the performance outcome caused

by- STABLE factors

fixed factors which don’t change with time

ability / task difficulty- UNSTABLE factors

factors which can vary with timeeffort / luck

Attribution TheoryHIGH ACHIEVERS

attribute success to internal factorsand attribute failure to external

factors

LOW ACHIEVERSattribute success to external factors

and attribute failure to internal factors

HIGH ACHIEVER LOW 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 unstableinternal and controllable factors external uncontrollable factors

ascribes failure to unstable ascribes failure to stableexternal 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

Attribution Retraining

The coach changes the usual external attributions for failure into internal, unstable controllable factors.

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.

Attributing a lack of success to internal and unstable factors will help to prevent learned helplessness.

LEARNED HELPLESSNESSA belief acquired over time that one has no control over events

and that failure is inevitable. A feeling of ‘hopelessness.’

Learned helplessness

Strategies to avoid it

Review the syllabus

Devise two attribution questions (3 and 4 marks)

Devise an attribution essay question (14 marks)

Attribution – traffic light sheetAnything new that I’ve learnt

Next week and homework pg 193 and 203

Week 1 Aspects of personalityArousal

Week 2 Controlling anxietyAttitudes

Week 3 AggressionConfidence

Week 4 Attribution theoryGroup success

Week 5 Leadership and any questions