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