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36 Cards in this Set
- Front
- Back
“Collection of individuals who possess a collective identity, have common goals andobjectives, share a common fate, develop structure patterns ofinteraction and modes of communication, exhibit personal andtask interdependence, reciprocate interpersonalattraction, and considerthemselves to be a group” |
Sport Team |
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1. Independent 2. Reactive 3. Coactive 4. Interactive |
Types of teams |
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Individuals compete separately |
Independent |
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Individualsrespond to teammate’sactions (notnecessarily at same time) |
Reactive |
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Individualscompete side by side with limitedinteraction |
Coactive |
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Individualscontinuouslyinteract with one another throughout contest |
Interactive |
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1. Forming 2. Storming 3. Norming 4. Performing 5. (adjourning) |
Tuckman & Jensen's stages of team formation |
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Social comparison (assessing strengths & weaknesses). Developing group identification (feeling like part of the group). Identification is formed at the end when the final team list is developed |
Forming |
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Polarization, conflict, rebellion. Members vie for control, status, role clarity, position |
Storming |
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Getting organized – group comes together. Group cohesion; group identity defined. |
Norming |
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Directs energy toward achieving goals. Close rapport among members |
Performing |
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Groups end/cease. Go separate ways |
Adjourning |
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Individuals don't identify with group |
Discontent |
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Individuals selected form identity |
Group Identification |
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Focus on team production/contribution |
Team Productivity |
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Members demand for recognition for contributions |
Individuation |
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Return to decay, group change, abandonment |
Decay |
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Team acquaints and establishes ground rules. Formalities are preserved and members are treated as strangers |
Forming |
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Members start to communicate their feelings but still view themselves as individuals rather than part of the team. They resist control by group leaders and show hostility |
Storming |
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People feel part of the team and realize that they can achieve work if they accept other viewpoints |
Norming |
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The team works in an open and trusting atmosphere where flexibility is the key and hierarchy is of life importance |
Performing |
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The team conducts an assessment of the year and implements a plan for transitioning roles and recognizing members' contributions |
Adjourning |
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ActualProductivity = PotentialProductivity –Coordination and Motivation Losses |
Ringlemann Effect |
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“occurswhen people exert lesseffort when working in teams than when working alone”. Increases when athletes feel their contributions are not valuable |
Social Loafing |
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- Video analysis - Reinforcing roles - Develop sub-goals |
How to combat social loafing |
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1. Appropriate leadership 2. Suitable members 3. Commitment to team 4. Concern to achieve 5. Effective work methods 6. Well-organized team procedures 7. Creative strength 8. Critique without ransor 9. Positive intergroup relations 10. Constructive climate |
Effective Teams |
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Coaches select variety of leadership styles. Effective leader is knowing when not to lead. Enlist team personnel to contribute |
Appropriate Leadership |
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Members proud of affiliation, believe in their role. Having the right people. Coaches must facilitate belonging |
Suitable Members |
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Each athlete/team member makes effort to develop necessary skills. Find pleasure in success of teammates and team |
Commitment to team |
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Aware & agreement of team objectives. Buy in through involvement (e.g. expectations). Team goals precede individual goals |
Concern to achieve |
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Develop effective system to solve conflict. Open communication/expectations |
Effective work methods |
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Clearly defined roles. Involvement in decision-making |
Well-Organized Team Procedures |
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Capacity & motivation to create new ideas. Innovative risk-taking planned, accepted, rewarded |
Creative Strength |
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Coachfacilitates instructionyet permits & encouragespeer teaching |
Positive intergroup relations |
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Securemembers open to giving/receivingfeedback |
Critique w/o ransor |
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Relaxedand non-threateningatmosphere |
Constructive Climate |