psychological influences on the team

• zajoncs model


  suggested there are 4 types of others that may be present during performance categorised at passive or interactive
• passive others


  do not interact with the performer but have an effect by being present

  
  

  -audience: people present who do not speak but watch for example a TV audience, silent observers during a tee off in golf or a scout turning up unannounced this makes the player nervous and can affect performance

  
  

  - co-actors: those how perform the same task at the same time but are not competing. for example seeing other cyclist in front makes you speed up in order to overtake them.
• interactive others


  interactive others communicate directly with the performer

  
  

  competitors- the opposition, for example other swimmers in a race are in rivalry with the performer

  
  

  social reinforces- the coach/crowd for example spectators at a rugby match cheer and applaud but may also shout abuse. give motivation to improve
• audience effects


  even when passive others such as an audience are present, the main effect on the performer is that they will experience increase arousal levels. the presence of an audience has varied effects on performance, depending on skill classification and performers level of experience.
• Performance will be facilitated if performance is

  -an expert as they are used to performing in front of an audience

  -performing a simple skill required limited decision making

  -performing a gross skill of large group movements does not require accuracy
• Performance will be inhibited if


  - a novice find performing in formt of audience intimidating

  -performing a complex skill as this requires several decisions to be made and lots of info processes may not be carried out successfully

  - performing a fine skill required precision and accuracy which is difficult to maintain at high arousal
• Dominant response


  Drive theory explains linear relationship between drive and performance. At heightened Levels of arousal performance revert back to their dominant response. This is a well learned skill that the performer will use when under competitive pressure.

  
  

  If performer is an expert will have over learned motor stored in long term and dom resp will be formed correctly. Performance facilitated. If response gross or simple will be enhanced

  
  

  If performer is a novice. They have not yet formed all motor and programmes, by being under pressure in presence of audience performance is inhibited.

  Fine or complex skills will deteriorate.
• evaluation apprehension


  the fear of being judged.

  
  

  May not actually but will perceive it.

  
  

  If audience is knowledgeable will be increasingly nervous e.g. scout

  If significant others such as parents are present positive and negative effects as seen based on task performers

  Is audience is supportive/abusive performance will be facilitated/inhibited

  If performer has high trait anxiety they will be inhibited by audience

  If they have low self efficacy they do not believe in their ability will be inhibited
• Strategies to combat social inhibition


  - practice skills until grooved

  - use selective attention to improve focus

  - mental rehearsal will lower arousal maintain focus

  -positive self talk

  - decrease importance of a task

  - offer encouragement positive

  - slowly introduce evaluation
• Group formation


  collective identity,

  interaction,

  communication,

  a shared sense of purpose
• Tuckmans model


  forming storming norming performing
• group cohesion


  team has unity and structure all members come together to reach their shared aim the more successful the team is the more cohesive it becomes
• task cohesion


  group work together towards the same goal and aims
• social cohesion


  how the team hangs out outside of the team making closer bonds
• carrons antecedents


  1. environmental factors

  2. personal factors

  3. leadership factors

  4. team factors
• environmental factors


  -group size-time available (longer they're together the more time they have to learn each others roles)- However to big of a group, social loafing can occur, motivation can be reduced and cliques can form
• personal factor
• leadership factor
• team factors
• steiners model


  actual productivity= potential productivity - losses due to faulty group processes.
• faulty processes


  coordination problems

  -when players don't listen to a coaches instructions= poor tactics used

  
  

  motivational problems

  -when players suffer from to much or little motivation

  -lose drive to win-reduced effort and concentration
• social loafing


  individuals loss of motivation in a team player due to lack of performance identification when individual efforts aren't recognised (feel undervalued)
• ringleman effect


  when group performance decreases with group size e.g. tug of war can be debilitating with a player short
• causes of social loafing

  -lack of confidence/ belief in their ability to compete

  -negative attitude

  -poor leadership from coach or captain

  -players may lack fitness

  -cliques

  -goals set by a coach may be too general
• how to avoid social loafing

  -coach recognise effort of players and reward them

  -goal setting (realistic and specific)

  -video analysis to highlight performance

  -quality conditioning to help players fitness
• benefits of goal setting


  -helps show success

  -drive to succeed-monitor progression

  -plan and adapt training-increases motivation (a sense of pride and satisfaction

  - increases intrinsic motivation)

  -improving confidence (can improve once technique is improved= target is reached)

  -regulating and sustaining effort (player may try harder to reach their goal as competition nears)
• types of goals


  outcome, performance, process
• outcome


  long term

  -focus on the end product (externally referenced)

  -facilitate short term motivation

  -can lead to anxiety before and during competition which can lead to the inverted u-theory

  -not good for beginners
• performance


  short term

  -focus on the end product (self-referenced)

  -judged against other previous performances in an attempt to improve (personal achievements)
• process


  long term and stepping stone

  -focus on the actions required to achieve the end product

  -based on improving technique