Part 2 – Group dynamics Group cohesion

Aims for today  Be able to define a group or team.  Understand Steiner’s model of group performance.  Explain the Ringlemann effect and social loafing and how they damage the cohesiveness of the group or team.  Explain the factors affecting the development of group cohesion and how breakdown can be prevented.

What is a group?  3 or more individuals who have a shared objective which will bring about interaction. Characteristics of a group  A collective identity  A sense of shared purpose  A clear structure for communication If these are all in place the group will form a ‘bond’. (Carron)

Group cohesion  The extent to which a group sticks together in pursuit of a common goal.

Dimensions of group cohesion  Task cohesion – the way in which team members work with each other.  Social cohesion – the extent to which group members get on socially.  Both are important, but the nature of the sport will determine which makes the greater contribution.

This may have reduced social cohesion But will it affect their task cohesion?

Interactive sports  Interactive sports are those where team members work with and rely on each other. E.g. team games but also things like rowing, synchronised swimming, relay teams, etc…  In such sports task cohesion is more important.  This can be developed through training and tactics.

Co-active sports  Co-active sports are where individual participation is required but aggregate into a team performance - e.g. athletics, equestrianism, the singles matches in Golf’s Ryder Cup or Tennis’s Davis Cup.  In such sports social cohesion is more important.  This can be developed through social interaction e.g. going out as a team.  Touring teams often benefit from this.

Group dynamics  The social process operating within the group between individual members. i.e. do they get on?  One way to gather information about the dynamics of a group is to compile a socio-gram.  In the following task (p.238 of course text), each basketball player was asked to nominate 3 others with whom they could best work with in a team situation.

Socio-gram A B C D E F G H I J K L This socio-gram helped a basketball coach select his starting 5. He chose A, B, G, J and D. Why do you think this is? What other observations could you make from the socio-gram?

The ‘star’ A B C D E F G H I J K L The star player. A possible candidate for captain and by far the most popular player.

A ‘reciprocal pair’ A B C D E F G H I J K L When players vote for each other this is termed a reciprocal pair. Can you identify other reciprocal pairs?

The ‘exclusive group’ A B C D E F G H I J K L All 3 voted for each other. Such a sub group of 3 can also be termed a triad or clique. These can be very damaging for the team.

The ‘reject’ A B C D E F G H I J K L F made 3 nominations but received none in return. As such he is termed a reject!

The ‘isolate’ A B C D E F G H I J K L I decided not to make any nominations and received none in return. Such a figure is known as an isolate.

Task  In order to achieve group cohesion, the coach must break down cliques, separate reciprocal pairs while integrating rejects and isolates. What measures would you adopt to develop team cohesion? Answer  Read the extract from Cox on developing team cohesion.

Steiner’s model (1972)  This helps to explain when cohesion breaks down.  Actual Productivity = Potential Productivity – losses due to Faulty Processes. (AP = PP-FP)  AP is the extent of successful interaction.  PP is the maximum capability of the group.  FP relate to factors that can go wrong with the performance.

Faulty process losses 1. Co-ordination losses. Any breakdown in teamwork. Problems in team co-ordination are more likely to occur as the team numbers increase (The Ringlemann effect). 2. Motivation losses. When players lose motivation during a game and ‘coast’. This is known as social loafing.

Causes of social loafing This links with avoidance behaviour in the achievement motivation section.  The perception that other team mates are not trying.  Perception that your efforts are not being recognised by the coach.  Low self-confidence.  A negative past experience.  Task is too difficult.

Homework  Analyse a period of a game situation (preferably at a local amateur level). Identify: situations when group cohesion facilitated good play. circumstances when team play broke down due to the onset of faulty processes. the faulty processes.  Discuss how a coach could prevent the Ringlemann effect and social loafing from occurring.