1. Home learning Review using green pen the questions Focus on :
Command words
Key words
Marks awarded

2. A2 Physical Education Sport Psychology
Group cohesion and Attribution Theory
Week 4 Revision

3. Summary sheets

4. Group Dynamics TIPS! Be able to define the terms ‘group’ and ‘team’.
Group formation and dynamics, Carron’s antecedents
Factors affecting cohesion
Task and social cohesion
Stenier’s model
Ringlemann effect, social loafing and strategies to overcome social loafing

5. Groups A collective identity GROUPS (Carron) A sense of shared purpose
“Groups are those social aggregates that involve mutual awareness and the potential for interaction” (McGrath)
A collective identity
GROUPS
(Carron)
A sense of shared purpose
A clear structure for communication

6. Stages of group formation. Whose model is this
Stages of group formation. Whose model is this? Describe each stage to your partner.

7. Group Cohesion
“The extent to which a group sticks together in pursuit of a common goal.”
TASK COHESION
The way team members
work together to
successfully complete
a task, e.g. a football team sets
Out to win by adopting attacking
Tactics at home & away matches
Vital in INTERACTIVE
Sports, e.g. hockey
SOCIAL COHESION
The personal relationships
within a group which relies
on individuals enjoying
social interaction, e.g. strong
Bond developed whilst on tour.
Vital in CO-ACTIVE sports,
e.g. track and field

8. Group Dynamics
“The social processes operating within the group between individual members.”
TO ACHIEVE COHESION
Break down cliques
and sub groups
Separate pairs
Integrate isolates
SUB GROUPS
Small groups
contained within
the whole group
GROUP DYNAMIC
SOCIOGRAM
The best way of
illustrating the
group dynamics of
a team.
Team sports rely on
units within the team
Working closely
together

9. Carron’s model

10. Steiner’s Model
ACTUAL = POTENTIAL LOSSES DUE TO
PRODUCTIVITY PRODUCTIVITY FAULTY PROCESSES
(AP) (PP) (FP)
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
The team performance at any given time (due to successful interaction)
GROUP COHESION IS THE FORCE THAT BINDS A GROUP TOGETHER, HELPING TO PREVENT FAULTY PROCESSES.

11. Faulty Processes Co-ordination Losses Motivation Losses
These occur when the ‘operational effectiveness’ of the group cannot be sustained for the whole match.
Planned strategies/tactics may go wrong due to positional error or bad timing, e.g. Line out in rugby.
Motivation Losses
This may occur if the task is too difficult.
Also an individual might suffer loss of motivation causing them to withdraw effort and coast through that part of the game. They hide!
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.
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.

12. Strategies to develop an effective group and cohesion

13. What’s the difference? Ringlemann effect and social loafing
Strategies to minimise the effects of social loafing.

14. Group cohesion – traffic light sheet
Anything new that I’ve learnt

15. Summary sheets

16. 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’.

17. Weiner’s Attribution Model ability / task difficulty
Attribution Theory
Attribution theory looks at the common reasons coaches and players give for their success or failure in sport.
LOCUS OF CAUSALITY
is the performance outcome caused by
- INTERNAL factors
under the control of the performer
ability / effort
- EXTERNAL factors
beyond the control of the performer
task difficulty / luck
Weiner’s Attribution Model
STABILITY
is 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 time
effort / luck

18. Weiner’s model - Dimensions
Locus of causality could fall into two sub divided areas
Internal and external
Stability dimension:
Stable and unstable

19. Attribution Theory HIGH ACHIEVERS
attribute success to internal factors
and attribute failure to external factors
LOW ACHIEVERS
attribute success to external factors
and attribute failure to internal factors

20. Attribution Retraining
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.
The coach changes the usual external attributions for failure into internal, unstable controllable factors.
Attributing a lack of success to internal and unstable factors will help to prevent learned helplessness.
LEARNED HELPLESSNESS
A belief acquired over time that one has no control over events
and that failure is inevitable. A feeling of ‘hopelessness.’

21. Learned helplessness What is it? General and specific
List strategies to avoid it

22. Attribution – traffic light sheet
Anything new that I’ve learnt

23. Next lesson and homework
Week 1
Aspects of personality
Arousal
Week 2
Controlling anxiety
Attitudes
Week 3
Aggression
Confidence
Week 4
Attribution theory
Group success
Week 5
Leadership