weinberg5e ig ch07

8/9/2019 Weinberg5E IG Ch07

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CHAPTER 7Group and Team Dynamics

OverviewRelevant text includes

• Part IV: "Focusing on Group Processes" (p. 157–15!

• #apter 7: "Group and $ea% &'na%ics" (pp. 15–17!

Group issues are i%portant to pro)essionals in sport and exercise science*ecause o) t#e a%ount o) ti%e t#e' spend +or,ing in groups. Part IV o) t#etext- "Focusing on Group Processes-" contains )our c#apters dealing +it#group interactions. #apter 7 )ocuses on group and tea% d'na%ics- c#apter on group co#esion- c#apter on leaders#ip- and c#apter 1 onco%%unication.

In c#apter 7 students learn a*out t#e nature o) groups- +#at t#e' are- and#o+ t#e' are )or%ed. $#e i%portant concept o) tea% cli%ate is explained- as+ell as strategies to %axi%i/e individual per)or%ance +it#in groups. 0tudentsalso read a*out +#' so%e people loa) in groups and #o+ to reduce t#is socialloa)ing p#eno%enon in sport and exercise settings.

Key Concepts• $#e )our stages t#at groups go t#roug# to %ove )ro% a %ere collection

o) individuals to a tea% #ave *een nic,na%ed )or%ing- stor%ing-nor%ing- and per)or%ing. 0port and exercise groups are c#aracteri/ed*' a collective sense o) identit'- distinctive roles- structured %odes o)co%%unication- and nor%s.

• $+o o) t#e %ost i%portant structural c#aracteristics o) groups are grouproles (sets o) *e#aviors reuired or expected o) t#e person occup'ing acertain position in a group! and nor%s (levels o) per)or%ance- patterns

o) *e#aviors- or *elie)s #eld *' t#e group!. 2))ective tea%s possessclearl' de)ined roles and nor%s o) #ig# productivit'.

• $ea% cli%ate develops )ro% #o+ pla'ers perceive t#e interrelations#ipsa%ong t#e group %e%*ers3 it is a))ected *' social support- proxi%it'-distinctiveness- )airness- and si%ilarit'.


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• 0ocial support )unctions to provide appraisal in)or%ation- reassurance-and co%panions#ip3 reduce uncertaint' during ti%es o) stress3 aid in%ental and p#'sical recover'3 and i%prove co%%unication s,ills.

• $#e a*ilities o) individual tea% %e%*ers are o)ten not good predictors

o) #o+ a tea% +ill per)or%. 0o%e tec#niues to )oster an individual4ssense o) contri*uting to t#e tea% e))ort are using videotape- #elpingpla'ers understand t#eir roles- and increasing identit' a%ong t#e tea%%e%*ers.

• $#e Ringel%ann e))ect is t#e p#eno%enon in +#ic# individualper)or%ance decreases as t#e nu%*er o) people in t#e group increases.0ocial loa)ing occurs +#en a group puts )ort# less t#an 1 e))ort dueto losses in %otivation6t#ere is a di))usion o) responsi*ilit'- andindividuals )eel t#at ot#ers +it#in t#e group +ill pic, up t#e slac,.

Objectives

$#is c#apter #as six o*ectives. 8)ter co%pleting t#is c#apter students s#ould*e a*le to

1. discuss #o+ a group *eco%es a tea%-

9. understand #o+ groups are structured-

. explain #o+ to create an e))ective tea% cli%ate-

;. descri*e #o+ to %axi%i/e individual per)or%ance in tea% sports-

5. *etter understand t#e concept o) social loa)ing- andpresentation introducing part IV

8. Return to t#e road>%ap %odel o) t#e )ield.?Indicate t#at 'ou are %oving on to part IV- "Focusing on GroupProcesses." @ention t#at t#e )ocus o) all )our c#apters %a,ing upt#e section is on groups and understanding #o+ to *etter )unction+it#in t#e%.

A. Introduce part IV o) t#e text*oo,.?Identi)' t#e )our c#apters to *e covered in t#is part o) t#e *oo,.

II. 0ession overvie+: B#' stud' groupsC


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III. =ecture>presentation on "B#at Is a GroupC"

IV. =ecture>presentation on "$#eories o) Group &evelop%ent"

8. =inear perspective?Dnline stud' guide activit' 7.1- For%ing- 0tor%ing- Eor%ing- and

Per)or%ingA. 'clical (li)e c'cle! perspective

. Pendular perspective

V. 5. =ecture>presentation on "Group 0tructure"

8. Group roles

1. For%al and in)or%al roles

9. Role clarit'

. Role acceptance

;. Role con)lict

A. Group nor%s

1. Eor%s )or productivit'

9. Positive nor%s

VI. =ecture>presentation on "reating an 2))ective Group li%ate"

8. 0ocial support

A. Proxi%it'&istinctiveness

. Fairness0i%ilarit'

VII. Dnline stud' guide activit' 7.- &eveloping Group Identit'

VIII. =ecture>presentation on "0ocial 0upport"

8. &e)ine social support

A. Functions o) social support

. 0even t'pes o) social support

I. =ecture>presentation on "Individual and $ea% Per)or%ance"

8. Aasic principles

A. 0teiner4s %odel

. Individual s,ills and group per)or%ance

&. $#e Ringel%ann e))ect2. 0ocial loa)ing

1. B#at is social loa)ingC

9. onditions t#at increase social loa)ing

. 2li%inating social loa)ing

F. 2n#ancing peer relations#ips


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G. 2n#ancing t#e desire )or group success

1. &e)inition

9. 0trategies )or developing

H. 8ppl'ing +or, tea% principles to sport tea%s

I. $ransitions and disengage%ent )or tea%s1. e' uestion

9. Facilitating s%oot# transitions

. 0u%%ar' and revie+

On!ine "tudy Guide Activities

• 8ctivit' 7.1: For%ing- 0tor%ing- Eor%ing- and Per)or%ing

• 8ctivit' 7.9: Resolving o#esion and o%%unication Issues

• 8ctivit' 7.: &eveloping Group Identit'

Recommended Activities to Consider #ncorporatin$ #nto te %ecture

Activity 7.1, Forming, Storming, Norming, and Performing

• D*ective: $o #elp students *etter understand #o+ groups are )or%ed

• $i%e: 1 %inutes

• @aterials: For%ing- 0tor%ing- Eor%ing- and Per)or%ing +or,s#eet

• Procedures: Re%ind t#e students to print out t#e +or,s#eet prior to

co%ing to class. 8s, several students to s#are t#eir responses.

• 0u%%ar' and integration points: onclude t#e activit' *' discussing#o+ %ost groups eventuall' )ollo+ t#ese )our general stages in t#eirdevelop%ent. Ho+ever- *e sure to %ention t#at alt#oug# t#is usuall'occurs- it is not totall' unusual )or one stage to *e s,ipped.

Activity 7.3, Developing Group Identity

• D*ective: $o #elp students understand #o+ to )acilitate t#edevelop%ent o) an "identit'" in t#e groups t#e' +or, +it# or lead

• $i%e: 9 %inutes• @aterials: &eveloping Group Identit' +or,s#eet

• Procedures: Re%ind t#e students to print out t#e +or,s#eet prior toco%ing to class. &ivide t#e class into groups o) )our or )ive individuals.Have t#e %e%*ers o) eac# group co%pare t#eir ans+ers. 8llo+ 15


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%inutes )or t#is portion o) t#e exercise. onclude *' as,ing students)ro% di))erent groups to s#are t#eir responses.

• 0u%%ar' and integration points: 2%p#asi/e t#e i%portance o) initiatingspeci)ic strategies )or developing group identit'.

weinberg5e ig ch07

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