Social Facilitation is when an audience has a positive effect on performance
Social Inhibition is when an audience has a negative effect on performance
Zajonc's theory is based on Drive theory. It is suggested there are 2 types of others present: Passive & Interactive others
Interactive others are Competitive Co-actors (opponents) & Social Reinforcers (usually a coach). These people are always there & therefore have no 'audience' effect
Passive others are Audience (spectators) & Co-actors (fellow performers who are present - e.g. on next pitch / court). These people are not always there and so when they are can have an 'audience' effect.
This is where Drive theory kicks in...
Passive others being present leads to Increased Arousal which leads to Dominant Response taking over. This means an Expert (with a well-learned DR) will perform better (social facilitation) & a novice (with a weak DR) will perform worse (social inhibition)
Complex tasks are more likely to suffer social inhibition, whereas gross, simple tasks are likely to see social facilitation.
Evaluation Apprehension occurs when a performer feels they are being JUDGED by audience members. This could be a scout, coach, parents etc.
Distraction Conflict is when the audience distracts the performer's attention from their performance
Research suggest there IS a Home Advantage - teams win more at home than losing or drawing. This is attributed to the support of the audience improving attacking play and physical skills, whereas away teams commit more fouls. The size, hostility & proximity (closeness) of the crowd can influence this effect. This advantage happens in earlier rounds of competition, however, in later rounds or finals, there is more likely to be a home DISadvantage, due to more pressure from the home crowd.
A coach can help their performers cope with an audience by: using selective attention to block out the crowd; over learn skills; use stress management & imagery; practising with an audience; setting performance goals & reduce the importance of the event.
#makingmyelin
Wednesday, 14 May 2014
Leadership lesson summary
Qualities of a good leader are: confident; organised; good communicator; knowledgeable; approachable; inspirational.
There are 3 main styles of leadership:
Autocratic leaders are Leader-centred & make all decisions. This style should be used with Older; Male; Novices; Large groups; Little time & Dangerous tasks
Democratic leaders are player-centered & consult the group to make decisions. This style should be used with Younger; Females; Experts; Small groups; Lots of time & no danger
Laissez-faire leaders allow the group to make all decisions without any guidance.
Leaders can be appointed in 2 ways; emergent & prescribed
Emergent leaders are appointed from within the group and are elected by the team & therefore have group approval.
Prescribed leaders are appointed by an external authority from outside the group.
Fiedler's Contingency Model suggests leadership should adapt to the situation & depends on 2 factors; leader style & situation
Fiedler suggests there are 2 leadership styles:
Relationship motivated leaders are democratic & focus on developing good relationships with the players
Task motivated leaders are autocratic & focus on accomplishing the task
The Situational Favourableness (how favourable the situation is for the leader) depends on 4 factors (TARR):
1. Task - whether the task is well defined
2. Authority - what power the leader has to reward / punish players
3. Relations - whether the leader & players get along
4. Resources - what support, facilities, equipment etc the leader has available
In situations of High AND Low favourableness, leaders should adopt Task motivated style
In situations of Moderate favourableness, leaders should adopt Relationship motivated style
Chelladurai's Multidimensional model suggests a leader needs to adapt their behaviour to suit the situation & the group members
The model shows 3 antecedents (factors affecting) of behaviour; 3 types of behaviour & 2 outcomes of behaviour:
The Situation leads to a Required Behaviour (e.g. danger = leader must be safe)
The Leader's characteristics influence Leader behaviour (e.g. democratic leader = more likely to be democratic)
The Group Members leads to a Preferred Behaviour (e.g. males prefer autocratic style)
The key to the model is the middle section where the Leader Behaviour must adapt to meet the Required Behaviour & the Preferred Behaviour. If the leader adapts their behaviour to these 2 factors, Group Performance & Satisfaction of the players will improve. E.g. in the example above, the naturally democratic leader may need to adapt to a more autocratic style in order to ensure safety & suit the needs of the male group.
There are 3 main styles of leadership:
Autocratic leaders are Leader-centred & make all decisions. This style should be used with Older; Male; Novices; Large groups; Little time & Dangerous tasks
Democratic leaders are player-centered & consult the group to make decisions. This style should be used with Younger; Females; Experts; Small groups; Lots of time & no danger
Laissez-faire leaders allow the group to make all decisions without any guidance.
Leaders can be appointed in 2 ways; emergent & prescribed
Emergent leaders are appointed from within the group and are elected by the team & therefore have group approval.
Prescribed leaders are appointed by an external authority from outside the group.
Fiedler's Contingency Model suggests leadership should adapt to the situation & depends on 2 factors; leader style & situation
Fiedler suggests there are 2 leadership styles:
Relationship motivated leaders are democratic & focus on developing good relationships with the players
Task motivated leaders are autocratic & focus on accomplishing the task
The Situational Favourableness (how favourable the situation is for the leader) depends on 4 factors (TARR):
1. Task - whether the task is well defined
2. Authority - what power the leader has to reward / punish players
3. Relations - whether the leader & players get along
4. Resources - what support, facilities, equipment etc the leader has available
In situations of High AND Low favourableness, leaders should adopt Task motivated style
In situations of Moderate favourableness, leaders should adopt Relationship motivated style
Chelladurai's Multidimensional model suggests a leader needs to adapt their behaviour to suit the situation & the group members
The model shows 3 antecedents (factors affecting) of behaviour; 3 types of behaviour & 2 outcomes of behaviour:
The Situation leads to a Required Behaviour (e.g. danger = leader must be safe)
The Leader's characteristics influence Leader behaviour (e.g. democratic leader = more likely to be democratic)
The Group Members leads to a Preferred Behaviour (e.g. males prefer autocratic style)
The key to the model is the middle section where the Leader Behaviour must adapt to meet the Required Behaviour & the Preferred Behaviour. If the leader adapts their behaviour to these 2 factors, Group Performance & Satisfaction of the players will improve. E.g. in the example above, the naturally democratic leader may need to adapt to a more autocratic style in order to ensure safety & suit the needs of the male group.
Group Productivity lesson summary
Steiner's Model of group productivity suggests that:
ACTUAL PRODUCTIVITY = POTENTIAL PRODUCTIVITY - LOSSES DUE TO FAULTY PROCESSES
Actual Productivity is how well the team performs
Potential Productivity depends on the ability, skills, knowledge, fitness & experience of the players
Faulty Processes can be due to Co-ordination losses or Motivation losses
Co-ordination losses can be ineffective teamwork, timing of movement, tactics etc. They occur more in INTERACTIVE sports such as basketball & netball than in CO-ACTIVE sports like cricket & relays
The RINGELMANN effect suggests that the larger the group size = more co-ordination losses
Motivation losses occur when players do not give 100% but hide or coast through a performance, relying on teammates to perform for them. This is called SOCIAL LOAFING. Loafers may not feel valued, be fatigued, lack self efficacy or feel they can rely on a star player. It can also happen when winning or losing heavily
Coaches can reduce social loafing by their players by: giving them roles & responsibilities; develop social cohesion & peer support; improve fitness; vary practice; set individual realistic goals; evaluate individual performance & praise individuals to develop self efficacy
ACTUAL PRODUCTIVITY = POTENTIAL PRODUCTIVITY - LOSSES DUE TO FAULTY PROCESSES
Actual Productivity is how well the team performs
Potential Productivity depends on the ability, skills, knowledge, fitness & experience of the players
Faulty Processes can be due to Co-ordination losses or Motivation losses
Co-ordination losses can be ineffective teamwork, timing of movement, tactics etc. They occur more in INTERACTIVE sports such as basketball & netball than in CO-ACTIVE sports like cricket & relays
The RINGELMANN effect suggests that the larger the group size = more co-ordination losses
Motivation losses occur when players do not give 100% but hide or coast through a performance, relying on teammates to perform for them. This is called SOCIAL LOAFING. Loafers may not feel valued, be fatigued, lack self efficacy or feel they can rely on a star player. It can also happen when winning or losing heavily
Coaches can reduce social loafing by their players by: giving them roles & responsibilities; develop social cohesion & peer support; improve fitness; vary practice; set individual realistic goals; evaluate individual performance & praise individuals to develop self efficacy
Tuesday, 13 May 2014
Group Cohesion lesson summary
A group / team have an identity, shared goals, structured communication, interaction (task cohesion) & social cohesion.
A group forms in 4 stages according to Tuckman: Forming, Storming, Norming & Performing
Forming - is when the group comes together & starts to identify roles
Storming - is when conflict occurs between players in competition for roles
Norming - stability takes over and co-operation between players
Performing - the players work together towards a common goal
Task Cohesion : how well a group works together to achieve a common goal
Social Cohesion : how well a group supports each other and gets on with one another
Task cohesion is more important for success than social cohesion as success can occur with task cohesion alone. However, task cohesion can lead to social cohesion & both is the best scenario. Success can also lead to cohesion
Carron's model suggests 4 antecedents (factors) affect cohesion, which affects success:
Personal factors - e.g. the ability levels, motivation, personality & satisfaction levels of the players
Environment factors - group size, time & facilities available & external threats
Leadership factors - the leader's style, personality and relationships with the players
Team factors - team stability, previous success & interactiveness of the task
Coaches can develop cohesion in their teams by: setting shared goals; giving players roles & responsibilities; developing a team identity; ensuring regular communication through team meetings; avoiding cliques; developing social cohesion; team bonding sessions & practising tactics
A group forms in 4 stages according to Tuckman: Forming, Storming, Norming & Performing
Forming - is when the group comes together & starts to identify roles
Storming - is when conflict occurs between players in competition for roles
Norming - stability takes over and co-operation between players
Performing - the players work together towards a common goal
Task Cohesion : how well a group works together to achieve a common goal
Social Cohesion : how well a group supports each other and gets on with one another
Task cohesion is more important for success than social cohesion as success can occur with task cohesion alone. However, task cohesion can lead to social cohesion & both is the best scenario. Success can also lead to cohesion
Carron's model suggests 4 antecedents (factors) affect cohesion, which affects success:
Personal factors - e.g. the ability levels, motivation, personality & satisfaction levels of the players
Environment factors - group size, time & facilities available & external threats
Leadership factors - the leader's style, personality and relationships with the players
Team factors - team stability, previous success & interactiveness of the task
Coaches can develop cohesion in their teams by: setting shared goals; giving players roles & responsibilities; developing a team identity; ensuring regular communication through team meetings; avoiding cliques; developing social cohesion; team bonding sessions & practising tactics
Goal Setting lesson summary
We set goals in order to improve motivation, give us something to focus on & to increase self efficacy
There are 3 types of goal; Outcome, Performance & Process goals.
Outcome goals are about the result of a game, competition or league. They are good for motivation levels but cannot be totally controlled by the performer.
e.g. to win Olympic gold medal
Performance goals are about improvements in technique, tactics etc. They can be controlled and therefore can enhance motivation & self efficacy even in defeat. However, they may promote selfishness against team ethic.
e.g. to run 9.50 seconds in the 100m
Process goals are about the procedures to go through in order to achieve other goals. They are easily achieved and show HOW to achieve the goals. However they are not exciting
e.g. to complete 2x technical sessions; 3x S&C sessions; 1x psych session every week
All of these goals can be set over different time-frames:
Long term goals are set over years - this could be outcome goal
Medium term goals are set over months - this could be performance goals
Short term goals are set every day - this could be process goals
Goals should be set using the SMARTER principle:
Specific - to the performer's sport, position, role etc
Measurable - so you can see whether the goal is achieved
Agreed - performer and coach must accept the goal
Realistic - so they are achievable & therefore enhance self efficacy
Time framed - so the goal is actioned quickly and not put off
Exciting - to increase motivation
Recorded - in order to create an action plan
There are 3 types of goal; Outcome, Performance & Process goals.
Outcome goals are about the result of a game, competition or league. They are good for motivation levels but cannot be totally controlled by the performer.
e.g. to win Olympic gold medal
Performance goals are about improvements in technique, tactics etc. They can be controlled and therefore can enhance motivation & self efficacy even in defeat. However, they may promote selfishness against team ethic.
e.g. to run 9.50 seconds in the 100m
Process goals are about the procedures to go through in order to achieve other goals. They are easily achieved and show HOW to achieve the goals. However they are not exciting
e.g. to complete 2x technical sessions; 3x S&C sessions; 1x psych session every week
All of these goals can be set over different time-frames:
Long term goals are set over years - this could be outcome goal
Medium term goals are set over months - this could be performance goals
Short term goals are set every day - this could be process goals
Goals should be set using the SMARTER principle:
Specific - to the performer's sport, position, role etc
Measurable - so you can see whether the goal is achieved
Agreed - performer and coach must accept the goal
Realistic - so they are achievable & therefore enhance self efficacy
Time framed - so the goal is actioned quickly and not put off
Exciting - to increase motivation
Recorded - in order to create an action plan
Saturday, 12 April 2014
Monday, 3 March 2014
Friday, 28 February 2014
Monday, 24 February 2014
Monday, 10 February 2014
Thursday, 6 February 2014
Monday, 3 February 2014
Friday, 24 January 2014
Goal Setting Sport Psych Time
Why should we set goals?
Explain the 3 types of goal
Explain HOW to set goals
Self Efficacy Lesson Summary
Self Confidence is the belief you have in your ability to cope with the demands placed upon you.
Self Efficacy is a situation-specific form of confidence.
Confidence enhances performance as performers will have a positive attitude, increased motivation and Nach, reduced anxiety and reach optimal arousal.
There are 4 sources of self-efficacy which affect self-efficacy positively or negatively.
1. Performance Accomplishments: previous success at a task enhances confidence
2. Vicarious Experience: seeing others succeed enhances confidence
3. Verbal Persuasion: positive statements from self or others enhances confidence
4. Emotional Arousal: positive interpretation of arousal levels enhances confidence
To improve a performer's self-efficacy, a coach can use the 4 sources.
Performance Accomplishments: ensure success / make task easier
Vicarious Experience: show (similar) others succeeding
Verbal Persuasion: persuade them they can do it
Emotional Arousal: encourage them to interpret arousal levels positively
Other methods could be (performance) goal setting, imagery, self talk and attributing success internally
Self Efficacy is a situation-specific form of confidence.
Confidence enhances performance as performers will have a positive attitude, increased motivation and Nach, reduced anxiety and reach optimal arousal.
There are 4 sources of self-efficacy which affect self-efficacy positively or negatively.
1. Performance Accomplishments: previous success at a task enhances confidence
2. Vicarious Experience: seeing others succeed enhances confidence
3. Verbal Persuasion: positive statements from self or others enhances confidence
4. Emotional Arousal: positive interpretation of arousal levels enhances confidence
To improve a performer's self-efficacy, a coach can use the 4 sources.
Performance Accomplishments: ensure success / make task easier
Vicarious Experience: show (similar) others succeeding
Verbal Persuasion: persuade them they can do it
Emotional Arousal: encourage them to interpret arousal levels positively
Other methods could be (performance) goal setting, imagery, self talk and attributing success internally
Monday, 20 January 2014
kelly holmes performance accomplishments Olympics 2004
Check out this video from 6.51 to see Kelly winning double (800 & 1500) Olympic Gold in 2004. Use the commentary and analysis discussion to help you apply it as an example of performance accomplishments from self efficacy theory
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