1. Group dynamics related to sport performance III
Sports Psychology A2

2. Topic aims:
By the end of this topic you should be able to:
1. Describe the nature of a group/team (mutual awareness,
interaction, common goal).
2. Demonstrate knowledge and understanding of Steiner’s model of
group performance (awareness of problems associated with
productivity of a group/team).
3. Demonstrate knowledge and understanding of motivational
factors(social loafing); coordination/cooperation factors
(Ringelmann effect) and explain the negative influences on
behaviour that cause dysfunctional behaviour and avoidance of an
active and healthy lifestyle.
4. Explain the factors factors affecting the formation and
development of a cohesive group/team.

3. Formation and development of a
cohesive group/team
Group Dynamics: Process by which a group is constantly developing and
changing when interaction takes place.
When indentifying a group or sporting team; we look at whether they
are displaying the 6 I’s:
Interaction (communication over a period of time)
Interdependence (person and task to achieve common goal)
Interpersonal relationships (mutual attraction)
Identical goals/norms/values
Identity (perception of groups existence)
Independence
A coach working to develop the six I’s when bringing together
individuals would have to work over a considerable period of time in
order to get the best performance.

4. Tuckman (1965): Model of group
formation
Tuckman suggested that in order for a group to become a
‘strong’ team (displaying 6 I’s) they have to go through
four key progressive stages of development. The stages
are: storming/performing/norming/forming.
Can you identify these stages in the groups you are
observing?
Can you place the stages in the correct order?
Provide a brief explanation of each stage.

5. Tuckman (1965): Model of group
formation
TASK 1: Use page 168 in your text book to write notes on each of
Tuckman’s four key stages of group formation. Draw out key
points and use bullet points to highlight.
TASK 2: As the coach of a newly forming team. What strategies
might you use to try to help new members of the team move
successfully through the ‘forming’ stage?
TASK 3: As the coach of a newly forming team. What strategies
might you use to try to reduce the effects encountered in the
‘storming stage’?
Think about...
Leadership: what type of style would you take on to overcome the problems
that may arise in the storming stage? What characteristics would you
need?

6. Structures and role within groups and
teams
A ‘role’ is the specific behaviour expected of a person
occupying a certain position in the group’s structure. Role’s
begin to develop during the ‘forming’ stage of group/team
formation.
1. Formal roles –
2. Formal task or performance roles –
3. Informal roles –

7. Structures and role within groups and
teams
A ‘role’ is the specific behaviour expected of a person
occupying a certain position in the group’s structure. Role’s
begin to develop during the ‘forming’ stage of group/team
formation.
1. Formal roles – teacher, coach, team captain.
2. Formal task or performance roles –
3. Informal roles –

8. Structures and role within groups and
teams
A ‘role’ is the specific behaviour expected of a person
occupying a certain position in the group’s structure. Role’s
begin to develop during the ‘forming’ stage of group/team
formation.
1. Formal roles – teacher, coach, team captain.
2. Formal task or performance roles – striker in
football/hockey, goalkeeper, penalty taker
(hockey/football), goal kicker (rugby), goal shooter
(netball).
3. Informal roles –

9. Structures and role’s within groups and
teams
A ‘role’ is the specific behaviour expected of a person
occupying a certain position in the group’s structure. Role’s
begin to develop during the ‘forming’ stage of group/team
formation.
1. Formal roles – teacher, coach, team captain.
2. Formal task or performance roles – striker in
football/hockey, goalkeeper, penalty taker
(hockey/football), goal kicker (rugby), goal shooter
(netball).
3. Informal roles – team diplomat/social roles, team
comedian/joker, team ‘hardman’ or ‘stopper’.

10. Structures and role’s within groups and
teams
In order for ‘role’ to be taken on successfully it is
important that:
The performer is aware or their role (role clarity)
The performer is willing and accepts it and can function
in that role (role acceptability)
The performer understands the role
The coach/teacher sets clear and specific goals related to
the role.

11. Structures and role’s within groups and
teams
TASK 4: Answer the following questions on a separate sheet of
paper using your textbook as a guide.
1. Explain the term ‘group norms’.
2. Provide two examples of ‘groups norms’ within a sporting
situation.
3. How can a coach ensure that members of the team conform to the
‘norms’ they have put in place.
4. What are the positive impacts of a coach making the ‘group
norms’ clear and ensuring players adhere to them.
5. What are the possible negative effects of a coach placing ‘group
norms’ on a teams behaviour? Use a sporting example to illustrate
you answer.

12. Homework – Thursday 2nd
December
Read the Sports Psychology article ‘Team Sports: Team cohesion and
success: is there really a link?’ by Raphael Brandon.
Answer the questions below based on the article.
1. Does a team have to display high levels of cohesion to be successful?
Illustrate your answer using a sporting example.
2. Why is early research in to the link between team cohesion and success
disputed by researchers led by Albert Carron?
3. How does ‘GEQ’ over come early problems with validity of research results.
4. What did the research team led by Albert Carron conclude?

13. Homework – Due Thursday 2nd Dec.
5. What did research findings Carron et al’s later study in to the
success of basketball and football teams suggest?
6. How can coach’s/teacher’s assess team cohesion?
7. What have the studies suggested that coach’s/teachers should
aim to develop in their teams to aid successful performance?