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| Questão | Responda |
| Groups are defined by (5) | common fate mutual benefit social structure interaction self-categorization |
| A group = 2+ individuals who (8) | posses common fate common identity common goals&objectives structured patterns of interaction&comm. common perceptions of group structures personally&instrumentally independent reciprocate interpersonal interaction consider themselves a group |
| Actual productivity=_______ - _________ | potential productivity - process losses |
| coordination loss/ Ringleman Effect | the performance of each individual decreases as number of ppl in the group increases |
| motivational losses: social loafting | less than 100% effort due to free rider/ sucker effect |
| Kohler effect | knowing the performance of the group depends on the weakest member |
| synergy | interaction/ cooperation to produce an effect greater than the sum of its parts |
| Stages of group development (5) | forming ( task/ strategy identified) storming (resistance to strategy ) norming (cohesion+ roles) performing ( productivity) adjourning (task complete) |
| 4 elements of group structure | position in group status roles norms |
| High status individuals are/do (3) | -more freq initiate group communication -more freq receive group communication -percieved as more credible |
| 2 functions of norms: | 1. informational 2. integral ( conformity) |
| define cohesion | tendency for group to stick together & remain united in pursuit of instrumental objective and/or for satisfaction of member affective needs. |
| nature of cohesiveness (5) | -multidimensional -dynamic -instrumental -goals are varied and complex -social (affective) |
| perceptions of cohesiveness are manifested in relation to (2) | -group task -social aspects of group interaction |
| environmental factors affecting cohesiveness (3) | proximity distinctiveness group size |
| personal factors affecting cohesiveness (2) | -satisfaction (most important) -competitive state anxiety |
| leadership factors affecting cohesion (2) | -decision style [ democratic] -task/mastery climate |
| 4 aspects of roles | 1. responsibilities 2. behaviours necessary to fulfill 3.evaluation 4. consequences of unfulfilled |
| important norms for team cohesion (4) | -max effort toward task -support each other -continue training & maintain contact -respect for each other |
| define: team building | a method of helping group to increase effectiveness, satisfy needs of members, improve work conditions |
| team goal setting process (6) | 1. identify critical behaviours 2. use team metrics to keep track 3. direct individual attention to appropriate task 4. effort toward group task 5. persistance in the task 6. motivate individual to develop strategies + action plan to accomplish task |
| universal trait theory | great leaders are born with personality traits [stable] that make them ideally suited for leadership -research can't prove this |
| universal behaviour theory | leaders are made not born -anyone can learn effective leadership behaviours |
| important leader behaviours (2) | -consideration : trust/ warmth/ respect (transformational leadership) -initiating structure:production/ organization/ establishing roles (transactional leadership) |
| functional model of leadership | can use multiple coaches to fulfill gaps in behavioural traits [ one high in consideration and the other high in initiating structure] |
| fielder's contingency theory | leader's personality traits may be effective in some situations |
| effectiveness of group depends on 2 factors: | 1. leader's dominant personality trait [relationship v. task motivated ; best is high in both] 2. situational variables [ degree of control & influence leader has over environment] |
| situation specific behaviour theories | effective leadership is the result of learned behaviour that can be applied in various situations |
| path-goal theory | leader functions as facilitators to help athletes achieve goals by :helping set worthwhile goals, identifying roadblocks, rewarding success, increasing opportunities for satisfaction |
| chellandurai's multidimensional model of leadership | satisfaction = the interaction of 3 components: -prescribed behaviour -preferred behaviour -actual behaviour |
| jowett model of coach-athlete relationship [3+1Cs] | -commitment -complimentarity -closeness -coorientation |
| 7 factors essential for + coach-athlete long term relationship: | C:conflict management O: openness M: motivation P: positivity A: advice S: support S: social networks |
| 2 factors in player position & leadership opportunity | 1. task dependence 2. propinquity |
| 4 behaviours of transformational leadership | inspirational motivation idealized influence individual consideration intellectual stimulation |
| idealized influence | instils pride in others & earns respect by behaving in was that maximize values [ humble, modest, interested in success of others] |
| inspirational motivation | enhance follower's self-efficacy & unites under collective purpose of moving forward |
| intellectual stimulation | encourage creativity, problem solving creatively & questioning of assumptions |
| individualized consideration | promoting follower's development by addressing their unique needs & capabilities |
| indvidual outcomes of TL (4) | all increased : well-being, self-efficacy, attitudes, performance |
| group outcomes of TL (3) | all improved: group potency, cohesion, performance |
| TL is salient in 2/ 4 behaviours. What are the 2? | individualized consideration intellectual stimualtion |
| 4 myths about PST | for problem athletes for elite athletes doesn't work provides "quick fix" solutions |
| PST neglected bc: | lack of time + knowledge |
| Key psychological skills (7) | goal setting imagery focus& refocus well-learned/automatic coping skills thought control strategies arousal management cognitive strategies ( arousal interpretaton) |
| define : peak performance | exceptional performance both physically and mentally |
| 9 dimensions of flow : | 1. effortless [ challenge matches skill] 2. merging of action & self-awareness 3. clear goals 4. feedback indicating correctness 5. total concentration 6. feeling of being in control [ unconscious] 7. no concern for evaluation 8. time transformation 9. enjoyable |
| factors that enhance flow (7) | confidence/ positive attitude maintaining good focus optimal physical preparation optimal arousal/ motivation pre-comp plans positive team interactions feeling good prior |
| factors that interfere with flow(4) | mistakes can't focus negative mental attitude lack of audience response |
| peak performance attributes | self-confidence expectation of success energized yet relaxed in control totally concentrated focus on present task positive attitude strong determination & commitment |
| 7Rs of Max performance | responsibility recognize release regroup refocusing ready respond |
| how to develop awareness, self-monitor (3) | 1. internal state [ thoughts/ feelings] 2.external [ enviro/ equipment] 3. behaviour [ routines, what u should/ shouldn't do] |
| information processing model | stimulus-> mental operations-> response |
| errors of selection (3) | too broad wrong direction too narrow |
| define : concentration | ability to selectively attend to appropriate cues & screen out distractions |
| concentration in maximal demands entails(5) : | 1. selective attention to appropriate cues 2. 100% attention to task@hand 3. being totally in the there & now 4. keep appropriate focus over appropriate length of time 5. quickly shifting attention based upon changing demands |
| individual difference in attentional style (3) | -capacity for broad internal attention -sensitivity to external info capacity for sustained narrow attention |
| BET | Broad External Attention. Hs= good environmental assessment / awareness. |
| OET | overloaded by external information . HS= errors by irrelevant external stimuli |
| BIT | Broad internal attention . HS= good analytical planning skills |
| OIT | Overloaded by internal attention. Errors due to irrelevant internal stimuli |
| NAR | narrow focused attention. Remain oriented on task & avoid distraction |
| RED | reduced attention. Error when switching from internal to external attention and vice versa |
| define: choking | performance deterioration without capability to regain control on one's own |
| prevention/ treatment of choking (7) | -develop pre-performance routines -develop skills to recover quickly -train to recognize & decrease physiological arousal -train to reinterpret feelings of arousal -use simulation and rehersal to compensate for lack of experience and desensitize -performance > outcome thoughts -use movement metaphors to help visualize |
| 2 external strategies to keep concentration | 1. dress rehearsal 2. simulated competition experience |
| internal strategies to keep concentration | -verbal / kinetic cues to regain attention [ +> - & proccess> outcome, individual > group] -centering -pre-performance protocols -focus /refocus skills -grid/ stroop task for practice |
| goals influence performance in ways | 1. direct attention to important task elements 2. mobilize effort 3. increase persistence 4. foster creativity & new learning strategies |
| factors that affect goal- performance relationship (6) | feedback about progress goal commitment self-efficacy goal importance task complexity situational constrains |
| common problems with goal setting (8) | -setting too many goals too soon -failing to recognize individual differences -setting goals that are too general -failing to modify unrealistic goals -failing to set process/ performance goals -lack of planning & commitment -setting only technique/ task-related goals -failing to create support atmosphere |
| SMARTEST | S-specific content M-measurable A-action terms R- realistic T-time-bound E-evaluate S-self-determine T- team support |
| other goal setting strategies not part of "SMARTEST" (4) | -identify process strategies for goal achievement -set practice & competition goals -set + not - goals -set group goals |
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