Module

JMJ Marists Brothers

Notre Dame of Marbel University
College of Education
PHYSICAL EDUCATION DEPARTMENT

1
EDFPE 106 Sports and Exercise Psychology
Jethro Carl H. Arandallo, MAED

Lesson 8: Team Cohesion

Learning Outcomes
At the end of this lesson, the students can:
 explain briefly the meaning of team cohesion;
 discuss chronologically the conceptual model of team cohesion through a flow chart;
and
 compare creatively the relationship of conceptual model of team cohesion and
multidimensional model of leadership using a graphic organizer.
BTI: 2.5.1. Demonstrate knowledge of learning environments that motivate learners to
work productively by assuming responsibility for their own learning.

Introduction
Group cohesion can be described as the strength of bounds between group
members, the unity of a group, the feeling of attraction between group members, and the
degree to which members concentrate their efforts to achieve group goals. Therefore, we
believe this definition given fits best: group cohesion is a dynamic process that is
reflected in the tendency for a group to stick together and remain united in its pursuit of
instrumental objectives and/or for the satisfaction of members’ affective needs.
Team cohesion exists where players are united with a common purpose.
Members of the group spend time and share common interests outside the group
activity, which signifies that the group has a good social cohesion. Task cohesion is
referring to a group united to accomplish a specific task. This definition focus on two
important concepts of task and social cohesion. Thus, as a group is usually formatted to
obtain and fulfil a purpose, task cohesion plays an important role in the functionality of
every group. Another cohesive force which often develops over time was that of social
cohesion among the group members. Task cohesion or group integration is an indication
of how well the team operates as a working unit, while social cohesion or individual
attraction refers to how well team members like each other as well as the team’s identity.
Research has shown that a high level of task cohesion is also linked to perceived
psychological momentum.

In this lesson, you will learn the different conceptual models about team cohesion
and factors that affect the group success. Guidelines in developing team cohesion are
here discuss also to give you an idea on how to prepare a strong team as you become
future coach someday.

Activity

“Coming together is a beginning, staying together is progress, and working

together is success” – Henry Ford

 What does the quote mean?

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 How do we work as a group in order to succeed?

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Acquisition of New Knowledge

Team cohesion is a dynamic process that is reflected in the tendency of a group
to stick together and remain united in the pursuit of its instrumental objectives and/ or for
the satisfaction of member affective needs. Piecemeal definitions are presented to
highlight the nature of cohesiveness in the team described on the next page.

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 1. Multidimensional. Team remains the solidarity as a result of many factors. For
example, a basketball team is strongly united because of the task objectives but
not in social issues or a team is united in social aspects but may tend to be poor
in task unity.

2. Dynamic. Trait is considered a change over time with experiences.

3. Instrumental. Cohesion begins in motivation that reflects the reason and purpose
for group formation and maintenance.

4. Affective. Social influences among team members develop positive affect or

feeling as an outcome of members’ instrumentality, their social interactions,
communications, and teamwork.

5. Complex. Cohesion is perceived solely by various members and groups goals.

The aforementioned definitions advanced by Albert V. Carron and his associates are
integrated with their conceptual model and their operational definitions that serve as the
springboard for most of the researches conducted by sport psychologists on cohesion in
athletic and exercise teams.

Carron’s Conceptual Model of Team Cohesion

Carron’s conceptual model of team cohesion is premised on the piecemeal definitions
that member and team are multidimensional, dynamic, instrumental, affective, and
complex. The model explains that each team member is an integral part of the
information from various aspects of the social environment that are relevant and
meaningful to the group generated from different perceptions and beliefs. The
distinctiveness of both members and groups' perceptions and beliefs are collectively
unified in terms of the team goals and/ or member affective needs. In this regard,
Paskevich and his associates (2001) classified group and member into two major
categories within the conceptual model; namely:

1. Group Integration. This group is concerned with wholeness 011 the individual
team members' perceptions and beliefs; and

2. Individual Attractions to the Group. This is connected with each team

member's personal beliefs and perceptions regarding both initial attractions
whether referring to task or social dimensions.

Task cohesion refers to a group members that work together and remain united
in their attempt to complete a specific task.

Social cohesion refers to the degree of interpersonal ate traction among the
group's members.

TEAM COHESION: ANTECEDENTS AND CONSEQUENCES

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 Carron suggested a framework that includes antecedents and consequences of
team cohesiveness; antecedents of cohesion consist of environmental, leadership,
personal and team factors; and consequences of cohesion have individual and group
factors.

In a similar manner, antecedents and consequences were conceptualized based on

leader behaviors in team cohesion as presented in Chelladurai’s Multidimensional
Model of Leadership as illustrated in figure 13 on page 127. Situational, leader, and
member features are under antecedent factors. A subsequent influence of leader
behaviors such as training/ instruction, democratic, autocratic, social support, and
positive feedback have significant bearing on consequential factors that involve

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performance and satisfaction.

The aforementioned leader behaviors evolved from the five dimensions of the
Chelladurai and Saleh's Leadership Scale for Sports (LSS); namely:

1. Training and Instruction Behavior. Behavior aimed at improving athletes'

performance by emphasizing and facilitating hard and strenuous training; instructing
them in the skills, techniques, and tactics of the sport; clarifying the relationship
among the members; and structuring and coordinating the members' activities.

2. Democratic Behavior. Behavior that allows greater participation by the athletes in

decisions pertaining to group goals, practice methods, and game tactics and
strategies.

3. Autocratic Behavior. Behavior that involves independent decision making and

stresses personal authority.

4. Social Support Behavior. Behavior characterized by a concern for the welfare of

individual athletes, positive group atmosphere, and warm interpersonal relations with
members.

5. Positive Feedback. Behavior that reinforces an athlete by recognizing and rewarding

good performance.

Chelladurai (as cited in Gill, 2000) points out that the discrepancy between preferred
and actual leader behavior was associated with satisfaction. For example, athletes in
wrestling, basketball, and track and field prefer an emphasis on training and instruction;
and the more the coach combines those preferences, the greater the athletes’
satisfaction. Basketball players are more satisfied when positive feedback reflect their
preferences, however, athletes in wrestling and track and field are not. Perhaps,
coaches who provide from their orientations more instruction and encouragement are
better accepted and has athletes who are more satisfied with their experiences. As a
whole, the more the leader's actual behaviors are associated with the preferences of
group members and situation requirements, the better the team's performance and the
greater the team members' satisfaction.

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Assessment Tools for Team Cohesion

Carron and his associates developed the Group environment Questionnaire (GEQ)
evolving tom Carron's conceptual model of team cohesion and is considered the basis of
four major constructs as described below.

 Individual Attractions to the Group-Task. Individual is attracted to the team to

satisfy task completion needs.

Sample item: “I do not like the style of play on Group-Task this team.”

 Individual Attractions to the Group-Social. Member is attracted to the team to

satisfy social needs.

Sample item: “I am not going to miss the Group-Social members of this team
when the seasons end.”
 Group Integration-Task. Individual is bonded to the team as a unit to work with
common tasks and objectives.

Sample item: “Our team members have conflicting aspirations for the team’s
performance.”

Group Integration-Social. Member is bonded to the team as a unit to satisfy social

needs.

Sample item: “Our team members rarely patty together.”

FACTORS RELATED TO TEAM COHESION

1. Team Satisfaction. Cohesion and satisfaction are related terms. The only
difference is that cohesion is regarded as a team/group whereas satisfaction is an

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 individual construct. Leaders perform well in building team cohesion because
having a cohesive group provides satisfaction.

2. Conformity. Social psychologists consider conformity as an aspect of social

influence and are related to team cohesion. Because the more the group is
influenced, the higher the conformity with the individual members. Conformity sets
norms to the members. It demonstrates a greater conformity to the group's norm
for productivity. A norm for productivity can be either high or low thereby,
conformity to this norm may result in a member with high or low productivity. As a
whole, conformity together with compliance and obedience, aspects of social
influence would enhance by the group's cohesion.

3. Stability. This word means the turnover rate for group membership as well as to
how long group members have been together. Apparently, teams that are
considered relatively constant across a certain period of time would be more
stable, cohesive, and successful.

4. Group Goals. The term refers to members who have shared perceptions and
beliefs that are desirable for the group as a unit. The important things in group
goals that must be considered are as follows:

 Members who perceive that their team engages in group goal setting for
competition have higher levels of cohesion.

 The higher the level of satisfaction with team goals, the higher the level of
team cohesion.

 Although individual group members' perceptions of cohesion change during a

season, cohesion is still related to team satisfaction and group goals
throughout the season.

5. Adherence to Exercise. Coaches are prepared for team building as an

innovative approach in developing team cohesion. They learn that distinctiveness
contributes to a sense of group identity, unity, and cohesiveness.

Factor Example of intervention strategies use

Distinctiveness Have a group name.

Have a group T-shirt.
Wear/use neon headbands and/or shoelaces.
Make posters/slogans for the class.

Individual positions Divide pool into areas by fitness level.

Have signs to label parts of the group.

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 Use specific positions for low-, medium, and
high impact exercisers.
Let participants pick their own spot and
encourage them to keep it throughout the year.

Group norms Have members introduce each other.

Encourage members to become fitness friends.
Establish a goal to lose weight together.
Promote a smart work ethic as a group
characteristic.

Individual sacrifices
Ask two or three people to set goals for the day.
Ask regular to help new people.
Ask people who are not concerned with weight
loss to make a sacrifice for the group on some
days (more aerobics) and people sacrifice on
other days (more mat work).

Interaction and Use partner work and have them introduce

communication themselves.
Introduce the person on the right and left.
Work in groups of five and take turns showing a
move.

EVALUATING TEAM COHESION

Barrier Identification

Identifying the barriers that prevent the development of team A, cohesion must be
taken into consideration for both leaders and individual members. Weinberg and Gould
(1995) enumerated the following:

1. A clash of personalities in the group;

2. A conflict of task or social roles among group members;

3. A breakdown in communication among group members or between the group

leader and members;
4. One or more members struggling for power;
5. Frequent turnover of group members; and
6. Disagreement on group goals and objectives,

Guidelines for Developing Team Cohesion

1. There should be mutual respect among members.

2. There should be effective two-way communication that is clear and direct.
3. There is also a need for a feeling of importance among the team members.

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4. There must be continuity in practices. Every member of the team, can contribute to
the cohesiveness of the group. Familiarity breeds not only confidence but also a
sense of comfort among the team member.

Augmentation in both social and task cohesion would ultimately lead to success. In
this sense, goals are important motivational factor of success because they serve as a
major role in the development of individual athletes' skill and in the improvement of task
cohesion. Bear in mind that success is not always on the winning side. Teams have both
the tendency to lose and ability to win but they can all experience success in achieving
goals. Goals can help significantly in the development of team cohesion as enumerated
below:

 Team goals should be developed by the athletes and coaches together. The
coach should not be the sole decision maker in the establishment of “team” goals.
The coach and the team captains can provide leadership in goal setting, but
ultimately, goals should be determined by the whole team. Developing the goals
together gives all athletes a sense of ownership and assures commitment. If
everyone owns the goals, everyone will work together to achieve the goals.

 Goals should be realistic and specific. Goals which state that the team will win
every game in the season or will win the season championship do not motivate
throughout the season.

 Each team member must take responsibility for the goals. It is important that
each athlete understands his/her individual responsibilities in order to successfully
contribute to the team goals. Personal goals can and should be made in accordance
with team goals.

 Process goals should be established. Process goals help make clear the path that
will be taken to reach the ultimate team goals. Process goals describe what is to be
done in practice, as well as competition, and are not focused on the outcome.
Process goals enhance cohesion by providing daily successes that are accomplished
by the team together. An example of a process goal is to have one less error in
today’s scrimmage.

 The team must focus on the positive aspects of practice and competition.
Dwelling on negative outcomes or mistakes may cause the team to lose sight of its
goals. It is difficult to refocus one distractions become the focus of attention.

Application
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 Activity 1: Make a summary of the conceptual model of team cohesion using a
creative flow chart. Indicate only the salient points of the conceptual model in your
flow chart. Use the space below.

Activity 2: Compare and contrast the conceptual model of team cohesion and
multidimensional model of leadership using your chosen graphic organizer that
best describes the relationship of the two models. Use the space provided.

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 Assessment
1. Summative Assessment at Schoology Learning Management System
2. Output submitted in Activities.

References

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 American Psychological Association (2008). Sports Psychology

https://www.apa.org/ed/graduate/specialize/sports#:~:text=Sport

%20psychology%20is%20a%20proficiency,with%20sports%20settings

%20and%20organizations.

Apruebo, R. (2005). Sports Psychology. UST Publishing House. Manila

Beltrami, F. (2017). Sports Psychologists and Athletes’ Psychological Skills. From

https://www.researchgate.net/publication/317904861_Sports_Psychologi

sts_and_Athletes'_Psychological_Skills

ETHICS IN SPORT PSYCHOLOGY retrieved from

https://zeepedia.com/read.php?

ethics_in_sport_psychology_competence_integrity_social_responsibility

_sport_psychology&b=96&c=32

Vipene, J.B (2007). The Role of Sport Psychology in Sports' Performance

Enhancement. From

https://www.researchgate.net/publication/274119427_THE_ROLE_OF_

SPORT_PSYCHOLOGY_IN_SPORTS'_PERFORMANCE_ENHANCEM

ENT

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