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Leadership, Social Facilitation and Inhibition

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Leadership, Social Facilitation and Inhibition Mr P. Leighton Group Dynamics of Performance Sports Psychology. Today s Session Look over Chellandurai s work ... – PowerPoint PPT presentation

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Title: Leadership, Social Facilitation and Inhibition


1
Leadership, Social Facilitation and Inhibition
  • Mr P. Leighton
  • Group Dynamics of Performance
  • Sports Psychology.

2
Todays Session
  • Look over Chellandurais work into leadership to
    start
  • Discuss the theories associated with Social
    Facilitation and Social Inhibition- basically
    what makes us do what we do in sport!
  • Look over the key words from this area of study
    Mastermind task

3
(No Transcript)
4
Do we understand this?
  • Chellandurai recognised that 3 behaviour types
    can impact upon the leader

5
The Leadership Scale for Sports
Category of Leadership Explanation
Training and Instruction Behaviour Improving the performance of athletes through hard training and conditioning. Instruction is given on tactics and techniques Example?
Democratic Behaviour Leader allows group members to make decisions regarding strategies, practices and group goals.
Autocratic Behaviour Task Centred decisions are made by the leader without consultation of the group Example?
Social Support Behaviour Concerned with the welfare of the members. This is characterised by warm group/leader relations.
Rewarding Behaviour Positive feedback rewards group and individual performance, reinforcement of group cohesion.
6
Young People in Sport
  • Which leadership style/s do you think would
    satisfy youth in sport?
  • Conversely, which leadership style/s do you think
    would satisfy those training for
  • The Olympics (2012)
  • A Sunday league game
  • A Premier League Clash

7
Social Facilitation and Inhibition
  • Example Juggling/ Plate Spinning!
  • It is well documented that the presence of other
    CO-ACTORS or SPECTATORS can influence the
    performance of an individual.
  • Think about a time when you have been playing
    well/poorly and the presence of someone on the
    sideline/more people watching or a harder/easier
    opponent has changed the way you play.

8
Arousal
  • An increase in arousal can have positive or
    negative influences on performance.
  • When arousal is positive, performance is enhanced
    and SOCIAL FACILITATION is said to have taken
    place.
  • When it is negative, SOCIAL INHIBITION is
    present.
  • The two theories that explain this are
  • Drive Theory of Social Facilitation.
  • (Zajonc, 1965)
  • Evaluation Apprehension Theory. (Cottrell, 1968)

9
Zajoncs Model of Drive Theory and Social
Facilitation
10
The Model Explained
  • Zajonc theorised that passive others are enough
    to increase our arousal levels. Drive Theory
    indicates that there is a relationship between
    arousal and performance
  • Zajonc proposed the presence of others in itself
    is arousing. Arousal enhances the production of
    our dominant responses as opposed to the
    subordinate responses.
  • Actions that have already been learnt are termed
    Learned responses and are seen as Dominant
    responses- Fight or Flight?

11
Arousal Beginners Vs. Elite
  • High levels of arousal should benefit those at
    the autonomous stages of learning why?
  • A Dominant response should be towards the
    correct response.
  • Novices (associative or cognitive) showing a high
    level of arousal would have an inhibited
    performance due to their dominant behaviour being
    incorrect.

12
Continued
  • Martens (1969) confirmed Zajoncs research
    stating that the presence of an audience in
    beginners increases arousal and impairs learning
    of complex skills.
  • Landers and McCullage (1976) challenged Zajoncs
    assumptions.
  • They stated that co-actors being present aids the
    learning of Sports Skills but co-actors need to
    be of Slightly superior ability.
  • Q What can we assume then?
  • A Presence of co-actors enhances learning of
    motor skills while the attention of an audience
    will inhibit learning.

13
Evaluation Apprehension
  • Cottrell (1968) stated that others being there
    did not sufficiently arouse someone to allow
    social facilitation or inhibition.
  • He stated that arousal did only occur when the
    performer believed that the audience were
    assessing or judging them.
  • Evaluation Apprehension, however, does not take
    into account the need for evaluation in some
    performers to stimulate arousal.

14
The Home Advantage Effect
  • Large supportive home crowds are believed to
    provide the home team with an advantage i.e. the
    12th Man.
  • It appears to be stronger, according to Nevill
    and Cann (1998) when the crowd is bigger.

15
Proximity Effect
  • Schwartz (1975) proposed that the location of the
    audience in relationship to the performance was
    an important factor in social facilitation.
  • This is best seen in Basketball or Ice Hockey.
  • Schwartz stated that outcome is not dictated by
    the difficulty of the skill or the audience but
    the level of performer, personality and level of
    experience that are key.

16
Distraction-Conflict Theory
  • Baron (1986) proposed that the limitations of the
    performers attention span can explain the effects
    on performance.
  • Information processing models indicate that
    attention can only be given to a set number of
    environmental cues.
  • Spectators require as much attention (to block
    out) as the actual sporting situation.
  • Simple tasks requiring little attention are
    performed best in front of an audience while
    under similar conditions actions would be
    impaired.

17
Strategies to combat the effects of Social
Inhibition in practical activities
  • Selective attention would narrow the focus of the
    performer to relevant cues.
  • Mental rehearsal and imagery could enhance
    concentration, help block out the audience which
    can be the source of inhibition i.e BBC SPORT
    Football My Club Portsmouth James is boosted
    by psychologist.mht
  • Positive self-talk to block out negativity.
  • Practice in front of an audience to get used to
    the effects supporters may have.
  • Rest on pg 241-242.

18
Mastermind
  • Look through your notes for the next 5 mins.
  • You are each going to prepare 5 questions for
    each other on the topics covered so far in the
    style of mastermind i.e. short answers!
  • Winner gets a prize!
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