TEAM COHESION IN SPORT:Predicting Future Participation, Team Building

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Sport Psychology(psy407)

Lesson 37

TEAM COHESION IN SPORT

Consequences of Team Cohesion

Most research on consequences of team cohesion has focused upon performance. The primary question

that has been asked is to what degree team cohesion leads to improved team or individual performance.

Research has consistently shown that a significant relationship exists between team cohesion and athletic

performance (Carron & Dennis, 1998; Mullen & Cooper, 1994; Widmeyer, Carron & Brawley, 1993). This

observed relationship is much stronger when task cohesion as opposed to social cohesion is involved, and

when interactive as opposed to coactive sports are involved.

Interactive sports are those team sports, such as volleyball, basketball, and soccer, that require members of

the team to interact with one another. Coactive sports are those activities, such as bowling, archery, and

riflery, that do not require members of the team to interact with each other for team success.

We will now be discussing other consequences of team cohesion. These include direction of causality for

the cohesion-performance relationship, improving group self-efficacy, predicting future participation,

homogeneity of team cohesion, disruptive effects of self-handicapping, and team momentum.

Direction of Causality for the Cohesion-Performance Relationship

As mentioned before, numerous investigations have verified that a significant and positive relationship

exists between direct measures of team cohesion and performance in both individuals and team sports.

Almost all athletes, however, have experienced the "halo effect' of success. When your team is winning, it is

a lot easier to feel at one with your team and with your teammates. Team cohesion leads to team

performance, and Team performance leads to team cohesion.

Improving Group Self-Efficacy

Research by Kim and Sugiyama (1992) likewise points to the importance of group or team self-efficacy in

helping teams believe that they will be successful. Teams that have developed high levels of team cohesion

tend to exhibit high of group efficacy as well.

Predicting Future Participation

Sports participants who exhibit high levels of social cohesion also exhibit high scores in the expectation that

they will participate in sport during the following season. This prediction is undoubtedly related to the

further observation that high levels of team cohesion are related to lowered state anxiety. Individuals low in

state anxiety are more likely to continue sports participation.

Homogeneity of Team Cohesion

Research indicates that homogeneity of team cohesion among both starter and nonstarter is an important

predictor of successful team performance. Successful volleyball teams are characterized by high levels of

team cohesion on the part of both starters and nonstarters. Conversely, less successful teams are

characterized by a lack of homogeneity (agreement) in team cohesion between starters and nonstarters.

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Moderator of the Disruptive Effects of Self-Handicapping

Self-handicapping represents the strategies athletes use to proactively protect their self-esteem by creating

excuses for their performance in forthcoming events through adopting or advocating impediments for

success. Typical excuses might include missing practices due to injury or illness, partying and loss of sleep,

school commitments or distractions. If success follows, the athlete or athletes can always internalize (take

credit for) the victory, but if failure follows, they will have numerous external explanations as to why they

have failed. This behavior causes disruption in the athlete's preparation for competition, and is therefore

referred to as self-handicapping.

Research indicates that team cohesion has a moderating effect on the trait of self-handicapping.

Effects of Team Cohesion on Psychological Momentum

Research demonstrated, using high school volleyball players, that a high level of task cohesion is associated

with perceived psychological momentum. Here we learn that teams that enjoy a high level of task cohesion

are more likely to enjoy the benefits of psychological momentum. For teams that are high in task cohesion,

this perception of psychological momentum is likely to be more pronounced.

Developing Team Cohesion

Given that team cohesion is an important characteristic of successful teams, how can it best be developed?

In this section we will address that important question in three different ways. First, we will discuss the

development of team cohesion as a process. Second, we will discuss team building as a way to develop team

cohesiveness among team members. Finally, we will identify specific interventions calculated to enhance

team cohesion.

Team Cohesion as a Process

Very early, Tuckman (1965) described four basic stages that a team must pass through in order to emerge as

a cohesive unit. The four stages include forming, storming norming and performing

In the forming stage, the athletes experience the excitement of a new relationships and getting together with

teammates for a common goal or cause. In the storming stage, the athletes struggle with the frustrations.

During the norming stage, members of the team start agreeing upon common goals. Finally, during the

performing stage, the team is ready to perform as a cohesive unit.

Team Building

Team building is to "promote an increased sense of unity and cohesiveness and enable the team to function

together more smoothly and effectively." Thus, team building is a process that should lead to cohesiveness

among members of a team.

In the direct intervention approach, the sport psychologist works directly with athletes and employees to

empower them, through a series of educational seminars and experiences, to develop a shared vision, unity

of purpose, collaborative teamwork, individual and mutual accountability, team identity, team cohesiveness,

open and honest communication, and trust at all levels. In the indirect intervention approach, the sport

psychologist teaches coaches and managers to conduct team building with their athletes and employees.

Specific Interventions Designed to Enhance Team Cohesion

1. Acquaint each player with the responsibilities of other players.

2. As a coach or teacher, take the time to learn something personal about each athlete on the team.

3. Develop pride within the sub-units of large teams.

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Develop a feeling of "ownership" among the players.

Set team goals and take pride in their accomplishments.

Make sure that each player on the team learns his role and comes to believe it is important.

Do not demand or even expect complete social tranquility. The complete elimination of any friction may

actually suggest a complete lack of interest in group goals.

8. Since cliques characteristically work in opposition to the task goals of a team, avoid their formation.

9. Develop team drills and lead-up games that encourage member cooperation.

10. Highlight areas of team success, even when the team loses a game or match.

References

Cox, H. Richard. (2002). Sport Psychology: Concepts and Applications. (Fifth Edition). New York: McGraw-

Hill Companies

Lavallec. D., Kremer, J., Moran, A., & Williams. M. (2004) Sports Psychology: Contemporary Themes. New

York: Palgrave Macmillan Publishers

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