interpersonal compatibility

INTERPERSONALCOMPATIBILITY

Prepared by:Noralie B. Morales

SPEAR 213 Physiology – Psychology in SPEAR

Interpersonal Compatibility

A concept that describes the long-term interaction between two or more individuals in terms of the ease and comfort of communication.

Coach – Athlete Compatibility

Team Climate

Changing Coaching Behavior



The quality of the relationship between the coach

and the athlete.

This has been shown to be an important determinant of team

success and satisfaction.


In studying coach-athlete compatibility, researchers compare behaviors of effective coach-athlete dyads with those of less effective

dyads.


Dyads (pairs) may be formed and compared utilizing an instrument

called the Fundamental Interpersonal Relations

Orientation-Behavior Questionnaire (FIRO-BQ).


FIRO-BQ

Developed by Schutz (1966) to measure the levels of affection, control, and inclusion that exist

between members of a dyad.


AffectionRefers to close personal

emotional feelings between two people.Control

Refers to the perception of power, authority, & dominance.

InclusionRefers to the positive

association among people & is related to communication,

openness, & two-way interaction.

Compatible Dyads

Good communication

- Feeling of mutual respect- Appreciation of each other’s roles- Desire to communicate honest feelings

Rewarding behavior:- Consistently reward athletes for effort &

performance in a form of praise, acknowledgement of effort & recognition of

performance

Incompatible Dyads

Lack of communication

Feeling of detachment & isolation from each other

Lack of rewarding behavior

Quality interaction, communication and respect

between coach and athlete lead to athlete satisfaction and improved performance.


The importance of coach-athlete compatibility was highlighted in

a study involving married couples as coach-athlete dyads.


Effective married couple coach-athlete dyads are characterized

by:Emotional closenessGood communication

TrustCooperation


Kenow & Williams (1999) noted that athlete satisfaction is a strong predictor of coach-

athlete compatibility.


Regarding feedback to athletes from coaches, research clearly

suggests that a good performance should be followed

by praise and helpful information about the

performance.


In response to a poor performance, the coach should

provide encouragement and information that will help the

athlete succeed.


In correcting a mistake, a coach needs to be assertive, yet

avoiding damaging the athlete’s self-esteem.


Being an assertive coach involves appropriate expressions of thoughts and feelings so that

the athlete is instructed in a non-threatening way.


The coach-athlete relationship is the foundation of coaching.




Team Climate


Team Climate

What is a TEAM?A group of people with

different skills and different tasks, who work together on a

common project, service, or goal, with a meshing of

functions and mutual support.

Team Climate

Any group of people who must interact with each other to

accomplish shared objectives.

What is a TEAM?

Team Climate

What is TEAM CLIMATE?It is the shared perception of

behaviors, practices and procedures, both formal and

informal, within a team.

Team Climate

It is ‘the way things are done around here’ as

perceived by Team Members.

What is TEAM CLIMATE?

Creating an Effective Team Climate

TEAM COHESION

A dynamic process which is reflected in the tendency for a

group to stick together & remain united in the pursuit of

goals and objectives.

2 INDEPENDENT COMPONENTS OF TEAM

COHESIONTask Cohesion

Social Cohesion


TASK COHESION

It is the degree to which members of a team work

together to achieve a specific & identifiable goal.


SOCIAL COHESION

It is the degree to which the members of a team like each

other & enjoy personal satisfaction from being members of the team.


These two types of cohesion can be developed

simultaneously in a team, or they can be developed

independently of each other.


It is possible to see an athletic team develop high degree of social cohesion,

yet not enjoy athletic success, due to poor task

cohesion.


The antecedents & consequences of team cohesion in sport

Intragroup CooperationIntergroup Competition

Team StabilityTeam Homogeneity

Team SizeSevere Initiation

TeamCohesion

Performance

Satisfaction


Intragroup Cooperation

Working together within the group.Because cooperation leads to

feelings of cohesiveness, coaches should develop

cooperative activities for their teams.


Intragroup CooperationFor example, rather than

allowing players to work out individually, coaches should place athletes into work-out

teams.


Intergroup CompetitionCompetition between two rival

groups.Because competition & external threats lead to

cohesiveness, coaches may want to facilitate the

perception that it is “us versus the world”.


Intergroup CompetitionIf players feel that other groups

such as rival teams are working against them, they may begin to unite into a cohesive group in

an attempt to combat the external threat.





TeamCohesion

Performance

Satisfaction


Team Stability

Teams that have been together longer (i.e., teams that have had little turnover in player personnel) should be more

cohesive.


Team Homogeneity

Refers to the degree of similarity among a team’s

players.


Cox (1990) believes that homogenous teams comprised

of individuals with similar characteristics (e.g., ethnicity,

socioeconomic status) will tend to be cohesive.

Team Homogeneity





TeamCohesion

Performance

Satisfaction


Team Size

Research has found that as the size of a group increases, the group’s cohesion decreases.


Coaches dealing with large teams may want to develop

the cohesiveness of subunits (Davis, 1969).

Team Size


Severe InitiationThe more effort required to join a group, the greater the

cohesion of that group.


This finding suggests that when athletes are required to

exert high level of effort to join a team, they feel more

allegiance & cohesion toward the team.

Severe Initiation





TeamCohesion

Performance

Satisfaction


The Relationship between Team Cohesion &

PerformanceWidmeyer et al. (1993)

concluded that performance tends to cause cohesion to a greater extent than cohesion

causes performance.


Although team cohesion is both a cause and consequence of performance, cohesion is

predominantly a consequence of performance.


Performance



SatisfactionIndividuals do enjoy being a

member of cohesive groups & members who perceive their

team as cohesive are particularly likely to continue

their participation.

Specific Interventions Designed to Enhance Team Cohesion

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

Allow players to play other positions during practices . This will give them an appreciation for the

importance of other team players.


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

People will come to appreciate & cooperate with those who know

little things about them.


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

The various special teams need to feel important to the team & take pride in their accomplishments.


4. Develop a feeling of “ownership” among the players.

Individual players need to feel that the team is their team and

not the coach’s team.



This is accomplished by helping players become involved in

decisions that affect the team & them personally.



Individual players need to feel that their voices will be heard.


5. Set team goals & take pride in their accomplishments.

Individuals & teams as a whole must have a sense of direction.



Challenging but obtainable goals should be set throughout the

season.



When these goals are reached, players should collectively be encouraged to

take pride in their accomplishments & then set more goals.


6. Make sure that each player on the team learns his role & comes

to believe it is important.

Each player on the team has a unique role. If players do not

feel this, they will not feel they are part of the team,

which will detract from team unity.


7. Do not demand or even expect complete social tranquility.

Anytime individuals are brought together in a group, there is

potential for conflict.


7. 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.

Cliques often form as a result of:Constant losing

Players’ needs not being met




Cliques often form as a result of:Players not getting adequate

opportunities to play




Cliques often form as a result of:Coaches who promote the

development of cliques through the use of

“scapegoats” or personal prejudice.


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

cooperation.Develop drills that teach

athletes the importance of reliance upon teammates.


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

cooperation.For example, in basketball, drills that emphasize the

importance of teammate assists could be emphasized.


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

match.Since we know from literature

that performance affects feelings of satisfaction & cohesion, the coach must

capitalize on this.


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

match.If a volleyball team played good team defense in a losing effort,

point this out to them.

Team Climate

Coaches have the greatest influence on team climate but it is the players’ perceptions that

sets the team’s climate.



Team Climate


The Expectation – Performance Process

Step 1:

Step 2:

Step 3:

Step 4:

Coach forms expectations

Coach’s expectations affect his/her behavior

Coach’s behavior affects athlete’s performance & behavior

The athlete’s performance conforms to the coach’s

expectations

The Expectation – Performance ProcessStep 1: Coach forms expectations

The coach develops an expectation for each athlete that predicts the

level of performance & type of behavior that the athlete will

exhibit over the course of the year.


2 types/categories of information:

1. Person cues2. Performance

information



1. Person cues

• socioeconomic status• racial/ethnic group• family background• gender• physical

attractiveness• body size• style of dress



2. Performance information

• Athlete’s scores on certain physical skills tests

• Athlete’s past performances & achievements



2. Performance information

• Other coaches’ comments concerning the athlete’s performance & behavior

• Tryouts


Step 2: Coach’s expectations affect his/her behavior

The coach’s expectations influence their treatment of

individual athletes.



“Do teachers & coaches treat students/athletes they believe

have high ability differently from students/athletes they believe

have low ability?”



Frequency & quality of coach-athlete interaction:

A coach typically shows less tendency to initiate

interpersonal contact with athletes he/she believes to

be less skilled.




The coach spends significantly more time with

athletes who are highly skilled.




High-expectancy players being shown more warmth & positive

affect (smiling, nodding, personal contact) than their low-expectancy

teammates.



Quantity & quality of instruction

For low expectancy players:

• Reducing the amount of materials/skills,

establishing a lower standard performance.




For low expectancy players:• The coach may allow

them less time in practice drills.




For low expectancy players:• The coach may be less

persistent in helping them learn a difficult

skill.



Type & Frequency of Feedback

Teachers & coaches give high-expectancy students & athletes more reinforcement & praise after a successful

performance than they do to low-expectancy individuals.




High-expectancy performers receive informational & corrective feedback that

tells them how to improve their performance.




In contrast, low-expectancy performers receive a positive

communication from the coach but no accompanying technical

information to tell them what they can do to improve their

performance.

The Expectation – Performance ProcessStep 3: Coach’s behavior affects

athlete’s performance & behavior

A coach’s expectancy-based treatment of an individual

athlete affects that athlete’s performance & psychological

growth.



Negative effects:

Impede an athlete’s rate of learning & level of

achievement.



Negative effects:

Changes in athlete’s self-concept, perceived competence, intrinsic motivation, & level of competitive trait anxiety over

the season.


Step 4: The athlete’s performance conforms to the coach’s

expectations

Reinforces for the coach that his/her initial judgment of the

athlete was accurate.


Step 4: The athlete’s performance conforms to the coach’s

expectations

Even if a coach shows biased treatment of an individual athlete, the self-fulfilling

prophecy process will short-circuit if the athlete is

resistant to the coach’s bias.


Step 1:

Step 2:

Step 3:

Step 4:

Coach forms expectations

Coach’s expectations affect his/her behavior

Coach’s behavior affects athlete’s performance & behavior

The athlete’s performance conforms to the coach’s

expectations

Behavioral Recommendations for Coaches

The information on how coaches’ expectations & behavior can

affect the performance & psychological growth of

individual athletes on their team can & should be used to promote

positive coach-athlete interactions.


Therefore, the following recommendations are offered to coaches & prospective coaches

for their use in evaluating & perhaps modifying their own

behavior in the athletic setting.


1. Coaches should determine what sources of information they

use to form preseason or early season expectations for each

athlete.Performance-based information

sources are generally more reliable & accurate

predictors/indicators of an individual’s physical competence

than are person cues.


2. Coaches should realize that their initial assessments of an athlete’s

competence may be inaccurate & thus need to be revised continually as the

season progresses.

As the research literature in the motor learning area suggests, individuals do not always learn or progress at the same rate.


3. During practices, coaches need to keep a running count of the amount of time each athlete spends in non-skill

related activities.

Practice drills


4. Coaches should design instructional activities or drills that provide all

athletes with an opportunity to improve their skills.

Equal opportunities for high-expectancy & low-expectancy athletes.


5. As a general rule, coaches should respond to skill errors with

corrective instruction that tells each athlete what he/she can do to

improve the skill performance.

Praise & criticism should be given.


6. Coaches should emphasize skill improvement as a means of

evaluating & reinforcing individual athletes rather than

using absolute performance scores or levels of skill

achievement.


7. Coaches should interact frequently with all athletes’

perceptions, opinions & attitudes regarding team rules & practice

organization.Allow athletes to feel like a

valued member of the team no matter what his/her level of skill

is.


8. Coaches should try to create a mastery-oriented climate in

team practice.

Most conducive to the development of skill in all

players & to the maintenance of a team-oriented attitude.


Coach – Athlete CompatibilityTeam Climate


Based on these 3, define a TEAM as an acronym.

interpersonal compatibility

Sports