How do groups form and function, and why does a team sometimes underperform?
The characteristics and formation of groups and teams (Tuckman's stages), Steiner's model of group productivity, the Ringelmann effect and social loafing, and cohesion (task and social) and its development.
A focused answer to AQA A-Level PE sport psychology on group dynamics, covering group formation, Steiner's model of group productivity, the Ringelmann effect, social loafing, and task and social cohesion.
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What this dot point is asking
AQA wants you to describe what makes a collection of people a group, explain how groups form, apply Steiner's model of group productivity, explain the Ringelmann effect and social loafing, and explain task and social cohesion and how a coach can develop it.
Groups and their formation
Steiner's model of group productivity
The Ringelmann effect and social loafing
The Ringelmann effect is the finding that individual effort decreases as group size increases, originally shown in a tug-of-war study where the average pull per person fell as more people were added. Crucially, Ringelmann attributed this partly to coordination losses (people pulling slightly out of time), which distinguishes it from social loafing.
Social loafing is the related motivational loss in which individuals reduce their effort because they believe their personal contribution is not being identified or valued, or because they perceive others are not trying (the sucker effect, where someone reduces effort so as not to be the only one working hard). The causes AQA expects are a lack of identification of individual effort, perceived low importance of one's role, and a belief that others will carry the load. It is reduced by identifying and recognising individual contributions (such as match statistics or player ratings), giving clear and important roles, setting individual as well as group goals, providing individual feedback, and developing intrinsic motivation. A key exam point is that social loafing is a motivation loss the performer chooses, whereas a coordination loss is a teamwork or timing failure, and the two need different remedies.
Cohesion
A coach develops cohesion by setting clear group goals, defining and agreeing roles, building communication and trust, encouraging social interaction, and recognising each member's contribution. Carron identified personal, leadership, team and environmental factors that influence cohesion.
Exam-style practice questions
Practice questions written in the style of AQA exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
AQA 20204 marksUsing Steiner's model, explain why a talented team might underperform, and suggest how a coach could improve its productivity.Show worked answer →
AO1/AO2. State Steiner's model: actual productivity equals potential productivity minus losses due to faulty processes. A talented team has high potential productivity (the resources to win), but faulty processes reduce the actual output. Coordination losses (poor timing, tactics or teamwork, such as players not linking up) and motivation losses (individuals not giving full effort, social loafing) explain the gap. To improve productivity the coach reduces coordination losses through practising set plays, clarifying roles and improving communication, and reduces motivation losses by identifying and recognising individual contributions, setting individual and group goals, and giving feedback. Reward the model stated correctly plus the two types of loss linked to targeted strategies.
AQA 20184 marksExplain the difference between task and social cohesion and how a coach could develop cohesion in a team.Show worked answer →
AO1/AO2. Task cohesion is how well team members work together to achieve the shared goal (coordinated, committed to the task); social cohesion is how well members get on and relate to each other socially (trust, friendship). The two can exist independently, and task cohesion is usually the stronger predictor of success. To develop cohesion a coach can set clear, shared group goals, define and agree individual roles, build communication and trust, encourage social interaction off the pitch, recognise each member's contribution, and keep a stable line-up. Carron's factors (personal, leadership, team and environmental) can frame the answer. Reward the clear task-versus-social distinction plus practical, justified strategies.
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Sources & how we know this
- AQA A-level Physical Education (7582) specification — AQA (2016)