Types of Groups and Leadership Approaches in Sports
ITEM-8: Types of Groups
Crowd
A crowd is characterized by many individuals with little connection between them, whose goals are not always clear. Their feelings and beliefs are in a state of latency.
Band
A band is a group with a few individuals seeking similarity. The similarity becomes the basis of the relationship; the individual surrenders to his nature, and his actions are justified by the fact that he belongs and is just another member of the band.
Clustering
A variable number of tens to hundreds of members meet frequently and have common goals that are superficial and conscious. Relationships are established.
Primary Groups
These are small groups with frequent interaction of its members. The relationships are intense, with a high degree of cohesion and intimacy. They influence the conduct of individuals. Examples include families, friends, and class groups.
Secondary Groups
These have a greater number of members, which generates more distant relations, and there is a vague sense of belonging to the group. They encompass components that can be primary groups. They are governed by institutions such as schools. Relationships are formal and cold, based on institutional rules that are independent of those of the group structure.
Group Structure
A set of individuals are together for the first time. Early structural characteristics of the group begin to emerge from the interaction between individuals, the perception of each on the other, their expectations, and those of others in the group. These are both inevitable and essential if the set of individuals is intended to function positively as a group.
How to Strengthen the Structure of the Group?
Both the clarity of roles and their acceptance can be improved with programs for achieving objectives. This meets four functions:
- Directs the action and individual attention to appropriate behavior.
- Motivates the individual to develop strategies to achieve the goal.
- Contributes to increased interest in the activity.
- Helps to prolong the acceptance of the role and efforts.
Acceptance is also achieved when minimizing status differences between roles. In regard to standards, it is important that the whole group meets and agrees on them.
Recommendations to Reinforce and Establish Standards for the Group
- Show standardized team rules as contributing to achieving team performance.
- Strengthen the unity of individuals within the same team.
- Show individuals as contributors to the development and maintenance of the standard.
This can contribute to the success of the group. A method of counseling is to reinforce the behaviors when they are done and punish them when they are not. Accepted standardized behaviors work better from a consensus view; individuals adhere better to something they have participated in.
Identification Stage
This is the beginning of the formation of the group. They identify and are hopeful, setting group norms and goals. There is an eagerness to be distinguished from other groups, and they just feel contact.
Productivity Stage
The group is on the move. We observe the individual contribution. There is a strong element of solidarity. There are differences as to the potential benefits that may arise. Some may abstain from the group, while others are scattered equally. They have contacts with other groups to benefit the reference.
Individualization Stage
The individual contribution begins to be highly valued. Differences begin and distance themselves. Disgruntled members arise in the group. There is much contact with other groups.
Decline Stage
There are many differences, many discussions, and subgroups. Discontent and precipitating events lead to the disappearance of the group, with many components abandoning or the formation of other groups. If a new member still joins the group, they are informed about the rules and subjected to an evaluation. If accepted, they will bring new attitudes and norms. Schuzt believes that people tend to join groups to meet certain needs that can only be met in this way.
Problems of Functional Sports Groups
A sports group has a number of specific tasks. The organization will only succeed if it meets these ends. The four premises for adaptation to their environment are linked to the ability to develop and specialize in certain components capable of promoting its existence:
- All group members have the same interests.
- Conservation of the group’s image.
- Achieving the proposed goals.
Group Cohesion and Social Differentiation
Through interactions among its members, a common history is built that becomes their reference point. This brings its members closer, making them more similar to each other. The group develops standards and a sense of cultural homogeneity. The growth among its members creates a sense of solidarity that favors its cohesion.
Group Cohesiveness
This manifests through identifying each member and through the degree of cooperation. Group cohesion melts when conflicts that may appear are not resolved. The degree of cohesion or incompatibility marks the future of the group. The cohesion of the group must be achieved through profit or objectives.
Determinants of Cohesion
- Internal: interpersonal attraction, experiences of success and failure, common goals and expectations, creation of a group culture.
- External: processes of the group, leader’s style, formal groups, relation with the environment of the group.
Group cohesion increases performance through cooperation and communication, all of which revert to increasing self-esteem and sense of belonging.
Role of Production
This is to set the work plan: set goals, determine the number of working sessions, lead the group, and define the methodology and procedures.
Facilitative Role
This is related to the content and with the participation of members of the group. It is the moderator’s role to spread the word, mobilize resources, and make everyone feel that their submissions are important. To do this, they will encourage participation, intervene when the group is blocked, and lead the group toward the objectives, targeting interventions, and synthesizing aspects.
Regulatory Function
This is related to the group as a functional unit. It refers to the resolution of conflicts. The leader becomes the conscience of the group, interpreting the feelings and emotions of what the group is often not conscious of.
TEMA-9. Leadership Approaches
Personalist or Trait Approach
The first responses to the topic of whether leaders are born or made were personal, building on the idea that leadership traits were relatively stable measures of personality, such as intelligence, strength, independence, and self-confidence. In the sports field, several attempts were made from the perspective of the trait, however, they were unsuccessful. Therefore, the personal approach is not likely to conclude that an individual who best meets the characteristics associated with leadership can predict which will play this role effectively.
Situational Approach
This states that it is not possible to know the effect a particular action will have on a leader if you ignore the parameters they face. Although the situation is a determining factor, the nature of leadership encompasses much more than knowledge of the situation. The situation does not tell us what really makes the leader, nor the process by which it appears in a situation. Hence the need to articulate this perspective with other approaches.
Behavioral Approach
This focuses on the study of leader behavior, trying to discover the universal behaviors of effective leaders. Thus, leadership styles are born that involve leader-follower and leader-group relationships, which somehow determine leadership. There are various classifications of leadership styles, but the common ground are two: autocratic and democratic. Behaviorists maintained that they could teach anyone to become a leader simply by learning the behaviors of other effective leaders. Therefore, unlike the trait theory, the behavioral approach provides that leaders are not born but made.
Interactional Approach
In short, some authors emphasize the personal characteristics of leaders, while others emphasize circumstances and learning. One approach should not exclude others; therefore, this approach takes into account the three approaches mentioned above: the different personality types, the diversity of situations, and behaviors. Combining these three parameters gives rise to the interactional approach.
Features of the Situation
Among the characteristics of the situation, the most important is the sport discipline. We must take note of: the equipment, time available to decide, number of assistants, tradition and history of the team, whether the coach is available or not, complexity, integration of the group, rate tables and rules, and regulations.
Characteristics of Leadership
Although there is no clear set of core personality features that successful leaders seem to have in common, the qualities of intelligence, determination, self-confidence, motivation, intrinsic flexibility, etc., are often present. There are other aspects such as training experience, their results, cultural level, and dedication, which also determine leadership behaviors.
Characteristics of Athletes
Some of these issues are: gender, age, maturity, experience and level of ability, personality, ability, motivation, and self-esteem. These aspects can influence and determine the effectiveness of the coach’s leadership.