Social Facilitation and Group Dynamics | OCR A-Level Physical Education (H555)
Social Facilitation and Group Dynamics
- 57 questions
- 4 subtopics
- Component 02: Psychological factors affecting performance
- Component 02
Social Facilitation and Group Dynamics is examined in Component 02, Psychological factors affecting performance.
It covers social facilitation and inhibition, evaluation apprehension and reducing social inhibition, groups and Tuckman's stages of development and Steiner's model, the Ringelmann effect and social loafing.
Sample questions from Social Facilitation and Group Dynamics
Answer each one closed book first, then open the answer.
-
Social facilitation and inhibition
What are co-actors?
Show the answer
Co-actors are people performing the same task at the same time without directly competing. Cyclists training alongside each other are co-actors. -
Social facilitation and inhibition
Why does a home crowd not always help the home team?
Show the answer
A supportive crowd raises arousal and can facilitate experienced performers. The expectation of success can also raise anxiety and cause social inhibition at key moments. -
Evaluation apprehension and reducing social inhibition
Why might a performer feel strong evaluation apprehension at a trial for a county squad?
Show the answer
Selectors are watching and judging every action. The performer's future depends on their verdict, so the fear of being judged is high. -
Evaluation apprehension and reducing social inhibition
How can a coach reduce the importance of an event to limit social inhibition?
Show the answer
The coach can emphasise effort and performance goals rather than the result. Less emphasis on the outcome reduces the fear of being judged. -
Groups and Tuckman's stages of development
What is the difference between task cohesion and social cohesion?
Show the answer
Task cohesion is members working together to achieve a shared goal. Social cohesion is members liking one another and enjoying each other's company. -
Groups and Tuckman's stages of development
How can a coach move a newly formed hockey squad through the storming stage?
Show the answer
The coach can clarify roles and set shared team goals. Open discussion and firm but fair leadership help to settle conflict quickly. -
Steiner's model, the Ringelmann effect and social loafing
What are coordination losses?
Show the answer
Coordination losses occur when team members fail to combine their efforts effectively. Poor timing, poor communication or ineffective tactics can cause coordination losses. -
Steiner's model, the Ringelmann effect and social loafing
How can a coach reduce social loafing?
Show the answer
The coach can identify and monitor each player's contribution, for example with performance statistics. Clear individual roles and specific goals also increase accountability.
The 4 subtopics
One subtopic is one session. Work down the list.
| Subtopic | What it covers | Questions |
|---|---|---|
| Social facilitation and inhibition | Zajonc's passive and interactive others and co-actors, social facilitation and inhibition, experts and beginners, simple and complex, gross and fine skills, extroverts and introverts, home crowds and the novice golfer. | 13 |
| Evaluation apprehension and reducing social inhibition | Cottrell's evaluation apprehension, which audiences and performers cause it most, the county trial, and reducing social inhibition through familiarisation, selective attention, mental rehearsal, teammates and relaxation. | 14 |
| Groups and Tuckman's stages of development | Groups and why a crowd is not one, task and social cohesion, Tuckman's forming, storming, norming and performing stages, the hockey squad, the promoted football team and slipping back a stage. | 14 |
| Steiner's model, the Ringelmann effect and social loafing | Steiner's potential and actual productivity, faulty processes, coordination and motivation losses in a relay, the Ringelmann effect, social loafing and how coaches reduce it, and worked tug-of-war figures. | 16 |
How the guide is worked
Answering a question from memory stores it far better than reading the answer again. The guide runs that as a fixed procedure on one subtopic at a time, about twenty minutes a session.
-
Step 1 · Closed book
Cover the answers. Work through one subtopic and write down what you can. Leave blanks where you have nothing.
-
Step 2 · Open book
Go back to the top. Read each printed answer and write it out in full, including the ones you had right.
-
Step 3 · Closed book again
Same questions, same order, from memory. The gap between pass one and pass three is the session result.
Read the full method, the return schedule and the research behind it.
Nearby topics
OCR A-Level Physical Education Active Recall Guide
Every topic, not just this one. 2,133 questions with their answers.