Description
The purpose of the seminars is to gain an understanding of the theoretical and conceptual issues, evaluate empirical research, to familiarize the student with salient measurement issues in group dynamics, and learn how the seminar topic can be used practically with a team.
For each seminar presentation, the students will read a 2 assigned
readings for a given topic. Dr. Loughead will select 1 reading and one week prior to
your presentation you are to provide 1 additional reading to help your classmates
prepare for the seminar. As a reminder, please don’t limit yourself to those 2 readings
when preparing for your seminar. Be sure to collect and read any additional materials
that will assist with the discussion
As a facilitator, you are expected to facilitate a discussion suitable for the academic
community based on his/her selected topic (i.e., graduate level)….this is not an
undergraduate lecture! Therefore, the student will be required to go above and beyond
the assigned readings and become extremely familiar with their topic. The student
should use other sources (e.g., journal articles, book chapters) and/or videos to
supplement information presented in their assigned reading. The purpose of the
seminar is to focus on five main areas: (a) theory, (b) research, (c) measurement, (d)
future directions, and (e) practical implications. You will be graded on your
comprehension of the five main areas listed above using effective discussion techniques.
In addition to targeting the five main areas, you will be evaluated on your method of
teaching/communicating with the class. That is, the seminars will be also graded
according to the following criteria: (a) content, (b) presentation clarity, (c) identification
of the main issue(s), (d) evidence of independent thinking, and (e) audience
engagement and discussion leadership.
Be prepared to manage the seminar, and to ensure everyone has a chance to speak and
that one or two people are not dominating the discussion. As a facilitator you will need
to (a) provide an overview of the readings’ main points (often drawing on secondary
literature that you learned in preparation for the seminar), (b) provide a critical
response in relation to the 5 main points, and (c) make an argument, or at least begin to
try to get the discussion moving. That is, you should create questions that will stimulate
class discussion and get everyone involved incorporating the class readings. You will
need to use other teaching techniques (e.g., videos, photographs, newspaper articles)
that you will feel will make your presentation more educational, more thought
provoking, and interesting for your classmates. You will use PowerPoint for your
presentation and provide a copy to the instructor the Monday prior to your seminar
Facilitators should pay attention to making eye contact with the audience, having good
voice projection, and making sure that everyone is included in the discussion. It is your
responsibility to book any AV equipment not already available in the room
THIS MEANS I WOULD LIKE FOR YOU TO PROVIDE ME AN ARTICLE FROM THE DATABASE (Front | Leddy Library (uwindsor.ca)) And to SEND ME THE ARTICLE YOU CHOSE TO THEN SEND TO MY PROFESSOR FOR REVIEW.
I HAVE ALREADY PROVIDED ONE ARTICLE FOR USE!
PLEASEEEE LOOK AT THE NOTES EFFCTIVE SEMINAR PAPER!!! This paper has so many key points to make a seminar from a PHD student! The powerpoint should ask alot of questions to keep the audience enganged! It shouldn’t be a “reading show”. I have had people in my class do case studies, ask people their thoughts on something, discuss it, and then reveal my thoughts, some have had people pair up and chose sides to form a 7-10 min debate. Some have shown a video and had everyone discuss their thoughts about it. Some have used websites for anonymous answers to be written out on a platform and then discuss why they may have said what they said! This is all examples that could be used!
The length of the seminar is a minimum of 150 minutes.
Use Chapter 5 only of the large document files labeled “Group Dynamics in Exercise and Sport Psychology (2)” This file has the first document!!!! Starts on Page 73/74 “Coach Athlete Relationship”
The two images are debate examples of people who have presented before me!
Unformatted Attachment Preview
Effective Seminar Paper – Notes
Fowler, J. (2018). Teaching and learning. Part seven: facilitating discussions and seminars.
International Journal of Therapy and Rehabilitation, 25(11), 623-624
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To learn things, we need to discuss them
o Discussion helps clarify complex issues and it enables us to embed details into
our brains.
o Discussions help us connect facts with feelings
o Can explore areas of interest and appreciate other people’s views and opinions.
Importance of discussions:
o Students often want to draw upon their own experiences
o Few individuals can sit, listen, learn, and retain information presented
o Important to allow, encourage, and facilitate discussion
Allowing discussion
o Students generally view lectures as people ‘in charge’ and lecturing can put
people into a passive role where their brains can switch off. Then, giving them a
chance to discussion will unlikely facilitate any learning.
o Starting with discussion and asking students what they understand on a topic at
the start of the session, asking for their experiences with the topic, listening and
understanding will allow for a better learning environment
o Its important to arrange chairs so that students can look at one another and
avoid computer screens
Encouraging Discussion
o Need to encourage a safe space where students won’t be laughed at and feel like
they do not want to share.
o Teacher needs to acknowledge and value any comments made by individuals,
especially if students are laughed at. Using lines like ‘actually there is some truth
to that’ can be encouraging.
How to lead a seminar
o Involves preparation, constructive questioning, encouraging involvement, and
focused discussion.
o Important to do background reading so you are aware of key issues in the topic
o Its easy to take over a discussion and give a lecture, but the role is to get
students talking and discussion, meaning the facilitator needs to be quiet for
most of the time.
Learning in a seminar
o Important to reinforce key points made by students
o Correct false assumptions
o Summarize at the end of sessions what you covered
Spruijt, A., Wolfhagen, I., Bok, H., Schuurmans, E., Scherpbier, A., van Beukelen, P., &
Jaarsma, D. (2013). Teachers’ perceptions of aspects affecting seminar learning: a qualitative
study. BMC Medical Education, 13(22).
https://bmcmededuc.biomedcentral.com/counter/pdf/10.1186/1472-6920-13-22.pdf
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Background
o Active involvement in questioning, discussion and interaction with subject
matter in small groups promotes deep learning, where students can elaborate
and restructure facts, principles and concepts.
o Educational benefits to active learning must have the following requirements
(Dennick & Spencer, 2011):
▪ Organizational (resources)
▪ Physical (group size, room layout)
▪ Psychological (anticipating group problems)
▪ Interpersonal conditions (setting ground rules)
Seminar definition: a learning session in which a group of some 25 students facilitated
by a content expert discusses questions and issues emerging from assigned readings on
a topic of practical relevance (Jaarsma et al., 2008)
STUDY: semi-structured focus group interviews with 24 teachers with experience in facilitating
seminars. Thematic analysis led to the following results:
TEACHER
– Seminar teacher:
o Should provide context and examples to clarify subjects and help students
identify gaps in their knowledge.
o Suggest that active student participation could be promoted by providing
context and addressing students by name.
o Passive students should not be rewarded for their inactivity.
– Students:
o It should be clear to students that a seminar can only be effective if students
actively engage with the subject and should know their expectations during a
seminar.
o Seminars are most effective when students participate actively and are willing to
collaborate with other students, are interested in the subject, and curious to
know more than just the answers to the questions
– Preparation
o Materials should be clear, with appropriate preparation questions and in line
with and of value to seminar content.
– Group Functioning
o Group size, continuity of group composition, teacher and student behavior and
mutual respect contributed to safe learning climate
o Recommended to reduce group size to decrease anonymity and help students
and teachers build a positive relationship.
ORGANIZATION
– Seminar goals and content
o Opportunity to ask questions, and ‘play’ with subjects
o Deal with uncertainty and problem-solving and presentation skills
o The start of a seminar should explain the seminar goals and provide an overview
of seminar content. Seminar questions should increase in difficulty.
o Questions need to be relevant, academically challenging, and clearly defined.
▪ Encourage problem solving, discussion, deeper understanding of the
subject and help students apply what they have learned
o Avoid content overload as it can hamper effective discussions
o Can use an evaluation of feedback post-facilitation to see students’ perspective.
– Course Schedule and course coherence
o Main subjects should be introduced to lecture material, and then have time for
preparation followed by discussions in seminar
– Facilities
o Well-functioning audio-visual equipment
o Seating arrangements should allow students to see one another. So smaller
tables.
Designing and delivering effective lectures
https://postdocs.stanford.edu/sites/g/files/sbiybj10161/f/events/2013_pdac_jan_18.pdf
“College is a place where the professor’s lecture notes go straight to the student’s lecture
notes, without passing through the brains of either” – Mark Twain
In spite of all criticisms towards lecture methods, it remains the most common instructional
model in higher education (Bligh, 2000; Charlton, 2006; exley & Dennick, 2004).
Tips:
1. Plan your lectures
a. When planning lectures, it is important to consider not only the selection and
arrangement of content, but also the strategies that can be used to
communicate, connect, and reach out to your audience
2. Avoid the tyranny of content
a. Do not over-prepare. You can’t cover too much material and account for every
possible facet of the topic
b. Restrict yourself to a few key points, mainly 3-4 ideas.
3. Know your audience
a. Always try to think of the material from the standpoint of the audience and
remember how you felt learning this information for the first time.
4. Create a complete lecture
a. Three key components, comparable to a research paper.
i. An introduction, a body, and a conclusion.
b. Tell them what you are going to say, say it, and then tell them what you said.
c. INTRO
i. An attention-grabbing statement that draws people in
ii. Stories, analogies, issues on current events, quotes, videos, etc.
iii. A statement that connects lecture material to previously discussed
matters
iv. Overview of the lecture itself, with an outline of what you are going to
discuss.
1. ‘outlines help students focus on the progression of the material
and also help them take better notes” (Davis, 1993)
v. A statement of intended goals or outcomes of the lecture.
vi. Can provide a list of key terms, topics, or acronyms that are used in the
presentation.
d. BODY
i. Core content of discussion, including key concepts, principles,
techniques, approaches, issues, etc.
ii. Key instructional activities, group discussions, review of data sets or
problems.
iii. Can have students problem solve in small groups, or answer an ethical
question.
e. CONCLUSION
i. Summary of material covered
ii. Opportunity to ask questions and draw upon key points from the lecture
f. CREATE VISUAL SUPPORTS
i. Less is best, use audiovisual aids to support, summarize, and highlight
what you are saying.
ii. Keep visual aids simple, clear, relevant and uncluttered.
g. ENTHUSIASM
i. If you appear bored with the topic or questions, your audience will lose
interest.
ii. Important to display interest yourself. The only thing more contagious
than enthusiasm is the lack of it (Bligh, 2000).
h. MOVEMENT
i. Make eye contact
ii. Move around the room
iii. Movement and gestures to emphasize points
iv. Project voice and make sure you are heard
i.
v. Vary the pace and tone of your speech
ASK QUESTIONS
i. Ask open-ended questions – conversation starters
ii. Asking people to answer multiple choice style questions
iii. Fill in the blanks
Leading discussions
https://bokcenter.harvard.edu/leading-discussions
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Good discussions allow students to formulate the principles of the subject in their own
words.
Discussions allow for students and instructors to work through the core concepts or
problems raised by readings.
o Allows students to converge toward a consensus; or allow for ideas to diverge.
What Questions Engage Participants?
https://www.uwindsor.ca/ctl/sites/uwindsor.ca.ctl/files/what-questions-engage-participantsrasmussen-2017.pdf
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Questions are a way of evoking stimulating response or stultifying inquiry. It is the
essence and core of teaching (Dewey, 1993).
Good questions are high level, divergent, structured, and straightforward.
Low level vs. high level
– Low require rote memorization and content rephrasing
– High require application, analysis, synthesis, or evaluation to elicit higher-order thinking
(bloom, 1956).
Convergent vs. divergent
– Convergent imply a single right answer to a question
– Divergent suggest as many possible correct responses
Unstructured vs. structured
– Unstructured are vague, non-specific, wide open; requires time to organize a good
response
– Structured direct the learner to specific approaches, area of the subject matter or
frameworks to arrive at an answer
Multiple questions
– Contains several questions or is interspersed with background info
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Straightforward addresses one issue at a time
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Research shows that groups don’t come up with as great of ideas as individuals, unless
the groups are well facilitated
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We can structure groups to benefit individual ideas and creativity and combine it with
the input and by-in from a group of people
Job of a faciliator is to keep the conversation on track, make sure convo reaches a
successful outcome, and enforce values
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Need to establish the desired outcome and clear intention that you are trying to achieve
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Design a structure and outline for the conversation
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Establish ground rules for how it’s going to work
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o Taking turns, brainstorming and then presenting, teams, etc.
You are the referee,
o Calling on people, cultivating wisdom of the group
Will have to deal with breakdowns and problems.
Bring your best self and enrich others with your energy
characteristics of a facilitator
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Effective communication
o Knowing how to speak, but when to speak
o Paraphrasing individual ideas and summarizing key themes, trends, and
or/decisions the group proposes
Open to change
o Being flexible in the process and plan you designed
o Use playful exercises that foster team bonding and energy within the group
Observation skills
o Small gestures, glances, facial expressions can point out individual reactions and
opinions.
Positivity
o Being optimistic and positive will help facilitate the meeting smoothly and get
the most engagement from each group member.
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Authentic
o Easier to connect with participants, and will create understanding between
group and facilitator.
o Groups can see when you are not being your true self
Constant neutrality
o Treat all participants as equals, regardless of personality, rank, opinions, biases.
Energetic personality
o Energy can get brainstorming sessions off on the right foot
o Staying clam during disagreements can help diffuse tensions and keep dialogue
constructive and on-topic
Ask vs. tell
o Encourage group to come up with their own ideas. You can throw out
suggestions, but members will buy-in more when their ideas are valued
Patience
o
GROUP DYNAMICS IN EXERCISE AND
SPORT PSYCHOLOGY
Can a better understanding of group dynamics raise individual and team athletic
performance or improve the outcomes of exercise interventions?
Much human behavior in sport and exercise settings is embedded within groups, where
individuals’ cognitions, emotions, and behaviors influence and are influenced by other group
members. Now in a fully revised, updated, and expanded second edition, Group Dynamics in
Exercise and Sport Psychology explores the unique psychological dynamics that emerge in
sport and exercise groups. It provides a clear and thorough guide to contemporary theory,
research, and applied practice, covering core themes and cutting-edge topics as well as
highlighting directions for future research.
The book is organised into five thematic sections:
•
•
•
•
•
Part 1:The Self in Groups
Part 2: Leadership in Groups
Part 3: Group Environment
Part 4: Motivation in Groups
Part 5: Socio-Environmental Issues in Groups
This new edition includes seven completely new chapters, exploring important emerging
issues such as social identity, the family, co-ordination and shared knowledge within sport
teams, the group as a vehicle for facilitating individual behavior change, social support and
emotion regulation, peer leadership, and cultural perspectives in relation to group dynamics.
No other book on group dynamics in sport or exercise offers such a close examination
of the evidence base, and therefore Group Dynamics in Exercise and Sport Psychology is
important reading for all students, researchers, or practitioners working in sport or exercise
psychology, kinesiology, sport and exercise science, sports coaching, or physical education.
Mark R. Beauchamp, Ph.D., is an Associate Professor and Michael Smith Foundation for
Health Research (MSFHR) Scholar at the University of British Columbia, Canada. His
research primarily focuses on group processes within health, exercise, and sport settings.
Mark A. Eys, Ph.D., is an Associate Professor in the Departments of Kinesiology/Physical
Education and Psychology at Wilfrid Laurier University, Canada, and a Canada Research
Chair (Tier II) in Group Dynamics and Physical Activity. His current research interests
include role ambiguity and acceptance in sport and exercise groups, the measurement and
correlates of cohesion, and social influences in exercise.
This page intentionally left blank
GROUP DYNAMICS IN
EXERCISE AND SPORT
PSYCHOLOGY
Second edition
Routledge
Edited by Mark R. Beauchamp and Mark A. Eys
Routledge
Taylor & Francis C ro u p
L O N D O N A N D N EW YORK
First edition published 2007
by Routledge
This edition published 2014
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
and by Routledge
711 Third Avenue, New York, NY 10017
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2014 Mark R. Beauchamp and Mark A. Eys selection and editorial material;
individual chapters, the contributors
The right of Mark R. Beauchamp and Mark A. Eys to be identified as the editors
of this work has been asserted by them in accordance with sections 77 and 78 of
the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised
in any form or by any electronic, mechanical, or other means, now known or
hereafter invented, including photocopying and recording, or in any information
storage or retrieval system, without permission in writing from the publishers.
Trademark notice: Product or corporate names may be trademarks or registered
trademarks, and are used only for identification and explanation without intent to
infringe.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Group dynamics in exercise and sport psychology / edited by Mark R. Beauchamp,
Mark A. Eys. — Second edition.
pages cm
1. Sports—Sociological aspects. 2. Sports—Psychological aspects.
3. Exercise—Sociological aspects. 4. Exercise—Psychological aspects.
5. Social groups. I. Beauchamp, Mark R. (Mark Robert), 1972–
II. Eys, Mark A. (Adrian)
GV706.4.G75 2014
306.483—dc23
2013042907
ISBN13: 978-0-415-83576-3 (hbk)
ISBN13: 978-0-415-83577-0 (pbk)
ISBN13: 978-0-203-79493-7 (ebk)
Typeset in Bembo
by FiSH Books Ltd, Enfield
CONTENTS
List of illustrations
Biographies
Foreword Donelson R. Forsyth
Preface Mark R. Beauchamp and Mark A. Eys
viii
x
xxv
xxvii
PART I
The Self in Groups
1
2
3
1
Emotional Intelligence: A Framework for Examining Emotions
in Sport and Exercise Groups
Lindsay R. Duncan, Amy E. Latimer-Cheung, and Marc A. Brackett
3
Into the Mix: Personality Processes and Group Dynamics in
Sport Teams
Mark R. Beauchamp, Ben Jackson, and David Lavallee
21
A Social Identity Perspective on Group Processes in Sport and
Exercise
Mark W. Bruner,William L. Dunlop, and Mark R. Beauchamp
38
PART II
Leadership in Groups
53
4
55
Transformational Leadership in Sport
Colette Hoption, John Phelan, and Julian Barling
vi Contents
5
Coach–Athlete Relationships and Attachment Styles within
Sport Teams
Sophia Jowett and Luke Felton
73
6
Proxy Agency and Other-Efficacy in Physical Activity Contexts
Steven R. Bray, Christopher A. Shields, Ben Jackson, and
Paul D. Saville
91
7
Athlete Leadership in Sport
Todd M. Loughead, Krista J. Munroe-Chandler, Matt D. Hoffmann,
and Ashley M. Duguay
110
PART III
Group Environment
129
8
Role Perceptions in Sport Groups
Mark A. Eys, Robert J. Schinke, Mark Surya, and Alex J. Benson
131
9
Group Cohesion in Sport and Exercise Settings
Shauna M. Burke, Kim M. Davies, and Albert V. Carron
147
10 Group Integration Interventions in Exercise:Theory, Practice,
and Future Directions
Paul A. Estabrooks, Samantha M. Harden, Sallie Beth Johnson, and
Kimberlee A. Pardo
11 Efficacy of the Group-mediated Cognitive Behavioral
Intervention: A Decade of Physical Activity Research
Lawrence R. Brawley, Parminder K. Flora, Sean R. Locke, and
Madelaine S. H. Gierc
164
183
12 The Family as a Context for Physical Activity Promotion
Ryan E. Rhodes and Alison Quinlan
203
13 Coping, Social Support, and Emotion Regulation in Teams
Katherine A.Tamminen and Patrick Gaudreau
222
14 Coordination in Sports Teams
David W. Eccles and Katy B.Tran Turner
240
Contents vii
PART IV
Motivation in Groups
257
15 Motivation in Sport and Exercise Groups: A Self-determination
Theory Perspective
Martyn Standage and Robert J.Vallerand
259
16 Group Functioning through Optimal Achievement Goals
Chris Harwood, Mark R. Beauchamp, and Richard J. Keegan
279
17 Collective Efficacy Beliefs and Sport
Graig M. Chow and Deborah L. Feltz
298
PART V
Socio-environmental Issues in Groups
317
18 Cultural Diversity within Group Dynamics in Sport
Robert J. Schinke, Amy T. Blodgett, Kerry R. McGannon, and
William D. Parham
319
19 Gendered Social Dynamics in Sport
Vikki Krane and Reed J. Kaus
335
Index
350
LIST OF ILLUSTRATIONS
Figures
6.1
Preferences for Assistance by Exercise-context Interaction for
Self-regulatory Efficacy
96
6.2 Preferences for Assistance by Exercise-context Interaction for Perceived
Difficulty
97
8.1 A Theoretical Framework of Factors Influencing the Transmission and
Reception of Role Responsibilities
133
10.1 Stages of Group Dynamics-based Physical Activity Intervention
Development
169
10.2 Move More! Minutes of Weekly Moderate Physical Activity by
Condition
171
10.3 Exemplar and Average Trial Design Characteristics
177
11.1 Group Development and Adjournment within Three Phases of the
Group-mediated Cognitive Behavioral Intervention
191
11.2 Preventing Physical Activity Decay
195
13.1 Multilevel Model of Coping
233
15.1 Motivational Sequence Proposed within Self-determination Theory
and the Hierarchical Model of Intrinsic and Extrinsic Motivation
261
15.2 Schematic Overview of the Self-determination Continuum Outlining
the Types of Motivation Advanced within Self-determination Theory
and Related Processes
262
Tables
2.1
Eight Attitudinal–Functions
29
List of illustrations ix
2.2
A Framework for Teambuilding in Sport Teams through an
Understanding of Self, and Understanding of Others, and Adapting
and Connecting
6.1 Proxy Agents and Agency
6.2 Interpersonal Relationships Involving Other-efficacy and Possible
Consequences
6.3 Practical Applications for Developing Proxy Efficacy and
Other-efficacy
9.1 Examples of Team Building Strategies For Coaches and Exercise Class
Instructors
10.1 Potential Intervention Strategies following the Multidimensional
Model of Group Cohesion
10.2 Strategies Employed Across Group Dynamics-based Interventions
11.1 Group-mediated Cognitive Behavioral Intervention Outcomes:
Differences between the Intervention Group and the Control Group
at the End of the Trial
12.1 Reviews on Parenthood and Physical Activity
12.2 Reviews on Parent Influences on Child Physical Activity
14.1 Planning and Decisions about Planning at Different Levels in Team
Sports
33
92
100
103
155
168
174
193
205
210
247
Box
18.1 Case Study—Cultural Oppression in an Elite Boxing Context
324
BIOGRAPHIES
Editors
Mark R. Beauchamp, Ph.D., is an Associate Professor and Michael Smith
Foundation for Health Research (MSFHR) scholar at the University of British
Columbia,Vancouver, Canada. His research primarily focuses on group processes
within health, exercise, and sport settings, with his work published in journals such
as the Annals of Behavioral Medicine, Journal of Sport and Exercise Psychology, Group
Dynamics, and the American Journal of Preventive Medicine. His research program has
received funding from agencies such as the Canadian Institutes of Health Research,
Canadian Foundation for Innovation, and Social Sciences and Humanities
Research Council of Canada. He is a Chartered Psychologist and Associate Fellow
of the British Psychological Society (BPS), and is also an Associate Editor for the
Journal of Sport and Exercise Psychology as well as Psychology and Health. He sits on the
editorial boards for a number of other journals including Health Psychology (APA)
and Sport, Exercise and Performance Psychology (APA).
Mark A. Eys, Ph.D., is an Associate Professor in the Departments of
Kinesiology/Physical Education and Psychology at Wilfrid Laurier University, and
a Canada Research Chair (Tier 2) in Group Dynamics and Physical Activity. His
current research interests include role ambiguity and acceptance in sport and
exercise groups, the measurement and correlates of cohesion, and social influences
in exercise. He has published his research in the Journal of Sports Sciences, International
Journal of Sport and Exercise Psychology, Journal of Applied Sport Psychology, and Journal
of Sport and Exercise Psychology, and as a co-author of the book Group Dynamics in
Sport (2012; 4th edition). In 2001, he was awarded the Canadian Interuniversity
Sport (CIS) Coach of theYear for his work with the University of Western Ontario
women’s soccer program.
Biographies xi
Contributors
Julian Barling, Ph.D., is the Borden Chair of Leadership in Queen’s University’s
School of Business in Kingston, Ontario, Canada. His research focuses primarily on
the antecedents and development of transformational leadership, the effects of
leaders’ own mental health on their leadership, and counterproductive workplace
behaviors (e.g., workplace aggression, sexual harassment). Julian is a Fellow of the
Royal Society of Canada, the Society for Industrial and Organizational Psychology,
the Association for Psychological Sciences, the European Academy of
Occupational Health Psychology, and the Canadian Psychological Association.
Oxford University Press will publish his book The Science of Leadership: Lessons
from Research for Organizational Leaders in 2014.
Alex J. Benson is a doctoral student in social psychology at Wilfrid Laurier
University,Waterloo, Canada. Broadly speaking, his research interests lie in how the
perceptions individuals hold about their role responsibilities influence team
dynamics. During his Master’s he examined the factors that influence athletes’
willingness to fulfill what is expected of them within the group, for which he
received the Gold Medal from the Faculty of Science at Wilfrid Laurier University.
Alex is currently investigating the processes through which newcomers are
integrated into an existing team environment, which is funded by a three-year
Canada Graduate Scholarship through the Social Sciences and Humanities
Research Council of Canada and a Sport Participation Research Initiative through
Sport Canada.
Amy T. Blodgett is a doctoral student in Human Studies at Laurentian University
in Sudbury, Canada. Her research and practical interests pertain to culturally
reflexive approaches in sport psychology and social justice concerns within
marginalized sport populations. Presently, she is part of a multicultural research
team working to develop culturally safe leadership training programs in
Wikwemikong Unceded Indian Reserve in order to inspire active lifestyles among
Aboriginal youth. Amy has presented her research at national and international
conferences, and she has published in several sport psychology and methodological
mainstream academic journals.
Marc A. Brackett, Ph.D., is Director of theYale Center for Emotional Intelligence,
Senior Research Scientist in Psychology, and Faculty Fellow in the Edward Zigler
Center in Child Development and Social Policy at Yale University. Dr Brackett is
the author or co-author of over 100 scholarly publications and the developer of
The RULER Approach to Social and Emotional Learning (RULER)—a CASEL
SELect program that has reached over 500,000 students in hundreds of schools
worldwide. RULER develops emotional intelligence skills in kindergarten through
high school students as well as school leaders, teachers, staff, and families. RULER
has been shown to boost academic performance, decrease school problems, and
xii Biographies
enrich both classroom climates and teacher instructional practices. Dr Brackett also
has been the principal investigator on many grant-funded projects examining (a)
the measurement of emotional intelligence, (b) the relationship between perceived
and actual emotional intelligence, (c) links between emotional intelligence and
relationship quality, well-being, and academic/work performance, and (d) whether
emotion-based skills training can improve the personal lives and academic/job
performance of students and teachers.
Lawrence R. Brawley, Ph.D., is a Professor and Tier 1 Canada Research Chair in
Physical Activity for Health Promotion and Disease Prevention at the University
of Saskatchewan, Saskatoon, Canada. His research concerns the social psychology
of adherence to physical activity. Specifically, he has investigated (a) individual
difference moderators of self-regulatory efficacy, (b) the effect of self-regulatory
efficacy on persistence, (c) understanding/changing maintenance physical activity,
(d) testing group-mediated cognitive behavior change interventions, and (e) using
messages to persuade individuals to be more active. He is interested in translating
this knowledge into best practice for asymptomatic and symptomatic individuals.
His publications span the fields of psychology, kinesiology, behavioral medicine,
public health, gerontology, and rehabilitation. Lawrence is an international Fellow
of the US National Academy of Kinesiology and a Fellow of the Canadian Society
for Psychomotor Learning and Sport Psychology (SCAPPS). His research funding
is through the Canadian Institutes for Health Research, Social Sciences and
Humanities Research Council of Canada, and Saskatchewan Health Research
Foundation.
Steven R. Bray, Ph.D., is a Professor in the Department of Kinesiology at
McMaster University in Hamilton, Canada. His research focus is on social
perceptions that arise in interdependent contexts, such as client–healthcare practitioner interactions and youth sport coaching/instruction, and how those
perceptions relate to the thoughts, feelings, and behaviors of the participants. Steven
teaches courses in Sport Psychology as well as Health Behavior Change.
Mark W. Bruner, Ph.D., is an Assistant Professor in the School of Physical and
Health Education at Nipissing University Ontario, Canada. His research
investigates how group dynamics influence physical activity adherence and
psychosocial development in youth sport, exercise, and physical education settings.
He has published research in leading journals in group dynamics (e.g., Group
Dynamics: Theory, Research & Practice), and sport and exercise psychology (e.g.,
Psychology of Sport and Exercise, Journal of Applied Sport Psychology). He received his
Ph.D. from the University of Saskatchewan, Saskatoon, Canada and completed his
post-doctoral training at Queen’s University in Kingston, Ontario, Canada.
Shauna M. Burke, Ph.D., is an Assistant Professor in the School of Health Studies at
Western University in London, Ontario. Her primary area of research is the
Biographies xiii
psychology of health and physical activity with specific interests in group dynamics
and child and youth health. In addition to frequent presentations at national and
international scientific conferences, Shauna has published her research in a number
of peer-reviewed journals including Small Group Research, Pediatric Exercise Science,
Psychology and Health, and Sport and Exercise Psychology Review. Shauna has also
received several grants to support her research interests, including a grant from the
Lawson Foundation to develop a lifestyle intervention (i.e., the Children’s Health and
Activity Modification Program [C.H.A.M.P.]) for obese children and their families.
Albert V. Carron, Ed.D., is a Professor Emeritus at Western University in London,
Ontario, Canada. His contributions to group dynamics in sport and exercise
include refereed publications, books, and chapters in edited texts. He also has been
invited to address both national and international scientific and sport organizations.
Recently, the Canadian Psychomotor Learning and Sport Psychology Association
(SCAPPS) named its sport and exercise psychology keynote address in his honor.
Albert is a Fellow in National Academy of Kinesiology (NAK), Association for
Applied Sport Psychology (AASP), and SCAPPS. In 1998, he was a co-recipient of
the International Council of Sport Science and Physical Education’s ‘Sport Science
Award of the International Olympic Committee President.’
Graig M. Chow, Ph.D., is a Post-doctoral Fellow in the Department of
Psychology at University of Nevada, LasVegas, where he works on a controlled trial
evaluating a sport-specific treatment with student athletes to improve mental health
and sport performance. He also provides mental skills training to collegiate athletes
and teams. From 2009 to 2012, Graig was a Post-doctoral Fellow in the
Department of Psychology at University of California, Los Angeles (UCLA) where
he worked on several studies to develop and psychometrically evaluate a sport
commitment questionnaire with adolescent and elite athletes. In July 2014, Graig
will be an Assistant Professor of Sport Psychology at Florida State University. Prior
to post-doctoral work, he earned his Ph.D. in sport psychology from Michigan
State University under Deborah Feltz. His research focuses on group dynamics in
sport with an emphasis on social influence, group motivation, and leadership. He is
also interested in the development, implementation, and evaluation of evidencebased treatments to improve sport and mental performance. Graig has published in
several sport, social, and organizational psychology journals, and his research has
been presented at annual sport psychology conferences.
Kim M. Davies, Ph.D., is a performance consultant (Ontario, Canada) specializing
in helping athletes achieve and sustain optimal performance. Her research interests
focus on examining various group-related factors in sport teams and developing
interventions based on group dynamics principles. In 2009, she was awarded the
Franklin Henry Young Scientist Award by the Canadian Society for Psychomotor
Learning and Sport Psychology (SCAPPS). Over the past ten years, she has
consulted with elite-level athletes from across Canada. Clients have included
xiv Biographies
individual athletes and teams competing in the Olympics, as well as within a variety
of professional, intercollegiate, and amateur leagues. She is a registered professional
member with the Canadian Sport Psychology Association (CSPA). She completed
her Ph.D. in Kinesiology at the University of Western Ontario in London, Canada.
Ashley M. Duguay is a second year Master’s student in the Department of
Kinesiology at the University of Windsor, Ont
