What do young athletes implicitly understand about psychological skills?

One reason sport psychologists teach psychological skills is to enhance performance in sport; but the value of psychological skills for young athletes is questionable because of the qualitative and quantitative differences between children and adults in their understanding of abstract concepts such as mental skills. To teach these skills effectively to young athletes, sport psychologists need to appreciate what young athletes implicitly understand about such skills because maturational (e.g., cognitive, social) and environmental (e.g., coaches) factors can influence the progressive development of children and youth. In the present qualitative study, we explored young athletes’ (aged 10–15 years) understanding of four basic psychological skills: goal setting, mental imagery, self-talk, and relaxation. Young athletes (n = 118: 75 males and 43 females) completed an open-ended questionnaire to report their understanding of these four basic psychological skills. Compared with the older youth athletes, the younger youth athletes were less able to explain the meaning of each psychological skill. Goal setting and mental imagery were better understood than self-talk and relaxation. Based on these findings, sport psychologists should consider adapting interventions and psychoeducational programs to match young athletes’ age and developmental level

Guiding Principles for Team Stress Measurement

Teams, like individuals, experience stress. While a number of theoretical models and empirical studies have examined the role and effects of stress on team processes and performance, there is surprisingly no guidance for measuring and diagnosing team-level stress. This paper proposes that team stress is a unique construct and necessitates robust measurement systems for its evaluation. To this end, the present paper presents four principles that serve to guide the development of valid and reliable team stress measurement systems. Copyright 2012 by Human Factors and Ergonomics Society, Inc. All rights reserved

Meeting deadlines in work groups: Implicit and explicit mechanisms

Nous nous sommes demandés, dans cette étude, si les groupes étaient mieux à même de respecter les délais quand leurs membres partageaient les mêmes cognitions temporelles, c’est-à-dire quand ils s’accordaient sur les dimensions temporelles de leur tâche. Dans une étude longitudinale portant sur 31 groupes, nous avons étudié l’effet des cognitions temporelles partagées sur le respect d’un délai et exploré deux antécédents des cognitions temporelles partagées: la cohérence des rythmes des membres du groupe et l’échange des rappels concernant le temps. Nos résultats montrent que ces deux facteurs ont un impact sur les cognitions temporelles partagées et cela à différentes étapes du travail collectif. De plus, il est apparu que les cognitions temporelles partagées pouvaient aussi bien faciliter que contrecarrer le respect des délais: cela dépend des rythmes des membres du groupe. In this study, we examined whether groups were better able to meet deadlines when group members had shared temporal cognitions, that is, when they agreed on the temporal aspects of their task. In a longitudinal study involving 31 groups, we studied the effect of shared temporal cognitions on meeting a deadline and explored two antecedents of shared temporal cognitions: the similarity in group members’ pacing styles and the exchange of temporal reminders. Our findings suggest that both antecedents are relevant to shared temporal cognitions, be it at different stages of group collaboration. Furthermore, we found that shared temporal cognitions may either facilitate or impede meeting a deadline, depending on the content of group members’ pacing styles

The influence of Myers-Briggs type indicator profiles on team development processes: an empirical study in the manufacturing industry

The Myers-Briggs Type Indicator (MBTI) is one of the most common personality assessments and a frequently used instrument for team development. However, in relation to team development processes, there is little research and literature on the role of personality in general and the usefulness of MBTI in particular. This article starts with a review of the MBTI and explores the relationship between MBTI profiles and team processes using a sample of 1,630 people working in 156 teams in a Swedish industrial organization. The results show that only a small number of MBTI personality profiles have a significant relationship with team processes. Overall, the composition of teams in terms of MBTI profiles does not seem to predict team development very well. Findings suggest that the MBTI may be used as an instrument for personal development and as a vehicle for group members to gain a better understanding of each othe