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344 pages
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Size: 4319k
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The Impact of Adventure-Based Training on Team Cohesion and Psychological Skills Development in Elite Sporting Teams
Institution: | University of Wollongong - Wollongong, Australia |
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Advisor(s): | Tonia Gray; Ted Booth |
Degree: | Doctor of Education |
Year: | 2003 |
Volume: | 344 pages |
ISBN-10: | 1581121938 |
ISBN-13: | 9781581121933 |
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Adventure-based training has become an effective medium for delivering experiential
training programs within a variety of disciplines such as; school outdoor education,
corporate teamwork development, youth at risk and psychological counseling.
In addition, Meyer & Wenger (1998) and Meyer (2000) were instrumental in
pioneering research in to the efficacy of adventure-based training with sporting
teams. This investigation adds to the growing body of knowledge in this area
by demonstrating the positive effects an adventure training intervention has
on athletes ability to learn new team and psychological skills. In addition,
results indicated that individual and team performance might have been enhanced
because of skills learnt during the intervention.
This study examined the impact of an adventure-based training intervention
on the group cohesion and psychological skills development of elite netball
players. Data was gathered using both quantitative and qualitative methodologies.
Many researchers are of the belief that the two methodologies compliment one
another and thereby strengthen the total research model (Henderson, 1993).
Thirty-six members of state age netball teams in NSW, Australia provided informed
consent to participate in the study. Participants were either members of one
of two treatment groups; the NSW under 17 (n=12) or the NSW under 19 (n=12)
state netball teams. A control group from a rival interstate team made up the
control group (n=12).
Quantitative data measuring group cohesion was assessed by means of the group
environment questionnaire (GEQ) (Carron, Brawley & Widmeyer, 1985). The
GEQ was derived from a conceptual model that considers cohesion to be a multidimensional
construct that includes task and social aspects, each of which reflects both
an individual and a group orientation. Four subscales of cohesion are contained
in the GEQ, these include: Individual attractions to the group-task (ATG-T),
individual attractions to the group-social (ATG-S) group integration-task and
(GI-T) group integration-social (GI-S). Using a quasi-experimental design,
students were administered two pre-tests and tracked at regular intervals throughout
the intervention and sporting season with two post-tests, in order to ascertain
longitudinal changes in group cohesion.
In order to quantify the impact of the intervention on group cohesion, a series
of 3 (group) X 4 (time) repeated-measures analyses were conducted, with treatment
group and time as the independent variables. Further testing was conducted
using a series of analysis of variance tests to assess differences in groups
at each time-period within each sub-scale. Post hoc Bonferroni tests were used
to identify where these differences occurred. Finally, the longitudinal effects
of the intervention were examined using effect size calculations.
These were calculated for each group to determine the degree and significance
of any change between each testing time. In three of the four sub-scales ATG-T,
ATG-S, and GI-T highly significant differences were noted between the treatment
and control groups. These significant results were supported by the athletes qualitative
accounts of the intervention.
In qualitative terms, focus group and one on one phenomenological interviews
were triangulated against observational and statistical data to help build
a picture of the athletes experience. In the phenomenological tradition,
obtaining the athletes perspective of the intervention was most important.
With this in mind, both the outcomes and the process that led to the outcomes
were documented.
A phenomenological approach to qualitative data collection was followed based
on the work by Dale (1996). Knowing how the intervention impacted on the participants
from their perspective, is a critical question often overlooked by researchers.
Results clearly indicated how athletes changed and developed during and
after the intervention. Improved cohesion around task issues was especially evident,
along with enhanced mental skills to handle the pressures of major competition.
Lewin s change theory was examined to explain the learning process; modifications
to this theory were suggested. Recommendations were outlined for improving sport
psychology teaching practice, along with improved facilitation of adventure programming.
344 pages
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Size: 4319k
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