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High group cohesion is considered to be beneficial and lead to better performance. This qualitative case study describes a case in which high social cohesion led to a deterioration in a team's performance. The aim of the present study was to investigate the relationships between performance in a team sport and social psychological group phenomena such as cohesion, conformity, groupthink, and group polarization. The participants were members of a junior-league ice-hockey team, consisting of three adult coaches and 22 players aged 15 to 16 years. The data were derived from an interview with the main coach, continuous observation by the principal researcher, and a diary based on observations during one ice-hockey season. The group environment Questionnaire was used to assess group cohesion quantitatively. The qualitative data were analyzed by identifying themes that illuminated the research problem. In this study, the team did not perform as expected, and their performance deteriorated during the autumn. Social cohesion was high. In addition, the need to evaluate performance declined because of increased pressure to conform. Pressure to conform, groupthink, and group polarization increased owing to the high level of social cohesion which in turn was associated with the deterioration in the group's performance. Based on the findings it appears that high group cohesion may not

Research investigating the use of several team building (TB) interventions collectively in one case study is sparse. The purpose of this study was to evaluate, via action research, the process of implementation of a season-long (12 months) multifaceted TB program with a junior league ice hockey team in Finland. The team consisted of 22 players, aged 15–16 years, and three coaches. Inductive content analyses revealed that performance profiling, individual and group goal setting, and role clarification produced additional value to the TB program. Group norms became a vital part of group goal setting. The results are discussed in relation to existing definitions of TB and the importance of using a multifaceted approach to TB.

We examined Indonesian school teachers' perceptions and expectations about their professional learning, and their justifications for these, before they embarked on a transnational master's programme carried out in both Indonesia and Finland. The data were collected using the method of empathy-based stories. The findings showed that the teachers expected the programme content, execution and internationality to impact positively on their professional learning, while negative professional learning scenarios were framed as stemming from a lack of personal motivation or lack of support from the Indonesian community. Moreover, the teachers expected to become more skilled professionals not only as teachers in their classrooms but also more widely as experts in their communities.

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