Coaching Shared Mental Models in Soccer: A Longitudinal Case Study

Gershgoren, Lael; Filho, Edson; Tenenbaum, Gershon; Schinke, Robert J.

doi:10.1123/jcsp.7.4.293

Cited by 27 publications

(37 citation statements)

References 40 publications

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“…Moreover, the coach's role is to develop and maintain a SMM among their athletes (Gershgoren et al, 2013), shape the team's motivational climate (Reinboth & Duda, 2006), regulate stress responses and elevate self-efficacy (e.g., Passer, 1983), set goals, clarify roles, and establish inter-athlete communication (Carron, Colman, Wheeler, & Stevens, 2002).…”

Section: Discussionmentioning

confidence: 99%

“…Accordingly, his/her behaviors influence the team dynamic. Recently, coaches' unfair attitudes (e.g., treating players differently according to their skill level) were claimed to arise negative affects and resentment (Gershgoren et al, 2013). However, in this investigation, peer leaders are also of high interest and thus, be next discussed.…”

Section: Team Chemistry Through Social Lensesmentioning

confidence: 99%

“…In addition to the interface among team personnel, the components of our model can be further discussed through the cognitive, affective, and social lenses suggested by Gershgoren et al (2013). The components of game intelligence, game plan, shared game philosophy, goals, and efficacy beliefs along with their respective associated subcomponents are discussed under the cognitive dimension.…”

Section: Team Chemistry 25mentioning

confidence: 99%

“…Yet, thus far, only scarce attempts have been made to conceptually explain and investigate team cognition in sport (Gershgoren, Filho, Tenenbaum, & Schinke, 2013). Conceptual frameworks have been published by Eccles (2010), Eccles and Johnson (2009), Eccles andTenenbaum (2004, 2007), and in a special issue of the International Journal of Sport and Exercise Psychology (IJSEP, 2006).…”

mentioning

confidence: 99%

“…Derived from these conceptual frameworks and investigations, and Eccles and Tenenbaum's (2004) framework of SMM and team coordination, a qualitative inquiry was Team Chemistry 5 conducted to examine coaches' ideation of SMM (Gershgoren et al, 2013). Gershgoren et al, observed and interviewed two collegiate soccer coaches (i.e., head coach and assistant coach) for the duration of a season.…”

mentioning

confidence: 99%

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Expertise in soccer teams: A thematic inquiry into the role of Shared Mental Models within team chemistry

Gershgoren

Basevitch

Filho

et al. 2016

Psychology of Sport and Exercise

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Aims:The purpose of the current study was to establish a conceptual framework of team chemistry components in sport with an emphasis on Shared Mental Models (SMM).Method: Elite soccer coaches (n = 6) and players (n = 3) were interviewed using a semistructured interview guide. An inductive thematic analysis was employed to analyze the data.Results: Four themes related to team chemistry components were identified: (1) members' characteristics (i.e., demographic data, on-field characteristics, and member's ego), (2) coachplayers interactions (i.e., professional interaction and emotional intelligence of coaches), (3) interactions among the players (i.e., professional understanding, efficacy beliefs, team cohesion, players' emotional intelligence, team roles, and goals), and (4) interactions with environmental factors (i.e., owners, management, fans, and media). Conclusions:The cognitive components of the team chemistry model were clustered to establish a conceptual framework of SMM. Furthermore, the cognitive-affective-social-behavioral linkage of team chemistry and athletic performance is examined in light of the emerged model and conceptual framework. Implications and future directions are also discussed. Expertise in Soccer Teams: A Thematic Inquiry into the Role of Shared Mental Models within Team ChemistryIndividuals frequently collaborate to enhance their team's performance (Colin, 2003). Such collaborations have been acknowledged as especially important in situations in which a broader knowledge foundation and different skills are necessary for efficient decision-making (Kellermanns, Floyd, Pearson, & Spencer, 2008). In their conceptual framework on expert teams, Eccles and Tenenbaum (2004) emphasized social (e.g., communication) and cognitive (e.g., shared cognitions) components to be crucial for reaching coordination in the pursuit of superior Team Chemistry 3 collective performance. Specifically, the concepts of teamwork and taskwork knowledge have been proposed to underlie team coordination (Cannon-Bowers & Salas, 1998;Klimoski & Mohammed, 1994;Mclntyre & Salas, 1995). Teamwork knowledge refers to implicit knowledge of actions made by other teammates. Taskwork knowledge centers on the team member's knowledge pertaining to the performance requirements of a specific role in the team (Mohammed, Ferzandi, & Hamilton, 2010). Eccles and Tenenbaum (2004) have exemplified the application of taskwork and teamwork knowledge in sports such as football, and the differences between them. Accordingly, taskwork was represented by the quarterback's ability to execute a pass that reaches its targeted destination in space and time. Yet, to complete the task successfully, the quarterback depends on teamwork (e.g., teammates blocking the defensive line from reaching him, the running back faking receiving the ball, and other potential receivers distracting the opponents from identifying the real target). As players transfer teams, their taskwork knowledge mostly holds. Nevertheless, new teamwork elements of the task ...

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