Does stress affect nonverbal engagement in teams? A case study in professional team sport

Abstract

Purpose Team effectiveness is often predicated by a group’s ability to communicate. However, the effect of stress response on communication success, particularly nonverbal engagement, and how this might affect team performance, is not clear; a “phenomenon” this study sought to explore. Design/methodology/approach This was an observational study in a cohort of professional rugby players. Participants gave presentations to their peers on two separate occasions during a “live-in” camp designed to have psychologically stressful elements. Presentations were video recorded and audience engagement was measured. Testosterone and cortisol were used as biomarkers of stress response, with a high testosterone–cortisol ratio considered positive. A team training session followed the presentations and participants were rated for training quality. Findings A small decline in testosterone was observed each day after waking. Conversely, cortisol rose after waking, with the rise being the highest on the first day. A decline in testosterone–cortisol ratio was also seen each day after waking; the decline was greatest on the first day. Presentation duration and audience engagement was greatest for the second presentation; when the testosterone-cortisol ratio decline and the cortisol increase after waking was smaller. Training quality was also better that day. Pooled data revealed a moderate inverse relationship and weak positive relationships for audience engagement with post-meeting cortisol and post-meeting testosterone–cortisol ratio, respectively. Training quality was related to testosterone and testosterone–cortisol ratio, but inversely related to cortisol. Originality/value This study suggests that in stressful conditions, as suggested by an awakening hormone response, communication and team performance could become compromised with reduced ability to engage with others.

Exploring Finger Digit Ratios (2D:4D) in Surgeons, Professional Rugby Players, and Political Journalists to Form a Directional Hypothesis: Could Finger Length Predict Attention and Focus?

“…Our results suggest that digit ratios may be indicative of androgen system responsiveness and associated behavior. Given testosterone may increase focus ( Serpell et al, 2019 , 2020b ; Serpell and Cook, 2021 ), it could be argued that digit ratio is predictive of an ability to focus, a skill that would predispose to achievement in broad areas. This theory is somewhat consistent with work which has linked 2D:4D with academic performance ( Coco et al, 2011 ; Tektas et al, 2019 ), and also consistent with work from our own lab which has shown that performance may be linked to testosterone via behavioral mechanisms ( Cook et al, 2021 ).…”

“…This is because of the likely association between 2D:4D and testosterone responsiveness given the link between right 2D:4D, free testosterone and potentially androgen receptor gene structure ( Manning et al, 2003 ). It has been hypothesized that people with low right 2D:4D are better responsive to feedback ( Millet and Dewitte, 2008 ), and it is also pertinent to note that high levels of testosterone relative to cortisol may increase an individuals’ focus/attentiveness ( Serpell et al, 2019 , 2020b ; Lightman et al, 2020 ; Serpell and Cook, 2021 ). Therefore, a low right 2D:4D may be common to high achievers regardless of whether they are elite athletes or specialist doctors.…”

“…Three small experiments were performed; firstly, we explored whether a relationship for testosterone and cortisol production with digit ratios exist in a group of professional rugby players using a relatively low-level stress to which they were highly familiar. Secondly, because testosterone and cortisol responsiveness may be related to proxy measures of receiving and processing information (e.g., cognition via pupil reflex; Serpell et al, 2019 , 2020b ), we explored whether digit ratios were related to pupillometry in a high performing population (also professional rugby players). Research in healthcare, military and with people with traumatic brain injury has argued increased pupil dilation (or a greater pupil constriction) is associated with increased attention; and slower onset of pupil constriction (i.e., increased pupil constriction latency) suggests delayed processing of information ( Capó-Aponte et al, 2013 ; Thiagarajan and Ciuffreda, 2015 ; Lynch, 2018 ; Bicalho et al, 2019 ; Cabrera-Mino et al, 2019 ; McGrath et al, 2019 ).…”

The under representation of women coaches in high-performance sport

“…63 The ability to self-regulate is developmental and is an interactional process between self and context. 62,78,79 Fundamental to self-regulated learning is the extent to which one thinks about their thinking during the learning process. This process is known as metacognition, and is a very strong predictor of learning.…”

“…4,84,107 An understanding and appreciation of the role of emotions in learning can also be leveraged to inform the design of engaging learning experiences 104 ; remembering that one person's emotional state can influence the emotions of others. 79,105 In a learning environment, emotions are both experienced as well as instrumental to personal growth and academic achievement. 108 They are fundamental for effective learning as they are integrated with key cognitive skills and psychological states such as attention, memory, decision-making, motivation, interest, engagement, persistence, and social functioning.…”