team dynamics – The Sport Journal

Understanding Esports from the Perspective of Team Dynamics

Authors: Wanyi Tang

Corresponding Author:
Wanyi Tang
Doctoral Student
United States Sports Academy
One Academy Drive
Daphne, Alabama 36526
wtang@ussa.edu
251-626-3303

Wanyi Tang is a resident doctoral student and teaching assistant at the United States Sports Academy

Understanding Esports from the Perspective of Team Dynamics

ABSTRACT
This paper provides an overview of the esports industry and outlines recent development in esports research, with a focus on studies concerning impacts of team dynamics on performance. The characteristics of successful esports teams are identified through discussion on the variety of team resources and composition, the conceptualization of team cohesion in different dimensions, and the functions of communication and social support within a high performing team. It is also understood that participation in esports not only requires teamwork and communication skills, but can also serve as an opportunity for players to develop a variety of life and social skills.
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A Case Study Exploring Self-Team Evaluations and Feedback through Team-Designed Behavior Scales

Submitted by Robert Brill, Fernando Cifuentes and Logan Stano

Robert Brill is an Associate Professor of Psychology at Moravian College where he teaches courses and conducts research in Industrial / Organizational Psychology and Sports Psychology. He also consults with a number of organizations in the Lehigh Valley area of Pennsylvania. Fernando Cifuentes and Logan Stano are Psychology majors and student researchers at Moravian College.

ABSTRACT

PURPOSE: This case study set out to explore a feedback intervention that incorporated team-generated scales created from best practice research principles from industrial / organizational psychology. METHOD: A college men’s soccer team developed behaviorally-based anchored rating scales on 14 performance dimensions, and then provided self and team member ratings on each dimension. Each player received feedback on team average ratings about them relative to self-ratings. Player perceptions were assessed prior to scale development, prior to ratings, and after feedback was received. RESULTS: Findings indicate that the experience was challenging but positive; perceptions of potential and current ability changed significantly in opposite directions between ratings and feedback suggesting that players experienced a simultaneous improvement in motivation and reality check on their perceived potential. CONCLUSION: The data suggests that this feedback intervention may be a worthwhile endeavor to help motivate individuals and strengthen team cohesion. APPLICATIONS IN SPORT: In order to supplement a coach’s feedback and unify teammate performance expectations, the creation and administration of behavior-based self and peer ratings may be a needed and viable option. If so, this case study offers a good model to attempt such an intervention.

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