Background: Physical inactivity of the general population is a major public health concern in the US and around the world. Community-based interventions that include evidence-based principles of group dynamics are effective at improving individual-level physical activity behaviors as well as changing social norms for health behaviors. The use of technologies such as smartwatches has a potential to channel and amplify underlying group dynamics principles in such interventions. In order to explore the use of smartwatches for group dynamics-based physical activity interventions, a smartwatch centered system was designed and deployed as part of an eight-week pilot study. Objectives: The primary goal of this study was to explore the degree to which smartwatches effectively channel group dynamics strategies in the context of an eight-week community based physical activity intervention. Methods: In this explanatory mixed-methods study, system usage data were analyzed (e.g., frequency of interaction with smartwatch and smartphone) and participant physical activity (e.g., participant steps tracked by the system). To provide a richer picture of the user experience, use of features, and impact of group dynamics, participants were invited to participate in one-on-one interviews after the pilot program. The group dynamics-based questions centered on the individual’s attraction to the group task and socially as well as the individual’s perception of group integration around the task and as a social unit (i.e., the four dimensions of cohesion). The interview recordings were transcribed verbatim and analyzed via an abbreviated grounded theory approach. The system usage data was visually and numerically summarized. Results: Five of the seven participants completed interviews. The interview analysis resulted in 365 meaning units representing 2 themes (related to user experience with devices and manifestations of group dynamic principles), 4 sub-themes and 23 categories. The participants completed 31.3 (SD=2.91) miles per week and engaged with the smartwatch and the Android app 2.6 and 1.5 times a day, respectively. Analysis of interviews and the system usage logs from five participants, reveal sustained engagement with the smartwatch and the smartphone app. The system facilitated self-reflection and awareness in terms of physical activity levels, encouraged interactions with the team members and helped them to stay aware of the daily goals. Additionally, the participants reported habit formation in terms of wearing and using the smartwatch on the daily basis. Implications: This study provides preliminary support that accessible information via the custom smartwatch watchface can be a viable solution for retaining higher participant engagement during group dynamics-based community interventions. Such devices can help expand group-dynamics interventions by making them less depended on in-person delivery methods. / Master of Science / Physical inactivity of the general population is a major public health concern in the US and around the world. Community-based interventions, with group dynamics strategies at the core, are effective at improving individual physical activity behaviors. The use of technologies such as smartwatches has potential to channel and amplify the underlying program principles in such interventions. This work presents a smartwatch-centered system to encourage group cohesion in physical activity interventions, exploring it as part of an eight-week study that revealed participant awareness of group performance through smartwatch interactions.

Physical inactivity is a major cause of disease in the United States and globally. Effective physical activity interventions often use community based approaches due to the demonstrated effectiveness of combining individual and group based behavioral strategies towards encouraging physical activity behaviors and influencing social norms. Such interventions can increase their impact by adopting technology based solutions to facilitate the underlying behavioral strategies. Current technologies for persuading physical activity primarily focus on facilitating the individual level behavioral strategies and de-emphasize the interpersonal aspects. This dissertation focuses on the development and evaluation of technology that is aimed at facilitating group dynamics-based strategies for promoting physical activity within small socially connected teams. This dissertation introduces a multi-component smartwatch-centered system (FitAware) that uses sensors to automatically track physical activity and leverages the advantages of the watch form factor to facilitate both group and individual level behavioral strategies via non-interruptive, glanceable, and frequent feedback updates. This manuscript describes the design and evaluation of FitAware in the context of an 8 week statewide physical activity community-based intervention, culminating in guidelines for system development that have been tested in educational settings. / Ph. D. / Physical inactivity is a major cause of disease around the world. A good way to tackle this challenge is to conduct community-based physical activity interventions because of their effectiveness in the use of both individual and social approaches for influencing behaviors. An important challenge with such interventions is increasing their impact on the communities. Mobile technology can be used as a platform that can help reach more people. Mainstream devices for promoting physical activity focus on facilitating individual level behavioral strategies (e.g., how many steps one walked) and de-emphasize the interpersonal aspects (e.g., how ones steps compare to friend’s steps) which makes them less than optimal for facilitating the social approaches within community interventions. This dissertation focuses on the design, development and evaluation of a system that prioritizes both individual and interpersonal behavioral strategies for promoting physical activity. This work introduces a multi-component smartwatch-centered system (FitAware) that uses sensors to automatically track physical activity and leverages the convenience of the wristwatch information accessibility to facilitate both group and individual level behavioral strategies via non-interruptive, glanceable, and frequent feedback updates. This dissertation describes the design and evaluation of FitAware as part of an 8 week statewide physical activity community-based intervention, culminating in guidelines for system development that have been tested in educational settings.

This thesis examines the impact of leaders’ personal performance and prototypicality on their ability to champion a social identity by advancing shared group interests. With this in mind, general theories of leadership and followership are reviewed as well as theories of leaders’ performance more specifically. As a framework for understanding leaders’ role in managing shared identity, we then discuss the social identity approach and its application to the field of leadership. In three studies (Chapter 3), we examine the interactive effect of leaders’ prototypicality and personal performance on followers’ evaluations of their leadership. Studies 1 and 2 show that the impact of leaders’ performance on followers’ favourable reactions to their leadership (in terms of group advancement, trust in the leader, and leader endorsement) is more pronounced when leaders are prototypical, rather than non-prototypical, of followers’ ingroup. Study 3 provides evidence from the field that this interaction between performance and prototypicality also impacts on followers’ perceptions of leader charisma. Moreover, there is evidence that this impact can be explained, in part, by the degree to which followers perceive leaders to advance shared group interests. Results suggest that highly prototypical leaders who display elevated, rather than average, performance are responded to more favourably because their performance is perceived to advance a shared social identity. Although our first three studies demonstrate that we can disentangle leaders’ performance and prototypicality in order to examine their interactive effects, this does not mean that these two things are independent. Studies 4-6 (Chapter 4) provide evidence from the field and the laboratory that followers associate the performance of leaders with their prototypicality. A field study indicates that followers’ perceptions of leader performance and prototypicality are indeed positively related (Study 4). Moreover, experiments suggest that while followers infer a leader’s prototypicality from his or her performance (Study 5), their evaluation of a leader’s performance is also influenced by his or her prototypicality (Study 6). Studies 5 and 6 also indicate that leaders’ performance and prototypicality determine their capacity to engage in identity entrepreneurship by changing ingroup norms and ideals. In this way, results suggest that leader performance and prototypicality are not only bidirectionally related but are also important factors that contribute to a leader’s capacity to craft present and future understandings of a social identity. In the third empirical chapter (Chapter 5), we examine the impact of evaluators’ status as either internal or external to a group on assessments of leader prototypicality and performance. Study 7 shows that compared to external evaluators, internal evaluators are more likely to perceive highly prototypical low-performing leaders to advance the group more than low-prototypical high-performing leaders. Study 8 also demonstrates that internal (but not external) evaluators perceive highly prototypical leaders as more likely to advance the group compared to their moderately prototypical counterparts. Results suggest that these differential evaluations are primarily attributable to internal evaluators’ increased responsiveness to prototypicality such that they are less willing than external evaluators to forgo leaders’ prototypicality in exchange for their outstanding performance. Taken together, the thesis supports a complex model in which leader effectiveness is determined by followers’ appreciation of leaders’ prototypicality and performance against the backdrop of their perceived capacity to realize shared goals and ambitions. The present thesis extends theories that emphasize the importance of leaders’ exceptional performance. It shows that leaders’ extraordinary capability is of limited value if they fail to demonstrate their alignment with followers. In successful leadership these two go together such that leaders must be seen to promote ‘our’ ambitions and to be able to realize them. Theoretical implications for leadership theories and practical implications for organizational practices are discussed.

The purpose of the present research programme was to inform the development and subsequent delivery of an intervention to enhance interpersonal emotion regulation. Although emotion regulation has been emphasised due to its importance in explaining performance and well-being, the focus of research has predominantly been on intrapersonal emotion regulation. The present study addressed the dual-gap in research by extending research in interpersonal emotion regulation in general and developing and testing theory-led interventions for use in sport. A three-stage programme of research was set up with stage one reviewing the extant literature before proposing a social-functional approach to emotions, and in particular the Emotions As Social Information (EASI) model, as possible theoretical frameworks for use in sport. Qualitative methods were emphasised as these are particularly useful in studies seeking to identify mechanisms underlying the effectiveness of interventions. Stage two began with a narrative analysis to outline the potential social functions and consequences of emotional expressions, verbalisations, and actions in ice hockey. Two ice hockey players, each captain of their respective team, participated in semi-structured interviews. Participants described how emotions informed them of important circumstances in their environment that required attention and prepared them for such challenges at the individual level. At a dyadic level, emotions helped participants understand the emotional states and intentions of their teammates contributing toward an assessment of the extent to which they were prepared to face their challenges. At a group level, emotions helped participants lead their teammates in meeting team goals. Finally, at the cultural level, emotions helped participants maintain culture-related identities. Stage two continued with examining the processes, strategies used, and potential moderating factors in interpersonal emotion regulation among 16 ice hockey players from an English professional league. An inductive and deductive analysis revealed 22 distinct strategies used to regulate teammates' emotions. These were distinguished between strategies that were verbal or behavioural in nature. They were further distinguished between strategies employed to initiate interpersonal emotion regulation through affective and cognitive channels. Moderating factors in the interpersonal emotion regulation process were consistent with the EASI model. Stage three involved the development, delivery and assessment of the intervention. A British ice hockey team was recruited and the intervention was delivered over the course of three competitive seasons. The primary intervention goal was to improve interpersonal emotion regulation as evidenced by being able to accurately identify when an emotion regulation strategy was needed, and select and use a strategy that changed emotions in the direction and strength intended (Webb, Miles, & Sheeran, 2012). Given the link between emotion and performance, it was expected that the intervention would bring about improvements in individual and team performance. Techniques to bring about change comprised of brief contact interventions, dressing room debriefs, feedback from emotional intelligence assessments, and the practitioner managing himself as an intervention tool. The merit of the intervention was judged through practitioner reflections, social validity assessments, pre- and post-intervention measures of emotional intelligence and performance. Collectively, the present research programme contributes to the emotion regulation literature not only in sport, but also in psychology in general. A key achievement of the programme has been the development of a theoretically sound but ecologically valid intervention designed to improve the interpersonal emotion regulation skills of athletes. Although the intervention primarily catered to the needs of the current team and utilised the professional philosophy of the researcher-practitioner, the intervention provides support for enhanced performance derived from theory explaining a social-functional account of emotions. Future research might use the theory and approach to testing the theory in different sports to examine the role of each sport sub-culture on interpersonal emotion regulation.

Through the lens of the social identity approach (Haslam, 2004; Hogg & Terry, 2001) and in particular, the subjective group dynamics (SGD) model (Abrams, Randsley de Moura, Hutchison, & Viki, 2005) and an organisational justice perspective (Tyler & Blader, 2003), the current program of research set out to explore, in two phases, how anti-norm leaders can mitigate negative responses by their group members when they wish to lead their group towards the prescriptive norms of an outgroup. The first phase of the research, comprising three pilot tests, and Study 1, Study 2a and 2b investigated how anti-norm leaders were judged by ingroup members, and two possible moderators of this effect. Study 1 aimed to replicate the basic findings of Abrams et al. (2008) and explore whether group members’ evaluations of normative and deviant leaders would be moderated by the leaders’ method of gaining leadership (appointed vs. elected). Study 2a and 2b examined whether group members’ evaluations of normative and anti-norm leaders were moderated by the relationship of the ingroup to the authority who appointed the leader. The second phase of the research, comprising three pilot tests and Studies 3, 4 and 5, moved to consider what could help anti-norm leaders gain positive evaluations from members of their group in an organisational context. Drawing on the group engagement model (Tyler & Blader, 2003), the traditional leadership literature (Hollander, 1958; Hollander & Julian, 1970), and relevant literature from the social identity approach (Hornsey, 2005; Morton, Postmes, & Jetten, 2007) the second phase aimed to examine whether perceived respect from the leader could help the anti-norm leader to gain more positive evaluations from their group members. Study 3 replicated the design of Studies 2a and 2b in a pseudo-organisational scenario with perceived respect from the leader as an additional measured variable. Study 4 explored the impact of the informal quality of treatment (IQT) received by the ingroup members from the leader on perceptions of the anti-norm leader. In addition, the proposed mediating effect of perceived respect from the leader was examined. Study 5 examined whether respect for the group’s history by the leader would diminish the negative responses of group members to an anti-norm leader. Across the six pilot studies and six main studies, and consistent with the SGD model (Abrams et al., 2005; Abrams et al., 2008), normative leaders were consistently endorsed more, or evaluated more positively, than anti-norm leaders. Across the different testing contexts, incumbent anti-norm leaders were derogated regardless whether they were appointed or elected or whether the outgroup who appointed them had an incompatible or irrelevant relationship with the ingroup. Further, whilst showing high IQT to group members helped anti-norm leaders obtain similar evaluations as to those obtained by low IQT normative leaders, exhibiting high levels of respect for group history failed to help anti-norm leaders mitigate negative evaluations from their group members. These findings suggest that, in line Abrams et al. (2008), once an individual becomes a leader, group members do not take into consideration how that leader came to be or where they came from in evaluations. Instead, group members seem to focus on what the leader does, or can do, for the group. Whilst respect at the group, and particularly at the individual, level can have a limited impact on evaluations, it would seem that little that the leader can do on their own will moderate the negative evaluations of them that stem from the fact that their position fundamentally undermines the validity of prescriptive ingroup norms. As such, and consistent with SGD literature (Abrams et al., 2005; Abrams et al., 2008), the findings of the current program of research demonstrate the overwhelmingly robust motivation of group members to derogate anti-norm leaders who undermine prescriptive ingroup norms. For leaders faced with the challenging task of leading their ingroup towards the prescriptive norms of an outgroup, the findings of the current program of research suggest that, consistent with the group engagement model (Tyler & Blader, 2003) bolstering respect for group members through enacting both informal and formal procedures may be somewhat effective. Alternatively, and to carry the black sheep analogy dominant in this line of research further, the anti-norm leader may simply constitute the proverbial ‘sacrificial lamb’ – that is rejected and unpopular among the people he or she is supposed to lead.

<p>The purpose of this essay is to compare and contrast the two novels by focusing</p><p>on leadership and group dynamics. First, I explain some general terms like</p><p>primary and secondary groups, leader and leadership, and five different</p><p>leadership styles (autocratic, democratic, laissez-faire, task-motivated and</p><p>relationship-motivated leader), and then I apply the terms to the novels. In the</p><p>analysis I examine how some followers and group constellations react to different</p><p>kinds of leadership, and how the three leaders choose to approach their roles and</p><p>why they become successful or not.</p><p>The effect the democratic leadership has on both leaders and followers differs</p><p>between the novels. Homer in Tomorrow, When the War Began trusts his leadership</p><p>skills and gets appreciation from the primary group of friends he leads, while</p><p>Ralph in Lord of the Flies is disobeyed and challenged by his secondary group.</p><p>The group of teenagers grows stronger together, while the island boys disband as a</p><p>result of the power struggle between Ralph and Jack. The latter trusts his charisma</p><p>and threatens and punishes the boys in order to keep them under control. Jack</p><p>seems successful as an autocratic leader, since his followers carry out his orders</p><p>and let him be the unquestioned leader, but he is in the final analysis unsuccessful</p><p>since he fails to put the needs of his followers before his own strong desire for</p><p>power. Both Homer and Jack are strong leaders of their own primary group, and</p><p>one argument why they are more successful than Ralph is the loyalty they receive</p><p>from their followers. However, the reason for their faithfulness differs. In</p><p>Homer’s case it is friendship, and in Jack’s case it is fear of what he will do to</p><p>them if they defy him.</p>

The purpose of this essay is to compare and contrast the two novels by focusing on leadership and group dynamics. First, I explain some general terms like primary and secondary groups, leader and leadership, and five different leadership styles (autocratic, democratic, laissez-faire, task-motivated and relationship-motivated leader), and then I apply the terms to the novels. In the analysis I examine how some followers and group constellations react to different kinds of leadership, and how the three leaders choose to approach their roles and why they become successful or not. The effect the democratic leadership has on both leaders and followers differs between the novels. Homer in Tomorrow, When the War Began trusts his leadership skills and gets appreciation from the primary group of friends he leads, while Ralph in Lord of the Flies is disobeyed and challenged by his secondary group. The group of teenagers grows stronger together, while the island boys disband as a result of the power struggle between Ralph and Jack. The latter trusts his charisma and threatens and punishes the boys in order to keep them under control. Jack seems successful as an autocratic leader, since his followers carry out his orders and let him be the unquestioned leader, but he is in the final analysis unsuccessful since he fails to put the needs of his followers before his own strong desire for power. Both Homer and Jack are strong leaders of their own primary group, and one argument why they are more successful than Ralph is the loyalty they receive from their followers. However, the reason for their faithfulness differs. In Homer’s case it is friendship, and in Jack’s case it is fear of what he will do to them if they defy him.

Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.

Group development research conducted within applied sport psychology shares many conceptual similarities with the field of organizational studies. This thesis investigates how the cross-integration of two group development models referenced from separate fields of study can converge to produce a comprehensive analytic model for evaluating group performance. Integrating Tuckman's (1965; Tuckman & Jensen, 1977) successive five stage group development model with Carron's (1982) general conceptual system for cohesiveness in sport teams, this thesis develops an original integrative cross-disciplinary schematic for group development. Guided by a systems approach, the analysis of this model reveals how cross-disciplinary research conducted within these two fields serves to identify mutual benefits, while highlighting the similarities and differences from both group development models. A key contribution of this study is the consideration of opportunities for enhancing current knowledge, and the harmonization of strategic and humanistic approaches to management. The conclusions drawn from this thesis raise significant questions about the potential yielded through the adoption of theoretical applications from applied sport psychology to an organizational context.

The key to production effectiveness lies in the optimal utilisation of the organisations own employees. This has been accomplished by changing the power structure within organisations with the introduction of self-directed work teams. In addition to carrying out the work, SDWT members make decisions that are traditionally the jurisdiction of first line supervisors. This method of management and work planning can lead to added stress and behaviour not anticipated from employees. This behaviour, if not addressed, may have a debilitating effect on the team's performance and therefore on the organisations' bottom line. To address this behaviour, the specific causes must first be identified. The pressure within the teams of a gold mine is increased due to the fact that one day's loss of production can cost hundreds of thousands of rand. The objective of the research was to determine what causes certain dysfunctional behaviours in self-directed work teams, and the effect this has on the workplace and performance. A qualitative study was done whereby a single group of subjects was obtained. This group consisted of 40 subjects (N=40). Three different work groups were part of the case study. These groups were observed in the workplace, the group's interactions with other members in the group were observed, and the group's interactions with leadership figures were observed, and finally individual members participated in unstructured interviews in order to identify the experience of members in the work groups and also to discover what elements contributed to the dysfunctional behaviour identified in the workplace. Data from interviews was used to develop major groupings, or general classifications of broad categories of themes, where a theme is a recurrent topic of discussion or often mentioned key factor with regards to behaviour. Information was also gathered by observing individuals in their places of work. The results showed that the factors, which were most frequently sited, were the issues of contradictory demands and control (leadership). Another factor considered important by all role players was relationships. Other influences identified, but of less importance, were support, trust and communication, cultural diversity, role clarity and finally, individual needs. By way of conclusion, recommendations for future research are made. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2006.