The present study was an initial attempt to capture and describe instances of shared mental models within a team from the point of view of the team captain. Specifically, the purpose of this study was to describe a range of perceived and shared behaviors aimed at facilitating the overall performance of a college volleyball team from the perspective of the team captain. This behavioral focus is congruent with the need for documenting observable task and team-related coordination mechanisms. Symbolic interactionism, via the use of systematic observations, documental analysis, and semistructured open-ended interviews, was used to gather data from the participant in the form of a case study. Data were analyzed using Braun and Clarke’s (2006) theoretical thematic analysis based on categories derived from Eccles and Tenenbaum’s (2004) Conceptual Framework of Coordination in Sport Teams. Results indicated that the player’s actions were perceived as enhancing proactive information sharing within her team. Therefore, it is suggested that team leaders possess important objective and symbolic roles in the promotion of shared mental models. These results are further discussed in relation to current knowledge of shared mental models in sports. Limitations and directions for future research are outlined.
Edson Filho, Lael Gershgoren, Itay Basevitch, Robert Schinke, and Gershon Tenenbaum
Lael Gershgoren, Edson Medeiros Filho, Gershon Tenenbaum, and Robert J. Schinke
This study was aimed at capturing the components comprising shared mental models (SMM) and the training methods used to address SMM in one athletic program context. To meet this aim, two soccer coaches from the same collegiate program were interviewed and observed extensively during practices and games throughout the 2009–2010 season. In addition, documents (e.g., players’ positioning on free kicks sheet) from the soccer program were reviewed. The data were analyzed inductively through a thematic analysis to develop models that operationalize SMM through its components, and training. Game intelligence and game philosophy were the two main operational themes defining SMM. Moreover, four themes emerged for SMM training: (a) the setting, (b) compensatory communication, (c) reinforcement, and (d) instruction. SMM was embedded within a more comprehensive conceptual framework of team chemistry, including emotional, social, and cognitive dimensions. Implications of these conceptual frameworks are considered for sport psychologists and coaches.