An Analysis of Miracle Using Tuckman S Four Stages of Group Development

An Analysis of Miracle Using Tuckman’s Four Stages of Group Development 1

An Analysis of Miracle Using Tuckman’s Four Stages of Group Development

Lizzy BelBruno

Smith College An Analysis of Miracle Using Tuckman’s Four Stages of Group Development 2

Introduction

According to a study done by Tuckman (1965) there are four key stages every group or team will go through to become cohesive. The first stage is forming during which team members are polite and trying to understand each other (Brenner, 2006, p. 2). The next stage is storming. There will be conflicts throughout this phase, as it is the stage when players are struggling to find roles, and the team is trying to define itself (Lecture notes).

The team then moves to the norming stage, where the team norms and roles are established and accepted; teammates communicate and have trust in one another

(Brenner, 2006, p. 2). The final stage is performing characterized by achieving the desired results and respecting the needs of teammates and the group (Lecture notes). The stages of

Tuckman’s model apply to the movie Miracle.

Forming

The forming stage begins when the players are checking into tryouts and introducing themselves (9:07). We see Jack and Jimmy making polite small talk while looking at the tryout roster (9:27-9:47), and immediately following this scene, Rizzo and

Rob begin talking (10:07-10:45). They are trying to get to know each other, and understand why the other one wanted to tryout; the two of them are attempting to establish similarities, an important part of the forming phase (Brenner, 2006, p. 2). Everyone is interacting very politely, but they still do not know how they are going to function together coming from different – and even rival – teams, a clear indication of the forming stage

(Lecture notes).

There is also a clear indication of the beginning of the forming stage between the coaches (12:09-13:56). Coach Brooks and Asst. Coach Craig talk politely, but it becomes An Analysis of Miracle Using Tuckman’s Four Stages of Group Development 3 clear that Brooks is trying to show Craig how he is going to run this team. He gives Craig a small formal role to fulfill as assistant coach, in that he is expected to be the go-between for the players and the head coach (12:28-12:36) (Eys, Burke, Carron, & Dennis, p. 165). If there are any big problems he is expected to tell Brooks, but he should deal with the small problems. Coach Brooks also ignores almost the entire process that is typically used for selecting an Olympic team by selecting the final 26 without using the advisors, which according to Brenner (2006) is a behavior common to the forming stage (p. 2).

The forming phase ends when the team roster of 26 has been picked, and a few of the team members are sitting in a bar joking around and filling out the psychological questionnaires handed out by Asst. Coach Craig (18:26). Again, the team members are exhibiting standard characteristics of the forming stage. They are being polite with each other, but because they have established a small base knowledge about each other they are joking a bit more, and beginning to bond (Manktelow, 2010).

Storming

The scene in the bar when Rob walks in, talks to Rizzo, and Jack makes a comment that portrays his dislike for some of his teammates marks the start of the storming stage

(18:40). Immediately following Jack’s remark, Rizzo steps up and demonstrates an example of informal roles by telling Jack to let it go, and trying to get the team to unite (18:42) (Eys,

Burke, Carron, & Dennis, p. 164). This comment relates to the bigger conflict when Jack and

Rob get into a physical fight on the ice because of an old grudge (21:10-23:40). This fight clearly indicates the team is in the storming stage, as that is its main characteristic (Lecture notes). After the fight dies down, Coach Brooks lays down the norm for productivity, or what he expects his players and team to be doing, “skating, passing, flow, and creativity, An Analysis of Miracle Using Tuckman’s Four Stages of Group Development 4 that is what this team is about,” (Ciardi, 2004, 22:34-22:44) (Eys, Burke, Carron, & Dennis, p. 165).

The team also has trouble communicating. For example, Johnson ignores Coach

Brook’s instruction to pass the puck, and stop taking it coast-to-coast (20:15-20:30). There is also a scene, during which Coach Brooks is explaining a play, and every single team member looks completely lost; however, no one is willing to speak up when he asks if there are questions (33:33-33:40 and 34:40-34:55). These two scenes show that communication skills are still being built, which according to Brenner (2006) is a task that is commonly completed in the storming stage (p. 2). It is also clear that no one has stepped up as a leader on the team. This shows that the team is still struggling with power and control issues, and people still are not completely sure of their roles on the team.

Because the team is not completely united, there is a scene of social loafing when they are playing Norway (Eys, Burke, Carron, & Dennis, p. 162). The players on the bench are not paying attention to the game because they are not actively involved, so they feel as if there is no need for them to be focusing on it (38:12-38:34). Coach Brooks punishes the team for this, and he tries to make them realize they need to be united in order to be great.

He tells them, “When you pull on that jersey, you represent yourself and your teammates.

And the name on the front is a hell of a lot more important than the one on the back,”

(Ciardi, 2004, 41:30-41:40)! He is trying to use distinctiveness as a way to unify them

(Eys, Burke, Carron, & Dennis, p. 161).

The storming stage ends while Coach Brooks is punishing them, and Rizzo steps up and shows he understands what Brooks is asking of them by saying he plays for the United An Analysis of Miracle Using Tuckman’s Four Stages of Group Development 5

States of America (45:57). It shows Coach Brooks and his teammates he is willing to be fully committed, and they need to be too.

Norming

Norming begins with the scene when the team is working hard in practice, everyone is completely on board with what Coach Brooks wants, and they are forming lines that are working well together (50:56). Shortly after this, the players are confidently helping Coach

Brooks explain the play that they had talked about during the storming stage (52:20-

52:29). This is an example of role efficacy (Eys, Burke, Carron, & Dennis, p. 165). The players understand what they need to do for this play, and they are confident they can get it done. When a team is able to effectively discuss the roles on the team and assign specific people specific tasks, they are in the forming stage (Lecture notes).

Rizzo experiences a slight step back in the progression of stages. He struggles with role overload, and is not able to balance all that is asked of him in being a leader and a scorer (59:22) (Eys, Burke, Carron, & Dennis, p. 165). This turns into a role conflict, as

Timmy returns to the team and takes the place of Rizzo on the ice (1:00:02) (Eys, Burke,

Carron, & Dennis, p. 165). We then see the leaders of the team, Rizzo, Jimmy, Jack, and

Johnson, talking with Coach Brooks about not wanting Timmy on the team (1:00:57-

1:03:00). They also believe that they already have the size team they need to be cohesive

(1:02:50) (Eys, Burke, Carron, & Dennis, p. 161). Coach Brooks' decision to ask him to leave is in support of the team being in the norming stage because they used negotiation to make the decision (Brenner, 2006, p. 2). An Analysis of Miracle Using Tuckman’s Four Stages of Group Development 6

The stage ends when they lose to the Soviet team right before the Olympics. Instead of breaking down, it forces them to work harder and rely on each other for support

(1:14:40).

Performing

The start of the performing stage is when Jack and Coach Brooks are talking about his injury, and whether or not he will stay on the team (1:21:22). When decisions are made for the good of the group, and there is direct communication on the team, a group has moved to the performing stage (Lecture notes). The team is performing when they rally to tie Sweden in the first game of the Olympics, and then proceed to come from behind in all the other games to get to the medal round (1:25:40-1:32:30). It is also observed in the scene when they have the power play, and they do not give up even though they are struggling to take advantage. In the end, their perseverance pays off (1:56:53-1:57:45).

During these scenes, the team is completely focused on accomplishing their goals, and they are able to find solutions to their problems [Coach Brooks understands how to fire them up so they will play better (1:24:30-1:25:32)] (Lecture notes). The performing stage comes to an end when they beat Sweden in the gold medal game (2:07:45). Here they have worked together through a challenge, and have seen satisfying results (Brenner, 2006, p. 2).

Conclusion

By watching the film Miracle, it is easy to see an example of how a team would progress through the four different stages of Tuckman’s model: forming, storming, norming, and performing. The team exhibits common characteristics, and completes tasks associated with each stage in a linear model, as the model defines. An Analysis of Miracle Using Tuckman’s Four Stages of Group Development 7

References

Bacon, T. Stage coach game [PDF document]. Retrieved from Lecture Notes Online website:

http://ess220.files.wordpress.com/2008/02/stagecoachh.pdf.

Brenner, J. (2006). Observations on effective teams: “working together works” concurrent

session, team development & Tuckman’s model – in brief. Retrieved from:

http://webcache.googleusercontent.com/search?q=cache:siTIEoF4F-

QJ:groups.ucanr.org/ANR_Leadership/files/25753.doc+tuckman's+model+of+groups&c

d=43&hl=en&ct=clnk&gl=us&client=firefox-a.

Ciardi, M. [Producer], & O’Connor, G. [Director]. (2004). Miracle [Motion Picture]. United

States: Walt Disney Pictures.

Eys, M.A., Burke, S.M., Carron, A.V., & Dennis, P.W. (2006) The sport team as an effective

group. In Williams, J.M. (ed.), Applied Sport Psychology (157-173). Boston: McGraw

Manktelow, J. (2010). Forming, storming, norming, and performing. Retrieved from:

http://www.mindtools.com/pages/article/newLDR_86.htm.

Tuckman, B.W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63,

384-399. An Analysis of Miracle Using Tuckman’s Four Stages of Group Development 8

Appendix

Paper Outline Introduction  Overview of Tuckman’s model of group cohesion o 4 stages + some characteristics and behaviors of each stage Forming  Beginning of stage – players introducing themselves and getting checked in at tryouts (9:07)  In locker room Rizzo and Rob talking trying to figure each other out a bit and why they’re both trying out (10:07-10:45)  In tryouts trying to figure out how the players will fit into the team, coach is picking the ones that will be best for the team goal (10:45-13:26)  Pick the 26 members of the team that have the chance to be one of the 20 that will make the Olympic team (14:09)  Informal roles – Assistant coach is the one to act as a friend or person the players can cry to (15:41)  Formal roles – part of being an assistant coach is acting as a go between for the players and the head coach, balance being an authority with also being a friend to the players  End of stage – team roster of 26 is picked, at the bar taking the psychology test and joking around with each other about it (18:26) Storming  Beginning of stage – in the bar, Rob walks in talks to Rizzo, Jack says, “I don’t know how you sit in the same room as those clowns…” (18:40)  Johnson ignores Coach Brooks’ instructions during a drill to pass the puck and not take it coast-to-coast (20:15-20:30)  Jack and Rob get in physical fight on the ice over an old grudge (21:10-23:40)  Players don’t know who leader on the team is, Coach Brooks explains play no one is willing to speak up about confusion (33:33-33:40 and 34:40-34:55)  Informal roles – Rizzo tells Jack to “let it go” when jack is holding the grudge over the 1976 NCAA against his new teammate (18:45)  Norm for productivity – Coach Brooks lays down what he expects of the team (22:34-22:44)  Social loafing – guys on bench aren’t paying attention because they aren’t in the game so they think they don’t need to focus on it, talking about the girls in the stands (38:12-38:34)  Informal roles – Rizzo steps up sys what coach wants to hear, emerges as a leader that he will be officially named as soon (45:57)  Distinctiveness – Coach Brooks says when you put on the jersey you are representing yourself and the team, the name on the front of it matters more than the name on the back of jersey (41:30-41:40)  End of stage – Rizzo steps up when Coach Brooks is making them do skating suicides after the Norway game (45:57) An Analysis of Miracle Using Tuckman’s Four Stages of Group Development 9

Norming  Beginning of stage – work hard in practice, begin to have single team vision, complete commitment in practice, find lines that are working well together (50:56)  Players explain the play they couldn’t understand before with coach, have complete confidence in what they are saying an what they need to do (52:20-52:29)  Rizzo, Craig, Jack, and Johnson talking openly with Brooks about not wanting Timmy on the team, saying he’s messing up their family (1:00:57-1:03:00)  Size – team says they are a family and Timmy is outside of it, with the 21 players, one to be cut still to get required size, but overall the 20-21 of them have become a family (1:02:50)  Role efficacy – players are explaining their roles in a play with confidence, knowing what’s expected of them and confident they can provide it (52:20)  Role conflict – Timmy comes in, takes Rizzo place in the games and practices (1:00:20)  Role overload – Rizzo is a great leader, really unites team, but he can’t perform on the ice, keeps missing shots, having trouble balancing all that’s asked of him (59:22)  End of stage – lose to Soviet team really badly right before Olympics, stick together as a team through tough time (1:14:40) Performing  Beginning of stage – Jack and Coach Brooks have open, direct, honest conversation about his injury and keeping him on the team, think about how something like this would effect the group (1:21:22)  Team rallies to tie Sweden, coming from behind, go on to win all other games to get to medal round (1:25:40-1:32:30)  On power-play work completely as a team, knowing where each other will be, focusing until the very end of the 2 minute until they accomplish their goal of scoring (1:56:53-1:57:45)  Formal role – Rizzo named official team captain (1:23:50)  End of stage – win the gold medal against Sweden (2:07:45) Conclusion  Briefly evaluate application of Tuckman’s model on the USA 1980 Olympic Hockey team