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Shared Knowledge in High School Basketball Teams: Effects on Team Performance Jeff Weisman

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Shared Knowledge in High School Basketball Teams: Effects on Team Performance Jeff Weisman Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2005 Shared Knowledge in High School Basketball Teams: Effects on Team Performance Jeff Weisman Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION SHARED KNOWLEDGE IN HIGH SCHOOL BASKETBALL TEAMS: EFFECTS ON TEAM PERFORMANCE By JEFF WEISMAN A Thesis submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Master of Science Degree Awarded: Fall Semester, 2005 The members of the Committee approve the Thesis of Jeff Weisman defended on September 9, 2005. David Eccles Professor Directing Thesis Gershon Tenenbaum Committee Member Tristan Johnson Committee Member Approved: Frances Prevatt, Chair, Department of Educational Psychology and Learning Systems Marcy P. Driscoll, Dean, College of Education The Office of Graduate Studies has verified and approved the above named committee members. ii To my parents who have provided me a great deal of support and encouragement throughout the years. iii ACKNOWLEDGEMENTS I would like to thank Dr. Eccles and Dr. Tenenbaum for all the hard work they have put into this thesis. I would also like to thank Dr. Tenenbaum and Dr. Pargman for teaching me and mentoring me during my years at Florida State. iv TABLE OF CONTENTS List of Tables ............................................................................................ Page vi List of Figures ............................................................................................ Page vii Abstract ............................................................................................ Page viii INTRODUCTION .......................................................................................... Page 1 LITERATURE REVIEW................................................................................. Page 3 METHOD ............................................................................................ Page 16 RESULTS ............................................................................................ Page 25 DISCUSSION ............................................................................................ Page 33 APPENDICES ............................................................................................ Page 43 A Coaches’ Informed Consent .............................................................. Page 45 B Parents’ Informed Consent ................................................................ Page 45 C Players’ Informed Consent ................................................................ Page 47 D DIBESTQ ......................................................................................... Page 48 E General Shared Knowledge Test ....................................................... Page 51 F Diagram Based Test .......................................................................... Page 71 G Video Based Test .............................................................................. Page 75 REFERENCES ............................................................................................ Page 77 BIOGRAPHICAL SKETCH ........................................................................... Page 82 v LIST OF TABLES Table 1: Criteria for successful and unsuccessful plays..................................... Page 20 Table 2: Design Summary................................................................................ Page 22 Table 3: Inter-rater Reliability Correlations ...................................................... Page 23 Table 4: Means and Standard Deviations for General Basketball Experience Variables for JV and V Teams.......................................... Page 25 Table 5: ANOVA Results for General Basketball Experience For V and JV Teams......................................................................... Page 26 Table 6: Means and Standard Deviations for Structured Training Variables for V and JV Teams .......................................................... Page 27 Table 7: ANOVA Results for Structured Training Variables For V and JV Teams......................................................................... Page 27 Table 8: Means and Standard Deviations for Planned Plays Sharedness and Total Diagram Knowledge for V and And JV Teams.................................................................................. Page 28 Table 9: ANOVA Results for Shared Knowledge for V And JV Teams ................................................................................. Page 28 Table 10: Means and Standard Deviations for Planned Plays Accuracy and Total Diagram Knowledge For V and JV Teams ....................................................................... Page 29 Table 11: ANOVA Results for Planned Plays Accuracy and Total Diagram Knowledge for V and JV Teams.............................. Page 30 Table 12: Means and Standard Deviations for Guards and Forwards on Knowing Responsibilities of Positions........................ Page 31 Table 13: ANOVA Results for Guards and Forwards on Knowing Responsibilities of Positions ............................................ Page 32 vi ABSTRACT This study used three high school varsity and three high school junior varsity basketball teams to examine the relationship between players’ basketball experience (with their team, their teammates, and with basketball) with shared knowledge and shared knowledge’s relationship to performance. Participants completed several measures that related to demographic information, basketball experience, and shared knowledge. The results showed that varsity players had more experience playing at their school and at the varsity level than junior varsity players. Varsity players also tended to possess more shared knowledge than junior varsity players. There was also some evidence that shared knowledge aids team performance. Finally, players whose primary position was either a point guard or shooting guard reported that they understood the responsibilities of the guard positions better than they did the power forward and center positions. The reverse of this was true for players whose primary position was either a power forward or center. The results of the study support the shared knowledge concept in high school basketball teams. vii INTRODUCTION Extensive research has been dedicated to define and measure group and team performance across numerous domains. The performance of teams relies not only on the individual team members' individual abilities, but also on the various components that make up teamwork. Shared Knowledge (SK) is a concept that is thought to explain an important component of effective team performance. SK is well documented in several domains but referred to as Shared Mental Models (SMMs). SMMs are documented in domains such as the armed forces (Entin & Serfaty, 1999), organizational settings (Levesque, Wilson, & Wholey, 2001), human factors (Wilson & Rutherford, 1989), and aviation (Cannon-Bowers, Salas, & Converse, 1993). The SK concept consists of the idea that effective team performance requires members of a team to share knowledge of how the team is to accomplish their various tasks (Eccles & Tenenbaum, 2004). SK is thought to contribute greatly to teamwork, and thus aiding to overall team performance. Only recently has the concept of SK been described as being applicable to team sports (Eccles & Tenenbaum, 2004). Basketball is an interactive sport, in which the performance of the team depends a great deal on the teamwork capabilities of the team (Cratty, 1983; Jones, 1974). Therefore, SK should be critical to performance in the sport of basketball, which is what the present study focuses on. Communications among team members is necessary for SK to be acquired. Communication for achieving coordination can be acquired during pre-process or in- process actions. SK allows more implicit coordination and less explicit coordination during actual team performance. The present study is aimed at identifying SK in high school basketball teams. SK in basketball teams refers to knowledge of team operations that is shared by two or more members of the team and has the potential to aid team performance. This includes planned plays, planned adjustments, team rules of play, codewords or encrypted signs, general basketball knowledge, having teammates that are familiar with each other's style of play, etc. It is assumed that planned plays that are executed as they were designed are more likely to lead to successful outcomes due to SK among team members than plays that were not planned or were not executed as they were designed. Thus, the utilization of SK is critical to successful performance. Likewise, planned plays that are adjusted based on team rules or general basketball knowledge (i.e., SK) is more likely to lead to successful outcomes than plays that are not adjusted according to SK. Therefore, players may possess SK but fail to utilize it on some plays leading to an unsuccessful outcome, or players may not possess SK on a particular play which makes an unsuccessful outcome more likely. The research on SK indicates that SK is acquired through experience in the relevant domain (Rentsch, Heffner, & Duffy; 1993) and through experience with their team members (Kraiger & Wenzel, 1997). Therefore, in the sport of basketball players 1 with more experience playing the game would tend to possess
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