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This paper reviews research findings on entrepreneurial top management teams within the last 20 years. It concentrates on team-based management factors and their influence on a new venture's growth and ability to raise capital. This paper integrates recent findings and provides an overview of the current state of research. Moreover, it contributes to the overall topic by proposing five clusters of major team-specific influences, derives determinants of success and failure, and reveals recommendations for further research. [ABSTRACT FROM AUTHOR]

Abstract: Expectations of pediatric cardiac surgeons grow as the specialty evolves and yesterday''s challenges become tomorrow''s routine. The pioneering era of fast-paced major technical advances is behind us. Integration of surgery, cardiology and intensive care is now the basis of incremental improvements in perioperative and long term outcomes. Surgeons can be natural leaders of this process because their skills, roles and experience are crucial in the preoperative, intra-operative and postoperative care of the patient and their family. However, the personality traits that draw physicians to the specialty and contribute to the drive to become a successful technical surgeon may be at odds with the collaborative aspects of this microsystem, both inside and outside the operating room. The potential for disruptive behavior on the part of the surgeon to impede the functioning of a large multidisciplinary team providing care of the upmost complexity raises fundamental questions about how to design reliable pediatric cardiac surgery teams. A new dynamic is needed to support team members, including the surgeon, in times of extreme stress and to help them avoid destructive, maladaptive responses. Focusing these efforts around the clinical microsystem requires a detailed analysis of the team interactions, the underlying culture and support, and the clinical engagement of staff. Building and nurturing a resilient system in a highly specialized environment where burnout, bullying and loss of staff exist remains a constant challenge. [Copyright &y& Elsevier]

Coaches at all levels desire coachable athletes whose personalities are a good fit for their teams. Coachability is a complex construct that is not well understood in the sport science literature, but appears to be demonstrated through several behaviors. Costa and McCrae's Five Factor Model framework proposes that personality traits are inherent and predispose a person to behave in relatively stable ways. This study used survey methodology to investigate relationships between head college coaches' (n = 36) perceptions of coachability and 12 personality traits from the Agreeableness and Emotional Stability domains in NCAA Divisions I (n = 94) and II (n = 96) female softball athletes. Results indicated that coaches might glean the most useful insights regarding how coachable a female athlete might be by learning more about her personality in three specific areas: Anger, Immoderation, and Cooperation. [ABSTRACT FROM AUTHOR]

On the subject of football, Serge Mesones, former French international turned journalist, wrote that 'the true miracle remains the birth of a great team; everything which could contribute to this deserves consideration. Whatever happens, the coach and his group will always form that tandem which Bella Guttman used to compare to a symphony orchestra and their conductor: there is a significant difference between the performance when Toscanini is conducting, and that when the conductor is mediocre' (Mesones 1992, 12). With the aim of better understanding the issues of such an assertion, in this article we will develop the theoretical elements that we began to tackle in the book Teaching Collective Sport in Schools (1999).1 This will involve clarifying, and going into detail on, some conceptions relating to the long journey that is the formation of a sporting group, exploring one scenario at a time. [ABSTRACT FROM AUTHOR]

We examined the association between celebratory responses after successful soccer penalty kicks and the outcome of a penalty shootout. Individually displayed post-shot behaviours in penalty shootouts held in World Cups and European Championships (N = 151) were rated on the presence of universally distinct and recognizable behaviours associated with positive emotions. Using chi-square analyses we investigated which behaviours were associated with winning the shootout, when the relative standing between the teams was equal. Players who engaged in certain celebratory post-shot behaviours were more likely to be in the team that ultimately won the penalty shootout. In particular, celebrations including both arms were associated with winning the shootout. It was more likely that the next kick taken by an opponent was missed after a player displayed these behaviours after a goal than when he did not. The findings are interpreted in terms of emotional contagion - that is, the transference of emotions from individuals onto teammates and opponents. It is suggested that the individual expression of post-performance emotions serves a direct purpose in enhancing future team performance and that emotional contagion is an important process in the context of elite sport performance. [ABSTRACT FROM AUTHOR]

This article describes how action learning can be accompanied by a project to encourage shared learning about organisation culture, the external environment, political context and team dynamics, while allowing space for personal issues. It drives forward reflective practice and encourages sets to deliver a tangible pay-back to the organisation. Thus stakeholders beyond the immediate programme become engaged. The article describes challenges we have encountered and illustrates links to work on critical action learning. [ABSTRACT FROM AUTHOR]

Interprofessional approaches to health and social care have been linked to improved planning and policy development, more clinically effective services, and enhanced problem solving; however, there is evidence that professionals tend to operate in uniprofessional silos and that attempts to share knowledge across professional borders are often unsuccessful. [ABSTRACT FROM AUTHOR]

This study examines how group member beliefs regarding cognitive differences influence ability to create knowledge. Specifically, this study explores whether the impact of openness to cognitive diversity on knowledge creation is a result of associated collaborative behaviors. To investigate this theory, it is assessed whether the behaviors of debate and decision comprehensiveness mediate the relationship between openness to cognitive diversity and knowledge creation. The results of a survey of 98 workplace teams support the hypotheses that the impact of openness is consequent to the emergence of behavioral patterns that facilitate open and rigorous discussion and contribute to the understanding of the psychosocial and behavioral variables underpinning knowledge creation. [ABSTRACT FROM AUTHOR]

This study explores the role of goal structure in team knowledge creation, and the extent to which the impact of goal cooperativeness is consequent to the associated emergence of a constructive group norm and collaborative behaviours. To investigate this theory, we assess whether openmindedness norms and decision-comprehensiveness operate as mediating variables between goal cooperativeness and knowledge creation. The results support our hypotheses that the impact of goal structure is consequent to the emergence of expectations and behavioural patterns that facilitate open, rigorous discussion. By specifying and testing critical relationships, this article contributes to our understanding of psycho-social variables underpinning knowledge creation, which has implications for group effectiveness and innovation research. [ABSTRACT FROM AUTHOR]

This paper discusses efforts to develop metacognition in teams of engineering students by: first, exploring personal learning patterns, and second, ongoing biweekly journaling exercises. Thirty-three junior and senior engineering students (30 chemical engineer, one each from mechanical, civil and electrical) working on semester-long projects in the Rowan Engineering Clinics were broken into four groups. Members of the first determined their learning patterns by taking the Learning Connections Inventory (LCI) then met with faculty advisors to discuss their patterns and those of their teammates. The second group performed structured writing assignments focusing on team dynamics and logistical barriers to success. The third received both LCI instruction and the writing assignments, while the fourth received neither. Students who received instruction on their own learning patterns as well as those of their teammates performed better on semesterlong team projects and reported a significant improvement in their attitude towards teaming skills. Structured writing assignments focusing on team dynamics also seemed to benefit performance, but were less popular with the students. [ABSTRACT FROM AUTHOR]

Using a sample of 411 members and their respective leaders from 72 Taiwanese corporate teams, we conducted a cross-level study and found that 1) teammates' shared work values were positively related to team member performance and satisfaction with cooperation; 2) trustworthiness, or how a member was trusted by his or her teammates, mediated the relationship between shared work values and team member performance; and 3) trustfulness, or how a member trusted his or her teammates, mediated the relationship between shared work values and satisfaction with cooperation. Results provided support for the shared mental model theory and the directional nature of interpersonal trust. [ABSTRACT FROM AUTHOR]

This paper discusses how the internal worlds of adolescents who are looked after in residential care homes impact upon workers and generate complex dynamics within teams. This is especially so regarding internal parental objects and couplings, which inevitably include those of abandoning, abusive and ambivalent parental figures. Versions of these are projected and enacted between adolescents and workers, workers and managers, team and consultant. Conceptual thinking about groups and gangs is drawn upon to help illuminate the emotional phenomena encountered in team consultation meetings as described in the paper. Clinical material is given of working in the transference as consultant to the team, in order to illustrate processes of containment and the opportunity for thinking to take place. In this, there is movement between different states of mind within the team. The paper seeks to demonstrate a way of consulting to residential teams working with looked after adolescents and to show how this can mediate some of the enactments by workers and teams of projected states and transferential phenomena. Associated with this, there can be a deepening of the team's understanding of the emotional experience of the adolescents in their care. [ABSTRACT FROM AUTHOR]

This article presents a study regarding team empowerment and team dynamics in health care organizations. The study aims to understand the process by which team dynamics affects team member attitudes. It explores the role of team empowerment as a mediator in the relationships between team atmosphere, team context, job satisfaction, and organizational commitment. Findings show that team empowerment mediates the relationships of team context and team atmosphere with organizational commitment and job satisfaction.

The concept of team mental models (TMMs) has much to offer the study of design teams. However, I argue that care needs to be taken in how the concept is applied because existing studies of TMMs tend to draw upon problematic assumptions from conventional cognitive psychology. These encourage a focus on cognition as a mainly individual, passive, and disembodied affair involving the rule-bound internal manipulation of symbols that is ill-suited to understanding the thoroughly social, dynamic, and emergent character of knowing in design teams. After outlining the main weaknesses of the cognitive tradition, I suggest a practice-based approach as a more secure position from which to study the role of TMMs in action. This reframing of the TMM concept has important implications not only for the existing cognitive-orientated literature on team dynamics but also for practice-based approaches which, to their detriment, have tended to avoid any reference to the role of cognitive frameworks in interpreting and guiding social action. [ABSTRACT FROM AUTHOR]

Team-based assessments are commonly used in management education, yet questions remain about how to adequately differentiate individuals' levels of input into team processes and project content when grading a team-based assessment. Following an overview of relevant research, this article describes an innovative self-and peer-assessment strategy that may be used initially to develop team dynamics, team management skills, and project planning and resourcing skills, and subsequently to accurately assess individuals' contributions to team dynamics, team management, and project planning and resourcing. [ABSTRACT FROM AUTHOR]

Teams are the fundamental element of work in the contemporary clinical setting. As interdisciplinary teams become an essential component of the evidence-based framework for clinical practice, their formalization, integration, and synthesis within the practice framework will become increasingly mandatory. Outlined here is a contextual model for team action that is formalized as the organizational leadership continuously addresses the structural and process components of team dynamics in a continuous and cybernetic frame that assures all of the elements of effective teamwork. The theoretical foundations for team modeling are explicated, the elements of the systems approach to team process are outlined, and a necessary synthesis of team processes is described and established as a foundation for evidence-based clinical practice. [ABSTRACT FROM AUTHOR]

We present a dynamical model of complex cooperative projects such as large engineering design or software development efforts, comprised of concurrent and interrelated tasks. The model contains a stochastic component to account for temporal fluctuations both in task performance and in the interactions between related tasks. We show that as the system size increases, so does the average completion time. Also, for fixed system size, the dynamics of individual project realizations can exhibit large deviations from the average when fluctuations increase past a threshold, causing long delays in completion times. These effects are in agreement with empirical observation. We also show that the negative effects of both large groups and long delays caused by fluctuations may be mitigated by arranging projects in a hierarchical or modular structure. Our model is applicable to any arrangement of interdependent tasks, providing an analytical prediction for the average completion time as well as a numerical threshold for the fluctuation strength beyond which long delays are likely. In conjunction with previous modeling techniques, it thus provides managers with a predictive tool to be used in the design of a project's architecture. [ABSTRACT FROM AUTHOR]

Abstract: Objective: To examine the potential moderating influence of team norms on the cohesion–self-reported performance relationship. Design: Hierarchical linear modeling was used to (1) assess the individual- and group-level variability in self-reported performance, and (2) predict the variability in self-reported performance using three group-level predictors: cohesion, norms, interaction between cohesion and norms. Method: The sample—298 athletes (112 male, 186 female) from 24 university and club level interactive and coactive sport teams-completed the Team Norm Questionnaire, the Group Environment Questionnaire, and Rating of Perceived Exertion Scale in relation to competitions, practices, and the off-season training. Results: Athletes on teams perceived to have stronger norms for social interactions and higher team social cohesion (i.e. group integration-social (GIS)) reported the best performance. Contrary to the hypothesis, the poorest self-reported performance was reported by athletes on teams characterized by perceptions of lower social cohesion and a stronger norm for social interaction. Task-related norms and task cohesion were not related to self-reported performance. Conclusions: The interrelationship among team cohesion, team norms, and performance is complex and warrants further investigation. [Copyright &y& Elsevier]

The author documents difficulties that arose in the work of a team working in a residential setting providing 24 hour care for patients with repeated or long-term admissions, and the different, interrelated and mutually dependent aspects of this work. Issues that emerged included the difficult nature of work with this patient group, collaborative work in the team, management issues and models of care, i.e. active rehabilitation ideology. Staff encountered problems which were not unique to this team, and which have wider implications for other staff working in similar roles and contexts with a similar patient group. [ABSTRACT FROM AUTHOR]

Multidisciplinary neuro-oncology clinics allow collaboration between various specialties and training levels. Building a tenable clinical research program based in the longitudinal dialogue and practice of collaborative clinicians and trainees can bridge clinical observations to research execution. However, forming a research team around a multidisciplinary clinic's activities is constrained by a lack of literature or guidelines. As well, challenges in sustaining team logistics, communication, and productivity can persist without a standardized team framework. This perspective discusses the state of research teams in clinical oncology, and uses experiences from the McMaster Pediatric Brain Tumour Study Group to guide those seeking to form a research team based on the collective activities and observations of a multidisciplinary clinic., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Gonzales, Mastrolonardo, Winget, Ragulojan, Fleming and Singh.)

Introduction: Studies have examined the impact of team formation strategies to performance on team assessments and perceptions of team dynamics. This study assessed the impact of intentional vs. randomized team formation strategies on a semester-long self-care pharmacotherapy course taught using team-based learning., Methods: Students were intentionally assigned to teams in fall 2018 and randomized to teams in fall 2019. Performance on team readiness assessment tests (TRATs) was compared. Student perceptions regarding team dynamics were evaluated using a questionnaire., Results: The were no significant differences in TRAT scores between the intentional (n = 91; average 99.8%) and randomized (n = 68; average 99.9%) cohorts (P = .33). Response rates for the student perception questionnaires for the intentional and randomized cohorts were 85.7% and 77.9%, respectively. No significant differences existed between cohorts for any questionnaire items., Conclusions: The type and number of criteria used to intentionally develop teams has varied across the literature and has generally failed to show significant differences in performance on team assessments regardless of team formation strategy. There have been varied findings with respect to the impact of team formation criteria on student perceptions related to team dynamics. In this study, intentionally assigning teams in a single semester-long course primarily using community pharmacy experience and significant relationships did not produce significant differences in team performance or student perceptions compared to randomization. For teams in a single semester course, randomization may be an efficient way of assigning students to teams without negatively impacting team performance or perceptions of team dynamics., (Copyright © 2022 Elsevier Inc. All rights reserved.)

Background: Although diversity, friction, and harmonisation in interprofessional teamwork are aspects frequently conceptualised, no empirical study discusses them in combination. Focusing on risk and function with respect to each aspect, this article empirically examines how dynamics between these aspects during interprofessional teamwork interactions fosters conditions for effective teamwork., Methods: An ethnographic study of three interprofessional teams, in the context of mental health and substance use, was conducted in Norway. Data were collected through observations of 14 team meetings and 18 in-depth interviews with health and social work professionals. Thematic analysis was applied to code the data., Results: A conceptual ideal-type model, which includes all three aspects was developed to represent the emergent findings. The results suggest that the diversity of professional perspectives inherent in interprofessional teams is the foundation of interprofessional teamwork. However, friction is needed to promote innovation, encourage new insights, and intensify discussions. In addition, harmonisation balances professional distinctions, fosters trust, and ties professionals together., Conclusion: This article presents a comprehensive model of how professionals work together in interprofessional teams. The model makes visible the functions and risks of each aspect and the dynamics between them. Furthermore, the article argues for mobilisation and balance of all three aspects in combination to maximise the capacity of interprofessional teamwork. Such insight can be used to support the development and successful implementation of interprofessional teamwork in health care., (© 2022. The Author(s).)

Background: Little is known regarding the impact of operating room (OR) personnel generation on their perceptions to various surgeon behaviors. We aimed to characterize these relationships by evaluating their responses to 5 realistic intraoperative scenarios., Methods: Operating room personnel were asked to assess surgeon OR behavior across a standardized set of 5 scenarios via an online survey. For each scenario, respondents were asked to identify the behavior as either acceptable, unacceptable but would ignore, unacceptable and would confront the surgeon, or unacceptable and would report to management. Chi-squared analyses were used to compare responses to surgeon behavior with respondent generation., Results: There were 3101 respondents, of which 41% of respondents were baby boomers (n = 1280), 31% were generation (Gen) X (n = 955), and 28% were Gen Y (n = 866). Overall, when compared to Gen X or Gen Y, baby boomers were significantly more likely to find surgeon behaviors of impatience ( P < .001), being late for a case ( P < .001), swearing in the OR ( P < .001), and shouting with a bleeding patient ( P = .001) to be inappropriate and would talk to the surgeon. Alternatively, Gen Y respondents were more likely to find fault with surgeon behaviors that deviate from rules and regulations, such as forgetting a time-out ( P = .001), when compared to baby boomers and Gen X respondents., Discussion: Results of our study demonstrate that OR personnel generation affects their perceptions and response to surgeon behavior. Understanding these tendencies can guide efforts to improve OR interactions among team members.

Background: Proper team formation is critical for team performance and dynamics in the setting of team-based learning (TBL). Faculty should stratify students to ensure an even allocation of learner resources; however, the ideal method of team creation for TBL in pharmacy education has yet to be determined. A study aimed to assess team formation stratified by personality strengths on student performance for graded team activities, peer evaluations, and student perceptions of team dynamics compared to randomization of teams the previous semester with the same cohort. This Live and Learn piece will describe lessons learned throughout this project and research considerations for future studies on TBL team creation., Impact: The study design compared team stratification by strengths vs. randomization, which resulted in similar distribution of CliftonStrengths domains with a variation of two teams between the semesters. Due to homogeneity in student strengths and negligible difference in purposeful team creation by strengths vs. randomization, the study was limited in its methodology and findings., Recommendations: Through the description of this experience, the authors have outlined suggestions for designing studies to explore team creation methods, specifically capturing preliminary data, including a control group, and recognizing the influence of randomization., Discussion: Future studies to identify the optimal method for team formation may include alternate stratification approaches and should be performed over multiple cohorts from varying institutions. It is equally plausible that randomization consistently generates teams with equitable resource distribution and team formation has no overall impact on TBL effectiveness., (Copyright © 2021 Elsevier Inc. All rights reserved.)

Background: Emergency surgery represents a unique context. Trauma teams are often multidisciplinary and need to operate under extreme stress and time constraints, sometimes with no awareness of the trauma's causes or the patient's personal and clinical information. In this perspective, the dynamics of how trauma teams function is fundamental to ensuring the best performance and outcomes., Methods: An online survey was conducted among the World Society of Emergency Surgery members in early 2021. 402 fully filled questionnaires on the topics of knowledge translation dynamics and tools, non-technical skills, and difficulties in teamwork were collected. Data were analyzed using the software R, and reported following the Checklist for Reporting Results of Internet E-Surveys (CHERRIES)., Results: Findings highlight how several surgeons are still unsure about the meaning and potential of knowledge translation and its mechanisms. Tools like training, clinical guidelines, and non-technical skills are recognized and used in clinical practice. Others, like patients' and stakeholders' engagement, are hardly implemented, despite their increasing importance in the modern healthcare scenario. Several difficulties in working as a team are described, including the lack of time, communication, training, trust, and ego., Discussion: Scientific societies should take the lead in offering training and support about the abovementioned topics. Dedicated educational initiatives, practical cases and experiences, workshops and symposia may allow mitigating the difficulties highlighted by the survey's participants, boosting the performance of emergency teams. Additional investigation of the survey results and its characteristics may lead to more further specific suggestions and potential solutions., (© 2021. The Author(s).)

Background: There has been a causal link identified within the literature between poor team function and errors, patient outcomes, staff satisfaction and performance. Lacking is supporting evidence on teambuilding and its impact on overall team performance and team dynamics. Within radiation therapy, there is difficulty in understanding the inner workings of team dynamics due to the unique complex nature of teams and with very little evidence on the impact of team building specific to radiation therapy. The focus of this research is to form a better understanding of the effects of teambuilding before and after a teambuilding education session.The knowledge gained can help in future trainings to promote and facilitate teambuilding to develop team dynamics and lead a change in culture., Methods: Team building sessions were booked and scheduled for 148 radiation therapists. Pre and post session evaluations were distributed to all participants and collected at the end of each team building session. Descriptive statistics were used to analyze Likert scale responses. Open-ended question responses were coded and analyzed for emerging themes using thematic analysis., Results: 110 of 148 radiation therapists attended one of the scheduled team building sessions. Pre-session evaluations indicated radiation therapists have a good understanding of factors that affect teamwork (88% agree); are aware of the multi-generational impact (78% agree); have the skill set to build a respectful team (86% agree); and are comfortable dealing with conflict (67% agree). Post-session evaluations indicated that participants had gained increased knowledge on teamwork (66.3% agree; 30.7% strongly agree); are more aware of the generational impact within teams (59% agree); new strategiesdeveloped to help improve team dynamics and the ability to use the lessons learnt immediately (67% and 71% respectively agree). Open ended comments indicated an interest in additional teambuilding sessions and further education on conflict resolution., Conclusion: Results showed an increased awareness of the factors that impact team dynamics amongst radiation therapists and an interest in receiving further education in teambuilding. Findings will be utilized to better inform debate in future development of teambuilding educational sessions to improve overall team dynamics in radiation therapy., (Copyright © 2021. Published by Elsevier Inc.)

Background Coronavirus disease 2019 (COVID-19) has currently emerged as a global threat and a significant public health issue. The role of simulation-based training (SBT) during such a pandemic becomes more relevant for teaching a team approach and building capacity especially when there is a threat to health care workers due to aerosol generation and there is a huge demand for manpower during the pandemic. Objective To assess the effectiveness of a simulation-based training program in improving knowledge and concept of teamwork of health care workers involved in airway management of suspected or confirmed COVID-19 patients. Methods After institutional review committee approval, a prospective analytical study was conducted in the department of medical education on participants from various specialties undergoing COVID-19 airway training. The purpose of the study was to assess team dynamics during simulation scenarios and compare test scores at baseline, immediately post-training, and seven days post-training (using online forms). Scores were compared using the Friedman test followed by post-hoc testing. Sub-group comparison was done using an unpaired t-test. Results Median scores were significantly higher in the immediate post-training test and seven days post-training test (online) compared to baseline pretest scores in the overall participant group and in individual sub-groups. There was no significant difference in immediate versus seven-day post-training test scores overall and in all subgroups. In the sub-group comparisons, median improvement in score was significantly better in the non-anesthesia group and in the resident group. It was observed that team performance in terms of role clarity, closed-loop communication, and idea acceptance improved substantially during the subsequent scenarios. Conclusion Simulation-based training was effective in improving knowledge and team dynamics amongst health care workers regarding airway management in COVID-19 patients, with retention of up to one week. Similar future research can be planned for the affective and psychomotor domains., Competing Interests: The authors have declared that no competing interests exist., (Copyright © 2021, Kabi et al.)

This study aimed to evaluate the interrelation between team dynamics with motivation types and anxiety factors in university athletes, highlighting the role played by team members' point of view and coach's point of view. Participants were 674 university athletes, men (46.4%) and women (53.6%), from different sports, with an age range between 18 and 28 years (M = 21.06; SD = 2.07). Instruments used were Cooperation Workteam Questionnaire (CWQ), the Sports Motivation Scale (SMS-II), and the Sports Anxiety Scale (SAS-2). The model from the team member's point of view presented adequate fit indices (χ2 (924) = 2690.17, χ2/df = 2.91, CFI = 0.90, RMSEA = 0.05), same as the model from the coach's point of view (χ2 (924) = 2692.82, χ2/df = 2.99, CFI = 0.90, RMSEA = 0.05). The results obtained in both models show five indirect effects, two of them between team dynamics from both points of view with somatic anxiety and deconcentration, with autonomous motivation as a mediator, and the other three between the team dynamics from both perspectives with somatic anxiety, worry, and deconcentration, having controlled motivation as a mediator. [ABSTRACT FROM AUTHOR]

Relationship issues in sport are considered vital for the overall wellbeing of athletes (Jowett, 2005). The way athletes interact, create and maintain relationships is thought to be powerfully influenced by the athletes' attachment states of mind (Thomson & Jaque, 2018). To our knowledge, no study so far has investigated the impact players' attachment styles, as personality dispositions, have on overall intra-team relationship dynamics. This paper examines intra-team social relational networks from the perspective of adult attachment theory. Cross-sectional data were collected from 10 sport teams (158 players) from different sports. Self-report data were collected to assess attachment style and social relationships with teammates. Social network analyses (SNA) were used to calculate players' centrality scores based on incoming and outgoing relational nominations. Multilevel linear analysis was further performed to check inferential relationships between the study variables. Data showed that attachment styles of players, as personality dispositions, affected partly centrality degree positions within the various team social relational networks. The study offers an innovative perspective on the interactional and dynamic world of social relationships in sports teams and confirms that attachment style differences among players predispose them to particular positions within the team social relational networks. Although the current research has an exploratory character, it shows a new direction in the study of groups and sport team dynamics. • Players' attachment styles affect to a certain point relationship networks within a team. • Highly secure attached players appear to occupy key centrality positions within the friendship, trust and collaboration relational networks. • Instead, highly insecure attached players tend to occupy centrality positions within the little contact social relational networks. [ABSTRACT FROM AUTHOR]

We examined whether athletes' perceptions of coach transformational leadership across time related to task cohesion and team potency beliefs. Across multiple time points, we collected 384 observations (M = 5.41 observations per athlete) from competitive youth athletes via a mobile application designed to examine team dynamics. Multilevel structural equation modelling revealed intraindividual variation in athletes' evaluations of coach transformational leadership across time. Further, we observed robust support for a positive relation between perceptions of coach transformational leadership and task cohesion over time at both the between- and within-person levels. The relation between coach transformational leadership and team potency was significant at the between-person level, however, we did not find support for this relation at the within-person level. These results provide insight into how the ebb and flow of coach transformational leadership over time connects to team cohesion, highlighting the need for more intensive longitudinal designs that capture the dynamic nature of leadership. • We collected 384 weekly observations with an average of 5.41 responses per athlete. • Athletes' perceptions of coach transformational leadership (TFL) varied across time. • TFL positively related to task cohesion at both the within- and between-person level. • TFL positively related to team potency at the between-person level. [ABSTRACT FROM AUTHOR]