References
Lohse, D. (2019). Tar heels take command of acc race with win over fsu. University of North Carolina at Chapel Hill Athletics. https://goheels.com/news/2019/10/24/womens-soccer-tar-heels-take-command-of-acc-race-with-win-over-fsu.aspx.
Presentation Script
Preface:
I explored how the team dynamic of the UNC women’s soccer program fostered a sense of community for its members alternately allowing them to be a cohesive unit on the pitch. My interest of the team developed at a young age when I aspired to be one of its members. After playing soccer for fifteen years, I had a strong connection with the sport and those who played it.
Background Information:
Sports play a key role in creating a community among students either as a place of attachment and security or as a central community builder for the campus. Group Cohesion, explained people who feel part of a group, are close with its members, and are attracted to the group’s activities have a stronger desire to remain with and show longer commitment to a sport (2022, para. 5). Additionally, Mull-Brooks 2019 study states players who feel part of a strong, close-knit team will escalate their level of play to win (p. ii). This explains how the UNC women’s soccer team is consistently effective in their game play creating wins for the team.
Observational Data and Analysis:
First Observation
On Wednesday, September 21, I conducted my first observation at Finley Fields. Practice had not started, yet the girls were already dressed in cleats waiting for the whistle to begin. I figured they were either eager to be there or highly disciplined. It was noticeable the players adopted each other’s styles, dressing similarly in Tarheel attire with hair pulled back into ponytails and buns. Bonds between team members are invisible; however, by wearing similar clothing, that bond becomes concrete. It allows others to see their unification past just the sport they play. The practice began with a senior leading dynamic stretches that then transferred into various drills. Multiple conversations were happening at once, none having to do with the sport itself. A ritual then took place that normally occurs at the end of games. The girls split into two lines giving each other high-fives and well dones showing a bond that may stem from things not related to their sport.
Second Observation
On Wednesday, October 5, I sat at Dorrance Fields for my second UNC women’s soccer practice. I arrived early to watch helpers set up the field with goals, cones, and balls, making themselves feel part of the team. Players piled out of the locker rooms swept up in conversations. Again, mimicking each other’s styles but adding blue bucket hats. This practice was like the last regarding stretches and drills. Players who could not physically participate stuck close to the side paying attention to everything going on, still being part of the practice. Collective cheers frequently echoed throughout the field as the team praised the good plays each teammate made. The practice contained breaks, especially at the end, where the girls grouped together doing cartwheels, passing the ball, or lying on the ground. At first, I was confused because I expected the entire practice to be structurally rigid; however, I realized the girls are forced to work together all practice due to being at the hands of the coach. During these laid-back periods, the interaction is more natural, and they can choose how involved they want to be with one another. By choosing to stick together, I see meaningful relationships have been made.
Conclusions:
Being united around the goals of a group and developing positive bonds and friendships are important factors for a team. Teams who operate as a solid group develop on-field cohesion and trust which allows strategy to be executed in a way that promotes the success for the team. The UNC women’s soccer team is frequently successful in their gameplay and this stems from the relationships they created. My initial assumptions were confirmed. Being part of the UNC women’s soccer team forms a sense of community for and between its members. In the future, additional studies could be performed to determine how being part of these close, organized groups impact college life and how interactions occur outside of the group.
Explication of Research
Preface:
The UNC women’s soccer team is a collegiate organization consisting of thirty-seven members ranging from freshmen to seniors. The team travels out-of-state for half of their games while playing at Dorrance Field in Chapel Hill for the other half. The UNC women’s soccer program is considered the best soccer college program in the USA. The team has won twenty-three of the twenty-seven ACC championships and twenty-one of the thirty-eight NCAA National Championships (Wesselburg, 2022, para. 5). Every year the team has participated in the NCAA Tournament and holds an all-time record of 496 wins and less than 100 losses and ties combined. I formed an interest in the women’s soccer team at a young age as I aspired to be one of its members. I began playing soccer when I was three years old, and it became a part of who I was. For the fifteen years I played, I was always on a co-ed team. Playing soccer with a group of girls was something I was not used to or had ever experienced. Because the team is so competitive, I assumed the players were comfortable with each other and could work well with each other. Going into my research I frequently saw athletes on the same team around campus together. It was rare to see a player without a teammate. I wanted to learn about the relationships these girls formed as a result of being on the pitch together. Ultimately my research sought to answer the question: How does the UNC women’s soccer team dynamic foster a sense of community for its members?
Background Information:
The nature of intercollegiate athletics brings students with a common interest together. Sports play a vital role in creating a community among students at universities either as a place of attachment and security or as a central community builder for the entire campus. Many attribute college sport participation with building a sense of community on campus and with positive outcomes for athletes themselves (Warner & Dixon, 2011, p. 259). People who feel as if they are part of a group, who are close with the members, and who are attracted to the group’s task and social activities have a stronger desire to remain with the group and show longer commitment to a sport (Group Cohesion, 2022, para. 5). Additionally, players who feel part of a strong, close-knit team will escalate their level of play to win (Mull-Brooks, 2019, p. ii). Teams who operate as a solid group develop on-field cohesion and trust which allows strategy to be executed in a way that promotes success for the team. The UNC women’s soccer team is frequently successful in their gameplay; therefore, they must operate as a unified group both on and off the field. Avery Patterson, a junior, exclaimed “We are all just as close off the field, and that is what allows us to have that environment is our closeness and friendships off the field” (Avery Patterson qtd. in Women’s Soccer, 2022.). Has the team created a dynamic that is closely related to that of communities? Does this dynamic create an effective playing environment?
Observational Data and Analysis:
First Observation: Wednesday, September 21, 2022
After talking to two of the soccer players in my class to make sure there was no problem in my observance of the team, I attended my first UNC women’s soccer practice at the off-campus Finley Fields. I sat on a patch of grass behind the fencing of the field with beads of sweat rolling down my face. The players were already dressed in cleats waiting for the whistle to begin practice, suggesting they were eager to be there or highly disciplined. It was apparent the players adopted each other’s styles, dressing similarly in Tarheel attire with hair pulled back into ponytails and buns, further evidence of how each player has an impact on another and dressing alike is a visual representation of their unification past just the sport they play. As the time turned to three, the team wasted no time beginning their dynamic stretches with one upper classman voice being heard over the others, instructing the players on what to do. Multiple conversations were held at once; however, none seemed to have anything to do with the sport itself. With the completion of the stretches, I was confused to see a ritual occur that normally took place at the end of games. The team split into two lines giving each other high-fives and well dones showing a bond that may stem from things not related to their sport; therefore, their relationships do not solely revolve around soccer.
The players portrayed a cohesive unit as the practice progressed. Drills consisting of passing, shooting, position-specific, and those that force you to work together dominated much of the practice. When the team was punished, everyone was affected and expected to do the punishment. This drives home the point that no one is singled out and the team functions as a family with one action affecting multiple people. During the initial round of observation, I did not feel particularly welcomed. Blank and confused stares were cast my way which was confusing. As close as I expected the team to be, I figured the two girls I had an opportunity to talk to would have provided insight to their teammates on why I was there. It was as if I had invaded their territory. I noticed the players were more open to talking one on one; however, they became less approachable in a group setting. Sports are an effective way in creating an environment that brings teams and fans together, building a community (Warner & Dixon, 2011, p. 257). This is a hard task to fulfill if no interaction takes place between the team and spectators especially when fans play a key role in repping the team and cheering them on.
Second Observation: Wednesday, October 5, 2022
I contacted both the coach and assistant director of operations for information on attending this practice and if I was welcome. For the first time, I sat in a baby blue foldout chair behind the team benches at Dorrance Field for my second UNC women’s soccer practice. The stadium was decorated with recognition banners and UNC gear with the bold Tarheel sign reading “Ta heels”. This atmosphere seemed more inviting and fitting for the team over that at Finley Fields, as the pitch was painted in chalky white lines awaiting the players.
I arrived early to watch helpers set up the field with goals, cones, and balls, making them feel part of the team. Players piled out of locker rooms in waves already swept up in conversations. Again, they mimicked each other’s styles but this time adding blue bucket hats, depicting a uniform unit. The relationship between the assistants and girls quickly became evident as they immediately yelled out to each other. They too were just as important to the team as the players themselves. In contrast to the first practice, this one did not begin on time. When the clock struck 3:15, players were still looking at phones, laughing, and engaging in social conversations. I was used to competitive sports starting practice at the exact time they were scheduled for and being more regulated. This practice was like the last with the captain leading stretches followed by various drills. I noticed the members who could not physically participate stuck close to the side paying attention to what was going on, still being part of the practice. The exchanges between the teammates were only constructive, never tearing anyone down. Collective cheers regularly echoed throughout the field anytime a player did something well. I grew up thinking collegiate athletes had it all together, knew what to do and when to do it, and did not need help. However, after seeing mistakes are made and teammates are there to help, it shows teams are still fundamentally groups working together for one another, no matter the league. The practice was not as structurally rigid as I anticipated, and there were instances that were not serious. I saw girls’ group together doing cartwheels, passing the ball, and laying on the ground. I could tell positive bonds and friendships had been made which ultimately creates an atmosphere beneficial for the team. At first, I was confused why the practice had these laid-back times that did not physically work the girls. However, I realized the team is forced to work together all practice because they are at the hands of the coach. When there is a break, the interaction is more natural, and they can choose how much they want to be involved with each other. This allows the players to examine how well they play together and how well they get along away from their sport. By choosing to stick together, I see meaningful relationships have been made which is an important aspect in how they connect on the field.
Conclusions:
My time spent observing the UNC women’s soccer team provided insight as to what the dynamic of the team was like and how they interacted amongst each other. My initial assumptions of the team being a close community was justified; however, the level that occurs at did not become apparent until I saw the relations for myself. I knew the team worked well together and had to respect each other because they were so effective in gameplay, but I was unaware of the many friendships made. Being part of the UNC women’s soccer team forms a sense of community for and between its members. My research question and observations; however, failed to reference how this “community” created among the members impacts how they treat those not part of it. Although this study is not representative of all collegiate teams at Chapel Hill, it is likely many athletes feel a sense of belonging within their sport. In the future, more studies could be done to determine how being part of a close, organized group impacts college life and how interactions occur outside of that group. This could be conducted on a larger scale to encompass multiple universities and sports.
References
Group cohesion: The glue that helps teams stick together. (2022). Frontiers for Young Minds. Retrieved September 26, 2022, from https://kids.frontiersin.org/articles/10.3389/frym.2022.685318.
Mull-Brooks, J. (2019). Building Bonds on Teams: How Team Building Positively Impacts Young Athletes [USM Digital Commons, University of Southern Maine]. https://digitalcommons.usm.maine.edu/cgi/viewcontent.cgi?article=1354&context=etd.
Warner , S., & Dixon, M. (2011). Understanding Sense of Community From the Athlete’s Perspective. Journal of Sport Management, 25(3), 257–271. https://doi.org/https://doi.org/10.1123/jsm.25.3.257.
Wesselburg, M. (2022, February 10). Best soccer colleges in the usa—Road trip station #9 at unc. Warubi Sports. https://warubi-sports.com/best-soccer-colleges-in-the-usa/.
Women’s Soccer. (2022). University of North Carolina at Chapel Hill Athletics. https://goheels.com/sports/womens-soccer.
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