Methods of overcoming the bystander effect in team sports: pedagogical and psychological aspects
- Authors: Bykov A.V1
-
Affiliations:
- Northern (Arctic) Federal University named after M.V. Lomonosov
- Issue: Vol 7, No 7 (2025)
- Pages: 269-274
- Section: ARTICLES
- URL: https://journals.rcsi.science/2687-0428/article/view/376941
- ID: 376941
Cite item
Abstract
materials and methods: the work uses the materials of theoretical analysis of scientific literature on the problem of the bystander effect in team sports for the period 1968-2025. To systematize the data on the mechanisms of occurrence and methods of overcoming the bystander effect, the methods of comparative analysis of theoretical approaches, generalization of the results of empirical studies and structural-functional analysis of pedagogical and psychological interventions were used. The study is based on the analysis of scientific sources with an emphasis on the study of the diffusion of responsibility, social comparison and fear of evaluation as the main factors in the manifestation of passivity in sports teams. Results: it was found that the bystander effect in team sports is manifested through three main mechanisms: diffusion of responsibility (equal distribution of responsibilities between participants), social comparison (focus on the behavior of more experienced players) and fear of evaluation (anxiety about possible mistakes and negative reactions of the team). The effectiveness of a comprehensive approach to overcoming this phenomenon has been revealed, including four main areas: the formation of clear roles and areas of responsibility, systematic provision of feedback with video analysis of game episodes, psychological preparation with the development of emotional regulation skills, and strengthening team cohesion through targeted group activities. The key principles of practical implementation have been defined: the introduction of training with fixed roles, the creation of situations for the development of individual initiative, structured feedback and an integrative approach to psychological support for athletes. Conclusion: the conducted theoretical analysis has shown the multifactorial nature of the bystander effect in team sports, requiring complex pedagogical and psychological influence. The priority areas of practical application are identified: development of individualized programs for distributing role functions, improvement of feedback systems using modern video analysis technologies, implementation of specialized psychological trainings for developing confidence and initiative, and formation of a stable team identity through strengthening interpersonal relationships in the team. The results of the study can be used by coaches and sports psychologists to develop methodological programs aimed at increasing individual activity and team effectiveness in team sports.
About the authors
A. V Bykov
Northern (Arctic) Federal University named after M.V. Lomonosov
ORCID iD: 0000-0003-1207-160X
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