Core values are expected to contribute to the joining forces that hold the various members of a program together. Nevertheless, sometimes the core values stipulated in a case may not be clear. The lack of clarity among the core values guiding a team may lead to the confusion among the team players when it comes to handling the various activities that characterize the team (Rakovic et al., 2018). For instance, a team of athletes may develop core values that are relevant to their games but fail to have them communicated to the members of the team. When it comes to such a situation, the expectations of the team members may not be realized. The teams may also be faced with the lack of the necessary arrangements to uphold the core values (Rakovic et al., 2018). The athletes, For example, may fail to disclose their honesty as a core value during the gameplay.
As the teams practice and participate on the games day, various forces shape their ability to develop and stick to the core values that are required in athletics. One of the forces is the presence of the influential athletes who tend to control what core values the other members of the team follow (Simon, 2018). The worst-case scenario kicks in when the prominent athlete who set the core values does not have a good reputation or a presentable character (Simon, 2018). Most of the influential athletes who have questionable character tend to be at the forefront of dictating the core values that the other members of the team, whom they consider as followers, should stick to in their pieces of training as well as actual games days.
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From my experience, when an influential athlete with a questionable character sets the core values that the whole team should follow, the overall result is the degradation of morality in the team (Mazanov et al., 2014). More often than not, the influential athletes in the case have low respect for themselves and others. The low respect leads to the lowering of respect among the team players and the change in how they relate with the other people (Mazanov et al., 2014). The influential athletes also fail to be good examples to the other athletes in their teams. For instance, if such an athlete develops honesty as a core value after having been accused of dishonesty, the other team members may be skeptical of following the core value just because the athlete is not a good example.
The collaborative setting of the core values is of significant value to their application in the perspectives of the athletic teams. The leadership of the teams becomes comfortable in the enforcement of the core values if the members of the team have all consented to the agreed values (Anderson-Butcher et al., 2014). Additionally, a team that is driven by core values tends to have each team member as his or her own leader, which makes the management of the team convenient. Effective communication is another aspect of team performance that is targeted when the team members agree on the core values that each member should respect (Anderson-Butcher et al., 2014). The collaboratively set values improve the effectiveness of communication among one member of the team and the other.
The other advantages that the agreement of the team members in the core values would have on the overall team performance are as follows. Firstly, the collaboratively agreed core values promote an atmosphere that favors learning and development (Darnis & Lafont, 2015). The learning and developmental elements of an organization have a bearing on the performance of the team members during practice and in the actual gameplay. The collaborative setting of the core values in an athletic team leads to the development of the effective evaluative and control measures for the application of core values on the team levels (Darnis & Lafont, 2015). Therefore, the consent of the various team members is required for the proper development and the application of the core values in the multiple athletic teams present in the various parts of the world.
References
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Mazanov, J., Backhouse, S., Connor, J., Hemphill, D., & Quirk, F. (2014). Athlete Support
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