Article 1

Warner, Matthews, and Dixon (2012), sought to more fully understand the relationship between team cohesion and team performance.  In order to achieve this understanding, the study used SNA to look at the structural cohesiveness of two different women’s college basketball teams.

At four different points during the basketball season, the team members completed online-surveys.  The researchers measured cohesivness based on friendship, trust, advice, and sport-specific measure of  individual efficacy based on an individual’s basketball related knowledge and/or ability (Warner, et al., 2012).  Structural cohesion was measured using density to  determine the proportion of the number of ties that existed between individuals in relation to the number of  the maximum possible ties in the network.  In the network, the nodes consists of the individual players that make up the teams. The links were the connections between each player to other players on the team.


The results of this study revealed how networks changed and evolved over time.  The study also revealed that the application of SNA to team cohesion allows researchers to examine a team network at the individual level to determine the role that they play on the team. This information could be used by a coach or team manager to determine the possible obstacles that are hindering the team from becoming a cohesive unit. This information identify interpersonal conflict and figure out strategies to mitigate it.

Article 2

Delay et al. (2016), examined how social-emotional learning (SEL) intervention could be associated with peer socialization on academic performance.  The goal of SEL programs are to improve the social and emotional skills of children which can lead to close social bonds which will ultimately lead to increased chances of positive peer influence.

The sample for this study consisted of 631 fifth graders from six different elementary schools. There were 14 intervention classrooms that received relationship building intervention (RBI) and 8 control classrooms. Before and after the intervention, the students nominated their friends and teachers completed assessments of  each student’s writing and math performance. The use of SNA in this study was used to determine how interventions affect social processes.

The results of the study revealed that RBI was associated with more significantly diverse friend choices when compared to control classrooms.  The results also revealed that peer influence was observed in RBI classrooms in relation to improved writing and math performance.


Warner, S., Bowers, M.T., & Dixon, M.A. (2012) Team dynamics: A social network perspective. Journal of Sport Management, 26, 53-66

DeLay, D., Zhang, L. , Hanish, L., Miller, C., Fabes, R., Martin, C., Kochel, K., & Updegraff, K. (2016). Peer influence on academic performance: A social network analysis of social-emotional intervention effects. Prevention Science, 17(8), 903-913