Presenting effectively to a group, whether in a business or sporting context, relies on key components supported by research from the fields of psychology, communication, leadership, and sports science. This literature review explores the five most important components of presenting to a group that lead to delivery success.
1. Clarity and Conciseness of Message
Clarity and conciseness are foundational to effective communication. According to research by Heath and Heath (2007) on “sticky” ideas, messages that are clear and concise are more likely to be retained by an audience. In the context of group presentations, this involves simplifying complex ideas into digestible chunks and eliminating unnecessary jargon (Miller, 1956). Mayer’s (2001) Cognitive Theory of Multimedia Learning further supports that overloading an audience with information can lead to cognitive overload, reducing the likelihood of message retention. In sports, where instructions need to be understood and executed quickly, studies by Farrow and Abernethy (2003) on motor learning suggest that concise instructions improve performance.
2. Engagement Through Non-Verbal Communication
Non-verbal communication, including eye contact, gestures, and posture, is a crucial aspect of group presentations. Mehrabian’s (1971) research indicates that non-verbal cues can account for up to 55% of the communication process in face-to-face interactions. Studies in business contexts, such as those by Burgoon, Guerrero, and Floyd (2016), demonstrate that non-verbal cues build rapport and trust, which are essential for audience engagement. In a sporting context, non-verbal cues have been shown to be influential in establishing leadership presence and guiding athletes effectively, as noted by Smith, Smoll, and Curtis (1979). This aligns with transformational leadership models (Bass & Riggio, 2006), where a leader’s physical presence and non-verbal signals contribute to their authority and influence.
3. Audience-Centered Adaptability
Effective presenters understand and adapt to the needs, expectations, and dynamics of their audience, a concept rooted in the principles of audience-centered communication (Beebe & Beebe, 2009). Adaptive delivery, as seen in dynamic presentations, involves real-time adjustments to tone, language, and energy levels to suit the audience’s engagement and understanding (Cialdini, 2001). In sports, a coach’s adaptability to players’ emotional and motivational states can significantly influence the outcome of a team’s performance (Vella, Oades, & Crowe, 2011). The Situational Leadership Theory (Hersey & Blanchard, 1977) posits that adapting one’s leadership style based on the group’s development level is key to effective communication and influence.
4. Confidence and Credibility
Confidence enhances the credibility of the speaker and positively influences group perception and engagement. According to Bandura’s (1977) Self-Efficacy Theory, the confidence demonstrated by a speaker can affect the audience’s belief in the presented material and their trust in the speaker’s competence. Studies by Tannenbaum, Mathieu, Salas, and Cohen (2012) on team dynamics show that perceived confidence among team members correlates with overall team performance. Furthermore, in sports psychology, research on coach-athlete relationships (Jowett & Cockerill, 2003) shows that an authoritative yet approachable demeanor enhances both the perceived and actual effectiveness of communication. In business contexts, Cuddy, Kohut, and Neffinger (2013) suggest that conveying both warmth and authority can make presenters more compelling.
5. Audience Engagement and Interactive Techniques
Engaging the audience actively during the presentation, rather than maintaining a one-sided discourse, is essential for sustained attention and knowledge retention. Interactive elements such as rhetorical questions, direct engagement, and activities foster a participative atmosphere (Crouch & Mazur, 2001). In educational psychology, the Interactive Engagement Method has shown that when learners are actively involved, their retention and understanding improve (Prince, 2004). Similarly, in sports, interactive feedback (e.g., asking players to reflect on strategies) enhances engagement and enables better on-field execution (Hodges & Franks, 2002). Studies in business contexts have also shown that presentations involving interactive elements, such as Q&A sessions, can lead to improved outcomes, including higher persuasion rates and better feedback retention (Kaplan, 2008).
Summary
This review highlights that successful group presentation and interaction hinge on the following five components:
1. Clarity and Conciseness of Message: Ensuring simplicity and digestibility of content to prevent cognitive overload.
2. Engagement Through Non-Verbal Communication: Using gestures, posture, and eye contact to establish trust and authority.
3. Audience-Centered Adaptability: Adapting communication style based on audience responses and needs.
4. Confidence and Credibility: Displaying confidence to enhance audience trust and engagement.
5. Audience Engagement and Interactive Techniques: Encouraging audience participation to improve attention and retention.
These components underscore the role of psychological principles and communication techniques across contexts. By addressing each of these factors, presenters can foster greater engagement, enhance retention, and ultimately achieve more successful group interactions.
References
1. Heath, C., & Heath, D. (2007). Made to Stick: Why Some Ideas Survive and Others Die. Random House.
• This book explores why certain ideas are memorable and provides strategies for making messages more impactful.
2. Miller, G. A. (1956). “The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information.” Psychological Review, 63(2), 81–97.
• Miller’s seminal paper discusses the limitations of human information processing capacity.
3. Mayer, R. E. (2001). Multimedia Learning. Cambridge University Press.
• Mayer presents the Cognitive Theory of Multimedia Learning, emphasizing how people learn from words and pictures.
4. Farrow, D., & Abernethy, B. (2003). “Do Expertise and the Degree of Perceptual Challenge Influence the Utilization of the Proximal and Distal Relative Motion Information During a Perceptual Motor Skill?” Perception, 32(9), 1127–1139.
• This study examines how expertise affects the use of visual information in motor skills.
5. Mehrabian, A. (1971). Silent Messages. Wadsworth Publishing Company.
• Mehrabian’s work delves into the significance of non-verbal communication cues.
6. Burgoon, J. K., Guerrero, L. K., & Floyd, K. (2016). Nonverbal Communication. Routledge.
• This comprehensive text covers various aspects of non-verbal communication and its impact.
7. Smith, R. E., Smoll, F. L., & Curtis, B. (1979). “Coach Effectiveness Training: A Cognitive-Behavioral Approach to Enhancing Relationship Skills in Youth Sport Coaches.” Journal of Sport Psychology, 1(1), 59–75.
• The article discusses training programs aimed at improving coaches’ communication and relationship skills.
8. Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership. Psychology Press.
• This book explores the transformational leadership model and its applications.
9. Beebe, S. A., & Beebe, S. J. (2009). Public Speaking: An Audience-Centered Approach. Pearson.
• The authors provide strategies for tailoring presentations to audience needs.
10. Cialdini, R. B. (2001). Influence: Science and Practice. Allyn & Bacon.
• Cialdini examines the psychology of persuasion and influence.
11. Vella, S. A., Oades, L. G., & Crowe, T. P. (2011). “The Role of the Coach in Facilitating Positive Youth Development: Moving from Theory to Practice.” Journal of Applied Sport Psychology, 23(1), 33–48.
• This study explores how coaches can promote positive development in youth sports.
12. Hersey, P., & Blanchard, K. H. (1977). Management of Organizational Behavior: Utilizing Human Resources. Prentice Hall.
• The authors introduce the Situational Leadership Theory, emphasizing adaptability in leadership.
13. Bandura, A. (1977). “Self-Efficacy: Toward a Unifying Theory of Behavioral Change.” Psychological Review, 84(2), 191–215.
• Bandura’s paper presents the concept of self-efficacy and its role in behavior change.
14. Tannenbaum, S. I., Mathieu, J. E., Salas, E., & Cohen, D. (2012). “Teams Are Changing: Are Research and Practice Evolving Fast Enough?” Industrial and Organizational Psychology, 5(1), 2–24.
• The article discusses evolving team dynamics and the implications for research and practice.
15. Jowett, S., & Cockerill, I. M. (2003). “Olympic Medallists’ Perspective of the Athlete–Coach Relationship.” Psychology of Sport and Exercise, 4(4), 313–331.
