Download Self-Confidence Session Outline Defining Self

Self-Confidence
Session Outline
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Defining Self-Confidence
Benefits of Self-Confidence
Levels of Confidence
How Expectations Influence Performance
Self-Efficacy Theory
(continued)
Session Outline (continued)
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Sources of Efficacy
Modeling and Effective Demonstrations
Assessing Self-Confidence
Building Self-Confidence
Defining Self-Confidence
Self-confidence
The belief that you can successfully perform a
desired behavior.
Self-confidence can be both dispositional and
statelike.
Defining Self-Confidence
Dispositional self-confidence
The degree of certainty individuals usually
have about their ability to succeed
State self-confidence
The belief of certainty that individuals have at
a particular moment about their ability to
succeed
Aspects of Self-Confidence in Sport
Vealey and Knight (2001)
Confidence about one’s ability to
• execute physical skills,
• utilize psychological skills,
• employ perceptual skills (e.g., make good
decisions),
• be fit and highly trained, and
• improve one’s skill (learn).
Defining Self-Confidence
Self-fulfilling prophecy
Expecting something to happen actually helps
cause it to happen.
Negative self-fulfilling prophecy
This is a psychological barrier whereby the
expectation of failure leads to actual failure.
Benefits of Self-Confidence
• Arouses positive emotions
• Facilitates concentration
• Affects the setting and pursuit of
challenging goals
• Increases effort
• Affects game strategies (play to win versus
play to lose)
• Affects psychological momentum
• Affects performance
Levels of Confidence
Optimal confidence
This involves being so convinced that you will
achieve your goals that you strive hard to do
so.
Lack of confidence
Self-doubts create anxiety, break
concentration, and cause indecisiveness.
Levels of Confidence
Overconfidence (false confidence)
Confidence out of proportion to actual ability
causes you to prepare less than you need to
in order to perform.
Optimal Confidence, Underconfidence,
and Overconfidence
Adapted, by permission, from R. Martens, 1982, Imagery in sport. Unpublished paper presented at the Medical
and Scientific Aspects of Elitism in Sport Conference.
Self-Confidence Model
How Expectations Influence
Performance
Key
One’s expectations play a critical role in the
behavior change process. Positive
expectations of success produce positive
effects in many fields, including sport.
How Expectations Influence
Performance
Self-expectations and performance
The expectation of beating a tough opponent
or successfully performing a difficult skill can
produce exceptional performance as
psychological barriers are overcome.
How Expectations Influence
Performance
Coaches’ expectations and performance
A teacher’s or coach’s expectations can alter
a student’s or athlete’s feelings and
performance.
Stage 1
Coaches’ Expectations
and Athletes’ Performance
Coaches form expectations based on
• personal cues (e.g., gender, race, body size)
and
• performance information (e.g., skill tests,
practice behaviors).
Problems occur when inaccurate expectations
(too high or too low) are formed.
Stage 2
Coaches’ Expectations
and Athletes’ Performance
Coaches’ expectations influence their behavior
with regard to the
• frequency and quality of coach–athlete
interactions,
• quantity and quality of instruction, and
• type and frequency of feedback.
Stage 3
Coaches’ Expectations
and Athletes’ Performance
Coaches’ behaviors affect athletes’
performance by causing low-expectancy
performers to perform more poorly because of
less reinforcement, less playing time, less
confidence, and attributions to low ability.
Stage 4
Coaches’ Expectations
and Athletes’ Performance
Athlete’s performance confirms the
expectancy.
Coaches’ Expectations
and Behavior
Recommendations
1. Coaches should determine what sources of
information they use to form preseason or
early-season expectations for each athlete.
2. Coaches should realize that their initial
assessments of an athlete’s competence
may be inaccurate and thus need to be
revised continuously as the season
progresses.
(continued)
Coaches’ Expectations
and Behavior (continued)
Recommendations
3. During practices, coaches need to keep a
running count of the amount of time each
athlete spends in non-skill-related activities
(e.g., waiting in line).
4. Coaches should design instructional
activities or drills that provide all athletes
with an opportunity to improve their skills.
(continued)
Coaches’ Expectations
and Behavior (continued)
Recommendations
5. Coaches should generally respond to skill
errors with corrective instructions about
how to perform the skill correctly.
6. Coaches should emphasize skill
improvement as a means of evaluating and
reinforcing individual athletes rather than
using absolute performance or levels of skill
achievement.
(continued)
Coaches’ Expectations
and Behavior (continued)
Recommendations
7. Coaches should interact frequently with all
athletes on their team to solicit information
about athletes’ perceptions, opinions, and
attitudes regarding team rules and
organization.
8. Coaches should try to create a masteryoriented environment in team practices,
focused on improvement and team play.
Self-Efficacy Theory
Self-efficacy
The perception of one’s ability to perform a
task successfully is a situation-specific form of
self-confidence
Bandura’s Self-Efficacy Theory
• Self-efficacy provides a model to study the
effects of self-confidence on sport
performance, persistence, and behavior.
• Self-efficacy is important when one has the
requisite skills and sufficient motivation.
• Self-efficacy affects an athlete’s choice of
activities, level of effort, and persistence.
(continued)
Bandura’s Self-Efficacy Theory
(continued)
• Although self-efficacy is task specific, it
generalizes to other similar skills and
situations.
• People with high self-efficacy set more
challenging goals.
Sources of Self-Efficacy
Adapted from D. Feltz, 1984, Self-efficacy as a cognitive mediator of athletic performance. In
Cognitive sport psychology, edited by W. Straub and J. Williams (Lansing, NY: Sport Science
Association), 192. By permission of D. Feltz.
Sources of Efficacy
Performance accomplishments
• Accomplishments are the most dependable
source.
• Successful experiences raise the level of
self-efficacy, while failure results in lowered
efficacy.
Vicarious experiences (modeling)
• Seeing others or modeling influences
efficacy.
Sources of Efficacy
Verbal persuasion from oneself and others
Imaginal experiences
(continued)
Sources of Efficacy (continued)
Physiological states influence self-efficacy
when they are associated with aversive
physiological arousal, poor performance, and
perceived failure.
Emotional states, or moods, are a source of
efficacy information.
The Reciprocal Relationship Between
Efficacy and Behavior Change
Self-efficacy is a determinant
of performance and exercise behavior.
Performance and exercise behavior determine
one’s self-efficacy.
The Four-Stage Modeling Process
1. Attention: Careful attention must be given to
the model or person observed.
2. Retention: For modeling to occur, the
observers must commit the observed acts
to memory.
(continued)
The Four-Stage Modeling Process
(continued)
3. Motor reproduction: For modeling of
physical skills to occur, the performers must
be able to coordinate their muscle activity
with their thoughts.
4. Motivation: For modeling to occur, the
observers must be motivated to attend to,
retain, and practice modeled acts. This
stage affects all other stages.
Tips for Giving Effective
Demonstrations
• Inform learners of the importance of the skill to
the game or activity.
• Point out a high-status model (e.g.,
professional athlete) who effectively uses the
skill to be modeled.
• Make sure participants do not face any
distractions and that they can all see and hear.
• Make eye contact with the learner as you
convey instructions about the modeled act.
(continued)
Tips for Giving Effective
Demonstrations (continued)
• Demonstrate complex skills from several
angles (e.g., tennis serve for both left- and
right-handed individuals).
• Focus learners’ attention on only three or
four key points of the skill.
• Repeat demonstrations of complex skills.
• Make sure instructions always slightly
precede the skill or segment of the skill
being demonstrated.
(continued)
Tips for Giving Effective
Demonstrations (continued)
• Have the learners mentally rehearse what
was shown immediately after observing the
demonstration.
• Practice the skill immediately after it has
been demonstrated and mentally rehearsed.
• Have observers name the subunits or parts
of the skill.
(continued)
Tips for Giving Effective
Demonstrations (continued)
• Always follow slow-motion demonstrations
by giving at least one demonstration
performed at full speed.
• Reinforce correct performance of the
modeled act.
Assessing Self-Confidence
The Sport Confidence Inventory
Coaching Efficacy
and Its Components
• The extent to which coaches believe they
have the capacity to affect the learning and
performance of athletes
• Components of coaching efficacy
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Game strategy
Motivation
Technique
Character building
Building Self-Confidence
Ensure performance accomplishments.
• Successful behavior increases confidence
and leads to further successful behavior.
• Include good physical, technical, and
tactical instructions.
• Use game-pressure simulations.
Act confidently.
• Instructors and coaches should display
confidence.
• Teach athletes to display confidence.
Building Self-Confidence
Think confidently.
• Focus on instruction and motivating
thoughts
• Avoid judgmental thoughts.
Use imagery. Imagine yourself as confident
and successful.
Building Self-Confidence
Goal mapping. Have personalized goal
achievement plans.
Training for physical conditioning. Training
and physical states are keys to confidence.
Building Self-Confidence
Prepare. Develop performance plans and
precompetitive routines; plans give you
confidence because you know what to
do.
Social climate. Leadership style, types of
goals, social support network, and social
feedback influence confidence.
Dos and Don’ts
for Building Self-Confidence
• Do maintain a high positive precompetitive
environment.
• Do have high expectations of all your
participants.
• Do set realistic but challenging short- and
long-term goals.
• Do provide lots of contingent, positive
feedback and praise.
(continued)
Dos and Don’ts
for Building Self-Confidence
(continued)
• Do structure the environment to provide for
early success.
• Do try to find participants doing something
right (don’t just look for their mistakes).
(continued)
Dos and Don’ts
for Building Self-Confidence
(continued)
• Don’t use sarcasm and put-downs to
motivate people.
• Don’t allow teammates or group members
to belittle other team or group members.
• Don’t criticize participants for
inconsequential errors.
(continued)
Dos and Don’ts
for Building Self-Confidence
(continued)
• Don’t embarrass or criticize participants at
the first sign of a mistake.
• Don’t criticize the person; criticize the
behavior.