2.2 Confidence and Self...

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2.2 Confidence and Self Efficacy Learning objectives To understand the concept of self confidence and self-efficacy. To identify the factors that contribute to the development of sport confidence. To demonstrate a knowledge of Vealey’s and Bandura’s model of sport confidence and self-efficacy. To evaluate possible strategies used to develop high levels of self-efficacy.

Transcript of 2.2 Confidence and Self...

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2.2 Confidence and Self Efficacy

Learning objectives

To understand the concept of self confidence and self-efficacy.

To identify the factors that contribute to the development of sport confidence.

To demonstrate a knowledge of Vealey’s and Bandura’s model of sport confidence and self-efficacy.

To evaluate possible strategies used to develop high levels of self-efficacy.

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What are the elements to self efficacy?

Watch me

Self confidence & Self Efficacy

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Motivation is often driven by self confidence which is a belief that an athlete has what it takes to be successful and win.

Self confidence

The most consistent difference between elite and less successful athletes is that elite athletes possess greater self-confidence.

Think. Pair. Share - Think of a sporting situation when your self confidence was low. Why did you feel like this?

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Bandura put forward the notion that as people become competent in particular skills and situations they develop a feeling of self-efficacy.

Self efficacy is self confidence in a specific situation.

Self-Efficacy

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An individual’s level of self confidence will affect the following:

Self-Efficacy

1. Participation – those with a low self confidence will shy away from taking part and avoid competitive situations.

2. Performance – High levels of confidence will motivate the individual to achieve and is more likely to have a positive outcome.

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Self-Efficacy

3. Levels of self-esteem – High levels of self esteem will ensure the athlete works hard and maintains effort, persistence and commitment.

From an early age, positive sports experiences will shape a performer’s self-esteem, self-efficacy and lifelong skills such as communication, coping and teamwork.

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Vealey’s sport confidence model shows that confidence in a specific situation can be affected by two main factors:

Sports Confidence – Vealey’s Model

1. Trait Sport Confidence –This is innate and described as a natural disposition. Like all personality traits it is relatively stable.

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Sports Confidence – Vealey’s Model

2. Competitive orientation - The extent to which an individual is prepared to compete. Also, whether an individual strives to achieve a performance goal or outcome goal.

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Sports Confidence – Vealey’s ModelThe resulting State Sports Confidence (SC state) can be developed through learning and tends to be unstable and changeable. State confidence relates to an individual’s belief OR perception about the extent to which their ability will bring success at one particular moment.

The resulting satisfaction or disappointment will feedback into the initial stages and the performer’s confidence levels will adjust accordingly.

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This model suggests self-efficacy depend on 4 types of information and can vary from situation to situation.

Behaviour/ Performance

Efficacy Expectations

Behaviour patterns Effort

Choice GoalsEffort Worry

Persistence Attributions

Performance accomplishments

Emotional arousal

Vicarious experiences

Verbal persuasion

Self-Efficacy – Bandura’s theory

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1. Performance accomplishments – These probably have the strongest influence on self confidence. If success has been experienced in the past, then feelings of self confidence are likely to be high

2. Vicarious experiences –This refers to what we have observed before. If we watch others perform and be successful, then we are more likely to experience high self efficacy.

Self-Efficacy – Bandura’s theory

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3. Verbal persuasion – If we are encouraged to try a particular activity, our confidence in that situation may increase.

4. Emotional arousal – Our perceptions of how aroused we are can effect our confidence in a particular situation.

Self-Efficacy – Bandura’s theory

Think. Pair. Share - You would like a fellow student to attempt a high jump but he has low self confidence. Using Bandera’s four factors which influence self-efficacy, how would you try and raise the athlete’s self efficacy in this situation.

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1. Try to give him initial success by lowering the bar to start with or using some flexi rope.Performance accomplishments

2. Demonstrate how it can be done, or if you are much better than him, use someone of a similar ability. Vicarious experiences (modelling)

3. Verbally encourage the athlete. Tell him that he should ‘have a go’. Verbal persuasion

4. Tell him that to be worried is a natural, very positive response because it prepares the body well. Emotional arousal

Strategies for Self-Efficacy – Bandura’s theory

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There a range of other strategies used by coaches and teachers to increase levels of self-efficacy.

• Use attributions correctly by attributing failure to external + unstable factors.

• Experience early success.

• Observe demonstrations by competent others of similar ability.

• Set realistic but challenging goals.

• Offer plenty of verbal encouragement and positive feedback

Other Strategies for Self-Efficacy

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Explain possible strategies that may be used to improve

the self-efficacy of a performer?

Describe Vealey’s model of sport confidence?

What is meant by the term self efficacy?

Explain Bandura’s model of self-efficacy.

Self confidence and Self-Efficacy

Apply it! What has stuck with you?

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Exam questions1.Confidence is a significant feature of successful performance in sport. Fig.1 below shows Bandura’s model of Self-Efficacy. Using practical examples, analyse how the model can have an effect on performance. [6]

Practice it!

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Marks Scheme:1. Six marks from:1) (performance accomplishments) – performer reminded of previous success of the skill which increases confidence/improves performance (AO3) e.g. shooter in netball reminded of successful statistics (AO2)2) previous successful performances are attributed to internal/controllable attributions (AO3) e.g. rugby player reminded of effort displayed in last game (AO2)3) (vicarious experiences) watching another player perform the same skill can raise confidence (especially if they are of a similar standard) (AO3) e.g. a gymnast watching a fellow club member master a difficult move (AO2)4) (verbal persuasion) positive extrinsic feedback/reinforcement can raise confidence/improve performance (AO3) e.g. A swimmer being told that their leg action has improved (AO2) e.g. More likely to happen if given by a significant other/e.g. The team captain praising a player’s pass (AO2)5) (emotional arousal) understanding the signs of increased arousal (AO3) e.g. a sprinter knowing that an increased heart rate is natural pre performance (AO2)6) knowing that an increase in arousal will not lead to failure and can be controlled (thereby not affecting performance adversely) (AO3) e.g. a golfer having strategies to control anxiety (AO2)7) (efficacy expectations) the expectation of the performer to achieve success/achieve their goal (AO3) e.g. the gymnast now feels that they can achieve a successful vault (following the influence of the four components of the model) (AO2)8) (athletic performance) ….is now improved as self-efficacy is higher (AO3) e.g. the swimmer performs a successful tumble turn (AO2).

Practice it!