Chapter 14: Self-Confidence

14

Self-ConfidenceSelf-Confidence

C H A P T E R

Session Outline

• Defining self-confidence

• Benefits of self-confidence

• Levels of confidence

• How expectations influence performance

• Self-efficacy theory

(continued)

Session Outline (continued)

• Sources of efficacy

• Modeling and effective demonstrations

• Assessing self-confidence

• Building self-confidence

Defining Self-Confidence

• Self-confidence is the belief that you can successfully perform a desired behavior.

• Self-confidence can be both dispositional and statelike.

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Defining Self-Confidence (continued)

• Dispositional self-confidence is the degree of certainty individuals usually have about their ability to succeed.

• State self-confidence is the belief of certainty that individuals have at a particular moment about their ability to succeed.

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Defining Self-Confidence (continued)

• 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.

Aspects of Self-Confidence in Sport

• Vealey and Knight (2002): Confidence about one’s ability to

– execute physical skills,

– use psychological skills,

– employ perceptual skills (e.g., make good decisions),

– be fit and highly trained, and

– improve one’s skill (learn).(continued)

Aspects of Self-Confidence in Sport (continued)

• Hays, Maynard, Thomas, and Bawden (2007)

– Found additional types of self-confidence in elite athletes, such as belief in their ability to achieve (both winning and improved performance) as well as their belief in their superiority over the opposition.

– This underscores the notion of elite athletes having strong beliefs in their abilities and is consistent with the importance of self-belief as seen in the literature on mental toughness.

Benefits of Self-Confidence

• Arouses positive emotions

• Facilitates concentration

• Affects the setting and pursuit of challenging goals

• Increases effort

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Benefits of Self-Confidence (continued)

• Affects game strategies (play to win versus play to lose)

• Affects psychological momentum

• Affects performance

Levels of Confidence

• Optimal confidence involves being so convinced that you will achieve your goals that you strive hard to do so.

• Lack of confidence or self-doubts create anxiety, break concentration, and cause indecisiveness.

• Overconfidence (false confidence) causes you to prepare less than you need to in order to perform.

Figure 14.1

Figure 14.2

How Expectations Influence Performance

• Expectations play a critical role in the behavior change process. Positive expectations of success produce positive effects in many fields, including sport.

• 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.

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How Expectations Influence Performance (continued)

• Coaches’ and teachers’ expectations are very important.

• A teacher’s or coach’s expectations can alter a student’s or athlete’s feelings and performance.

• The coach or teacher expectation and athlete performance process occurs in four stages.

Coaches’ Expectations and Athletes’ Performance: Stage 1

• 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.

Coaches’ Expectations and Athletes’ Performance: Stage 2

• Coaches’ expectations influence their behavior regarding the

– frequency and quality of coach–athlete interactions,

– quantity and quality of instruction, and

– type and frequency of feedback.

Coaches’ Expectations and Athletes’ Performance: Stage 3

• 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.

Coaches’ Expectations and Athletes’ Performance: Stage 4

• Athlete’s performance confirms the coaches’ original expectations.

• Performance results then feed back into stage 1 of the coaches’ expectations and athlete performance process.

Coaches’ Expectations and Behavior

• Recommendations

– Coaches should determine what sources of information they use to form preseason or early-season expectations for each athlete.

– Coaches should realize that their initial assessments of an athlete’s competence may be inaccurate and thus need to be revised continually as the season progresses.

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Coaches’ Expectations and Behavior (continued)

• Recommendations

– 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) to ensure they treat all athletes fairly.

– Coaches should design instructional activities or drills that provide all athletes with an opportunity to improve their skills.

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Coaches’ Expectations and Behavior (continued)

• Recommendations

– Coaches should generally respond to skill errors with instructions about how to perform the skill correctly.

– Coaches should emphasize skill improvement as a means of evaluating and reinforcing individual athletes rather than using absolute performance or levels of skill achievement.

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Coaches’ Expectations and Behavior (continued)

• Recommendations

– Coaches should interact frequently with all athletes on their team to solicit information about athletes’ perceptions, opinions, and attitudes regarding team rules and organization.

– Coaches should try to create a mastery-oriented environment in team practices, focusing on improvement and team play.

Self-Efficacy Theory

• The perception of one’s ability to perform a task successfully

• A situation-specific form of self-confidence

Bandura’s Self-Efficacy Theory

• Self-efficacy provides a model for studying 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.

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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.

Figure 14.3

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.

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Sources of Efficacy (continued)

• Verbal persuasion from oneself and others (coaches, teachers, peers) can enhance feelings of self-efficacy.

• In imaginal experiences, individuals can generate beliefs about personal efficacy or lack of efficacy by imagining themselves or others behaving effectively or ineffectively in future situations.

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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.

Reciprocal Relationship Between Efficacy and Behavior Change

• Self-efficacy is a determinantof performance and exercise behavior.

• Performance and exercise behavior determine one’s self-efficacy.

Four-Stage Modeling Process

• Attention: Careful attention must be given to the model or person observed.

• Retention: For modeling to occur, the observers must commit the observed acts to memory.

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Four-Stage Modeling Process (continued)

• Motor reproduction: For modeling of physical skills to occur, the performers must be able to coordinate their muscle activity with their thoughts.

• 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.

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Tips for Giving Effective Demonstrations (continued)

• Make eye contact with the learner as you convey instructions about the modeled act.

• 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.(continued)

Tips for Giving Effective Demonstrations (continued)

• Make sure instructions always slightly precede the skill or segment of the skill being demonstrated.

• 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.

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Tips for Giving Effective Demonstrations (continued)

• Have observers name the subunits (parts) of the skill.

• Always follow slow-motion demonstrations by giving at least one demonstration performed at full speed.

• Reinforce correct performance of the modeled act.

Sources of Sport Self-Confidence

• Mastery: Developing and improving skills

• Demonstration of ability: Showing ability by winning and outperforming opponents

• Physical and mental preparation: Staying focused on goals and being prepared to give maximum effort

• Physical self-presentation: Feeling good about one’s body and weight

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Sources of Sport Self-Confidence (continued)

• Social support: Getting encouragement from teammates, coaches, and family

• Coaches’ leadership: Trusting coaches’ decisions and believing in their abilities

• Vicarious experience: Seeing other athletes perform successfully

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Sources of Sport Self-Confidence (continued)

• Environmental comfort: Feeling comfortable in the environment where one will perform

• Situational favorableness: Seeing breaks going one’s way and feeling that everything is going right

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Sources of Sport Self-Confidence (continued)

• In elite performers, additional sources of self-confidence included

– experience (having been there before),

– innate factors (natural ability, innate competitiveness), and

– competitive advantage (having seen competitors perform poorly or crack under pressure before).

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– Game strategy

– Motivation– Technique– Character building

Building Coaching Efficacy

• An intervention program to enhance coaching efficacy targeted

– Commitment

– Communication

– Concentration

– Control

– Confidence

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.

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Building Self-Confidence (continued)

• Act confidently

• Instructors and coaches should display confidence.

• Teach athletes to display confidence.

• Think confidently

• Focus on instruction and motivating thoughts

• Avoid judgmental thoughts.

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Building Self-Confidence (continued)

• Use imagery: Imagine yourself as confident and successful.

• Goal mapping: Have personalized goal achievement plans

• Training for physical conditioning: Training and physical states are keys to confidence.

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Building Self-Confidence (continued)

• 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.

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Building Team (Collective) Efficacy

• Before competition: Focus on developing joint perceptions of capabilities and fitness to manage the upcoming competition in a successful manner.

• During competition: Focus on getting team members believing in one another right before and during the game.

• After competition: Develop intrateam interpretations of experiences of the game.

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).

• Don’t use sarcasm and put-downs to motivate people.

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Dos and Don’ts for Building Self-Confidence

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• Don’t allow teammates or group members to belittle other team or group members.

• Don’t criticize participants for inconsequential errors.

• Don’t embarrass or criticize participants at the first sign of a mistake.

• Don’t criticize the person; criticize the behavior.