Self-Confidence

1. Self-Confidence

2. Session Outline • Defining Self-Confidence • Benefits of Self-Confidence • Levels of Confidence • How Expectations Influence Performance • Self-Efficacy Theory (continued)

3. Session Outline (continued) • Sources of Efficacy • Modeling and Effective Demonstrations • Assessing Self-Confidence • Building Self-Confidence

4. Defining Self-Confidence Self-confidence The belief that you can successfully perform a desired behavior. Self-confidence can be both dispositional and statelike.

5. 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

6. 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).

7. 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.

8. 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

9. 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.

10. 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.

11. 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 Unpublished paper presented at the Medical and Scientific Aspects of Elitism in Sport Conference.

12. Self-Confidence Model

13. 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.

14. 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.

15. 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.

16. Stage 1 Coaches’ Expectationsand 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.

17. Stage 2 Coaches’ Expectationsand 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.

18. Stage 3 Coaches’ Expectationsand Athletes’ Performance Coaches’ behaviors affect athletes’ performance by causinglow-expectancy performers to perform more poorly because of less reinforcement, less playing time, less confidence, and attributions to low ability.

19. Stage 4 Coaches’ Expectationsand Athletes’ Performance Athlete’s performance confirms the expectancy.

20. Coaches’ Expectationsand 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 continuously as the season progresses. (continued)

21. Coaches’ Expectationsand 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). • Coaches should design instructional activities or drills that provide all athletes with an opportunity to improve their skills. (continued)

22. Coaches’ Expectationsand Behavior (continued) Recommendations • Coaches should generally respond to skill errors with corrective 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. (continued)

23. Coaches’ Expectationsand 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, focused on improvement and team play.

24. Self-Efficacy Theory Self-efficacy The perception of one’s ability to perform a task successfully is a situation-specific form of self-confidence

25. 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)

26. 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.

27. 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.

28. 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.

29. Sources of Efficacy Verbal persuasion from oneself and others Imaginal experiences (continued)

30. 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.

31. The 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.

32. The 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. (continued)

33. The 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.

34. 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)

35. 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)

36. 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)

37. 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.

38. Assessing Self-Confidence The Sport Confidence Inventory

39. Coaching Efficacyand 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

40. 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.

41. Building Self-Confidence Think confidently. • Focus on instruction and motivating thoughts • Avoid judgmental thoughts. Use imagery. Imagine yourself as confident and successful.

42. Building Self-Confidence Goal mapping. Have personalized goal achievement plans. Training for physical conditioning. Training and physical states are keys to confidence.

43. Building Self-Confidence Prepare. Develop performance plans and precompetitive routines; plans give you confidence because you know what to do. Social climate. Leadershipstyle, types of goals, social support network, and social feedback influence confidence.

44. Dos and Don’tsfor 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)

45. Dos and Don’tsfor 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)

46. Dos and Don’tsfor 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)

47. Dos and Don’tsfor 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.