Term Paper on Self-Efficacy and Sports
Performance
Self-efficacy (Bandura) conceptualizes a person's perceived ability to perform
on a task. A change in the level of self-efficacy can predict a lasting change
in behavior if there are adequate incentives and skills. Perceived self-efficacy
plays a pivotal role in Social Cognitive Theory because it acts upon the other
classes of personal and environmental factors. Perceived self-efficacy is also
concerned with judgements of personal capability and outcomes. High
self-efficacy will only lead to productive behavior in an activity if the
outcome expectancy for that engagement is high. If the individual cannot place a
high value on the benefit of the activity, a high level of self-efficacy will
not motivate the individual to act positively towards the activity. Conversely,
high outcome expectancy will not motivate an individual with low self-efficacy
to act. Motivating people to do regular physical exercise depends on several
factors, among them optimistic self-beliefs of being able to perform
appropriately. Perceived self-efficacy has been found to be a major instigating
force in forming intentions to exercise and in maintaining the practice for an
extended time.
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The locus of perceived collective efficacy resides in the minds of group
members. A group, of course, operates through the behavior of its members. It is
people acting collectively on a shared belief not a disembodied group mind that
is doing the cognizing, aspiring, motivating and regulating. Although beliefs of
collective efficacy include emergent aspects, they serve similar functions and
operate through similar processes, as do personal efficacy beliefs.
Factors in the Development of Self-Efficacy
Educational Psychologists
Previous learning experiences
Messages from others
Observations of others
Sports Psychologists
Self-talk
Visualization
Mastering challenges
For demonstration, the Soccer practice of children is taken:
The goal of the informal phase is to reinforce fundamental motor skills and
develop basic individual soccer skills, such as, stationary, and slows to
intermediate pace movement while controlling the ball. To "hook" the kids to
soccer, special emphasis must be placed on the creation of a fun,
non-threatening--child-centered environment. A child friendly atmosphere will
certainly result in a reduction in the number of youngsters telling their
parents on practice, or game days, that they do not feel like going to soccer.
In order to facilitate positive efficacy expectations (one's view of her/his
personal ability and potential, e.g., "Can I control the ball? Can I play
defense?") and positive outcome expectations (the expectation of some actual
success, e.g., play well as defender or score a goal) in young children, the
term "winner" needs to be redefined. If a winner is a person that can perform
today a little more than what he/she accomplished last week, every child can
become a winner. Repeated success and steady improvement may be achieved through
learning progressions and participatory modeling. The task, e.g., ball control,
is broken down into a number of coherent and logical parts. The child then
observes a demonstrator who proceeds to assist the child in the successful
performance of the task at hand. This format follows Albert Bandura's (1982)
model of self-efficacy, and is crucial for the development of feelings of
competence and self-esteem in young athletes.
Individual and social influences upon behavior
Sports: There are cognitive theories and theories built upon principles of
physiological arousal. People are motivated by cognition's or beliefs about
their success "attributions" and physiological arousal in terms of optimal
performance, level and drive theory. Self-efficacy levels can enhance or impede
the motivation to act. Individuals with high self-efficacy choose to perform
more challenging tasks. They set themselves higher goals and stick to them.
People are partly the product of their environment but by selecting, creating,
and transforming their environmental circumstances they are producers of
environments as well. Their magnetic capability enables them to influence the
course of events and to take a hand in shaping their lives. A substantial body
of literature based on diverse lines of research in varied spheres of
functioning shows that, indeed, people guide their actions partly by their
beliefs of personal efficacy. Bandura asserts that self-efficacy is the single
most important determiner of successful performance. In his chapter on "Athletic
Functioning" in Self-Efficacy: the Exercise of Control (1997), Bandura suggests
that coaches can effectively influence the development and maintenance of
self-efficacy through:
• Reducing discouragement over competitive difficulties by emphasizing
self-improvement while underplaying victories and defeats.
• Focusing on what players can personally control, such as improvement, provides
more positive guidance than focusing on uncontrollable outcomes, such as
winning.
• Modeling confidence in players' eventual proficiency and by giving positive
corrective feedback on how to improve rather than by criticism of mistakes.
• Remaining positive and maintaining high expectations without rewarding
substandard performance.
Self-efficacy is a mediating, “Person” variable in the triadic reciprocity
model.
How people behave in a particular situation depends in part on their
self-efficacy-that is, their beliefs that they can or cannot exercise those
behaviors necessary to bring about a desired consequence. Efficacy expectations
differ from outcome expectations, which refer to people's prediction of the
likely consequences of their behavior. Self-efficacy combines with environmental
variables, previous behaviors, and other personal variables to predict behavior.
It is acquired, enhanced, or decreased by any one or combination of four
sources: (1) mastery experiences or performance, (2) social modeling, or
observing someone of equal ability succeed or fail at a task; (3) social
persuasion, or listening to a trusted person's encouraging words; and (4)
physical and emotional states, such as anxiety or fear, which usually lowers
self-efficacy. High self-efficacy and a responsive environment are the best
predictors of successful outcomes.
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