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5 & 14
Self–Confidence
Defining
Self–Confidence
Trait self-confidence:
The degree of certainty individuals
“usually” possess about their ability
to succeed.
State self-confidence:
The belief of certainty individuals
possess at a “particular moment”
about their ability to succeed.
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
Optimal Confidence, Under–
confidence, and Overconfidence
The inverted-U illustrating the
confidence-performance relationship
How Expectations
Influence Performance
(Chapter 5)
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 to beat a tough
opponent or successfully perform a
difficult skill can produce exceptional
performance as psychological
barriers are overcome.
How Expectations
Influence Performance
Coach expectations
and performance
A teacher’s or coach’s expectations
can alter a student’s and athlete’s
feelings and performance.
Coaching Expectations
and Athlete’s Performance
Stage 1
Coaches form expectations
based on
personal cues (e.g., gender, race) and
performance information (e.g., skill tests,
practice behaviors).
Problems occur when inaccurate
expectations (too high or too low)
are formed.
Coaching Expectations
and Athlete’s Performance
Stage 2
Coaches’ expectations influence
their behavior in the
frequency and quality of
coach-athlete interaction,
quantity and quality of
instruction, and
type and frequency of feedback.
Coaching Expectations
and Athlete’s Performance
Stage 3
Coaches’ behaviors affect
athlete performance by causing
low expectancy performers to
perform more poorly because of less
reinforcement, playing time, confidence,
and attributions to low ability.
Coaching Expectations
and Athlete’s Performance
Athletes’ performance
confirms the expectancy.
Stage 4
Self–Efficacy Theory
(Chapter 17)
Self–Efficacy
The perception of one’s ability
to perform a task successfully is
really 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.
(continued)
Bandura’s Self–Efficacy
Theory
Self-efficacy affects an athlete’s
choice of activities, level of effort,
and persistence.
High self-efficacy people set more
challenging goals
Self–Efficacy Sources
Efficacy Sources
Performance
accomplishments
Most dependable source.
Vicarious
experiences
(modeling)
Seeing others or
modeling influences
efficacy.
Successful experiences
raise the level of
self-efficacy, while
failure results in
lowered efficacy.
Efficacy Sources
Verbal
persuasion
Use verbal persuasion to
enhance confidence.
Self-persuasion is an
important type of
verbal persuasion.
Imaginal
experiences
Use imagery of self or
others as a source of
confidence.
Efficacy Sources
Physiological
states
Physiological states influence
self-efficacy when they are
associated with aversive
physiological arousal, poor
performance, and perceived
failure.
Emotional
states
Emotions or moods
are a source of
efficacy information.
Assessing Self–Confidence
The Sport
Confidence
Inventory
Building Self-confidence
• Next period will be devoted to how we can
build self-confidence in out athletes.
• Have a great day!
Building Self–Confidence
Ensure performance
accomplishments.
Successful behavior increases confidence and
leads to further successful behavior.
Include good physical, technical, and tactical
instruction.
Use game-pressure simulations.
Thinking confidently.
Focus on instruction and motivational thoughts.
Video- changing negative thought to positive
thought
Building Self–Confidence
Acting confidently.
Coaches should display confidence.
Teach athletes to display confidence (video –
projecting a winning image).
Use imagery.
Imagine yourself as confident and successful.
Train for physical conditioning.
Training and physical states are keys
to confidence.
Building Self–Confidence
Prepare!
Develop performance plans and
pre-competitive routines;
plans give you confidence because
you know what to do.
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 shortand long-term goals.
DO provide lots of contingent, positive
feedback and praise.
(continued)
Dos and Don’ts for
Building Self–Confidence
DO structure the environment to
provide for early success.
DO try to find individuals doing
something right (as opposed to just
looking for their mistakes).
(continued)
Dos and Don’ts for
Building Self–Confidence
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 individuals for
inconsequential mistakes or errors.
(continued)
Dos and Don’ts for
Building Self–Confidence
DON’T embarrass and criticize
individuals at the first sign of a mistake.
DON’T criticize the person, criticize
the behavior.
P
A
R
T
Positive Self
Self-Talk for
Confidence
talk
Self-Talk
» Key to cognitive control
How does positive self-talk help?
• It helps the athlete to:
– Stay appropriately focused on the present
– Not dwell on past mistakes
– Foster positive expectations
Step in Developing Self-Confidence through
Appropriate Self-Talk
• 1. Awareness of what type of self-talk you
use?
• 2. Using Cognitive Techniques to take
control of the mind
• 3. Developing successful experiences
What type of self-talk do you use?
• Positive or Negative?
– What do you say to yourself in a stressful
situation?
– What thoughts appear when you make a mistake?
– When do you use self-talk?
– Common themes that appear across different
situations
– What cue words do you use in self-talk?
Cognitive Techniques to Control the Mind
•
•
•
•
•
•
Thought stoppage
Changing negative thought to positive thought!
Reframing
Rational thought
Video tape of successful performance
Designing coping and mastery self-talk tapes
Mental Plans
Major purpose of mental plans is enable the
athlete to develop performance consistency.
What an athlete does mentally and physically
during the precompetitive and competitive
phases determines the performance outcome
(Orlick, 1986).
Mental Plans
• Pre-competition Plan
• Competition Plan
• Refocus Plan
Pre-competition Plan
• Strengthens the feeling of being prepared.
•
•
•
•
Consists of :
1.psychological warm up
2.physical warm up
3.pre event focus
• Develop two pre-competitive plans for:
• One, good days!
• Second one for days that are not so good!
Competition Plan
• Develop a specific competition focus that
carries you during competition.
• Consists of:
– Event focus
– Event refocus
– Extending to your limits
Refocus Plan
• Enables the athlete to “snap” back into an ideal focus
when something negative has happened during
competition.
– Use “tree it” or “Park it”
– Enjoy and Play helps when performance is going badly.
– Attack or pick it up helps when external factors occur
during competition.
Implementation
Once the plans are written, they must be
practiced
a.
practice
b.
competition
Developing Successful Experiences
• Practice
• Conditioning
• Competition