Physical Education PE_561_Self_Confidence.ppt

self confidence the key to sports success

1. SELF-CONFIDENCE:
THE KEY TO
SPORT SUCCESS
Damon Burton
University of Idaho

2. What is self-confidence?

3. SELF-CONFIDENCE
DEFINED
True Self-Confidence–is a realistic belief
or expectation of achieving success.
Self-Confidence is:
not what you hope todobut what you
realistically expect to do
not what you tell othersbut your innermost
thoughts about your realistic capabilities,
not pride in past deedsbut a realistic
judgment about what you are able to do

4. SELF CONFIDENCE
TERMINOLOGY

5. SELF-EFFICACY DEFINED
Self-efficacy–is a realistic belief or expectation
about achieving success on a specific task in a
specific situation.
For example, “I can pole vault 16’6” in this
meet.”or “I will hit this game-winning shot.”
Self-efficacy is least impacted by personality
because it is highly specific, unstable and based
on situational factors such as task difficulty,
preparation, recent successes/failures and
playing conditions.

6. RELATIONSHIPS BETWEEN
TYPES OF CONFIDENCE
Confidence is developed “bottom up. Athletes should attempt
to enhance self-efficacy by accumulating success
experiences in specific situations.
Next, as self-efficacy experiences increase , state self-
confidence improves.
Finally, an accumulation of state self-confidence experiences
eventually boosts trait self-confidence.
For example, an athlete may have high self-efficacy of
rebounding well in an upcoming game but be worried about
her ability to play good defense on the opponent’s star
player.
Making some good stops increases defensive self-efficacy
during the game. A strong overall defensive game enhances
state self confidence to play well overall in the next game,
while 6 good games in a row boosts trait basketball self
confidence.

7. HIERARCHICAL MODEL
OF CONFIDENCE
Self-EsteemGlobal Level
Domain Level
PhysicalMental SocialArtistic
Sport
Competence
Context
Level
Attractive
Body
Physical
Strength
Physical
Condition

8. Does self-confidence
enhance performance?

9. SELF-CONFIDENCE
ENHANCES PERFORMANCE
Mahoney & Avener (1976) 1976 Olympic
qualifiers were more confident than
nonqualifiers.
Feltz’ (1988) review found moderate to
strong relationships between confidence
and performance (i.e., mean r = .54).
Research finds a reciprocal relationship
between self-confidence and
performance.

10. HOW SELF-CONFIDENCE
IMPACTS PERFORMANCE
lowers anxiety by creating positive
expectations of success,
increases motivation by raising perceived
competence,
enhances concentration by eliminating
distraction from negative thoughts and
personal putdowns.

11. What are the three types
of self-confidence?

12. CONFIDENCE-PERFORMANCE
RELATIONSHIP
Diffidence Optimal SC Overconfidence
PERF
SELF-CONFIDENCE

13. OPTIMAL
SELF-CONFIDENCE
Competence--possess the knowledge,
strategies, skills and abilities necessary
for success,
Preparation–sufficiently prepared so
you can successfully perform those skills
and strategies in a particular competitive
situation.
Villanova’s 1984 upset of Georgetown in the
NCAA Championship Game.

14. DIFFIDENT ATHLETES . . .
confuse “what is”with what they “wish would
be”or with what “ought to be,”
see themselves as losersand act accordingly,
mistakes devastate their competence,
self doubts fuel self-fulfilling prophecies that
create a vicious negative spiral,
focus on their shortcomings and overlook their
accomplishments, and
are underachievers whose confidence limits
their development

15. TYPES OF
OVERCONFIDENCE
inflated confidence, and
false confidence.

16. INFLATED CONFIDENCE
People who believe they are better than they
really are and have an inflated opinion of
themselves and their skills.
They overestimate their abilities while
underestimating their opponents’ skills.
Pampering from parents/coaches, playing weak
competition, and excessive media hype are its
primary causes.
Often they are competent but don’t prepare
adequately.

17. FALSE CONFIDENCE
act confident on the outside but inside
fear failure and are really diffident,
pretend to be brash, cocky and arrogant,
difficulty admitting errors and filled with
excuses,
difficult to coach because they won’t
accept responsibility for mistakes, and
normally prepare hard but lack the
competence to be successful.

18. What is the difference
between performance
and outcome confidence?

19. PERFORMANCE -VERSUS
OUTCOME CONFIDENCE
Performance Confidence–performers’
belief that they can execute the skills and
strategies necessary to perform well and
attain their goals.
Outcome Confidence–performers’ belief
that they will socially compare well and
win the competition.

20. WHY IS PERFORMANCE
CONFIDENCE BETTER?
Performance standards are more flexible
so they can be raised or lowered to
consistently achieve optimal difficulty
necessary to keep motivation high.
Success is also more controllable,
enhancing self-determination, and thus
prompting performers to take credit for
their successes as indicative of increased
competence.

21. What are some specific
strategies you use to boost
your self-confidence?

22. CONFIDENCE DEVELOPMENT
STRATEGIES
general confidence development
strategies,
six confidence development tips for
practitioners, and
strategies for developing and
maintaining confidence during
competition.

23. ENHANCING
SELF-CONFIDENCE
Performance
Accomplishments
Vicarious
Experiences
Verbal
Persuasion
Physiological
Arousal Control
Self-
Confidence
Thoughts
Behaviors
Performance

24. ENHANCING SELF-
CONFIDENCE
Performance
Accomplishments
1.
Vicarious Experiences
1.
2.
Verbal Persuasion
1.
2.
Physiological Arousal
1.
2.
Hierarchical ModelInterventions

25. GENERAL CONFIDENCE
DEVELOPMENT STRATEGIES
performance accomplishment
goal-setting,
vicarious experiences,
modeling/demonstrations –Namath’s Jets,
imagery –Russell “déjà vu,”
verbal persuasion,
reinforcement –enhances feelings of competence,
self talk –confidence script,
arousal control.

26. CONFIDENCE-DEVELOPMENT
TIPS FOR PRACTITIONERS
develop a systematic goal setting
program and log and graph progress,
create a personal Hall-of-Fame,
design a systematic conditioning program
and maximize preparation,
use effective modeling strategies,
replay past successes and imagine future
triumphs, and
emphasize confidence-building thoughts.

27. How do you maintain
your self-confidence
during competition?

28. DEVELOPING & MAINTAINING
COMPETITIVE CONFIDENCE
appraise situations as challenges rather than
threats,
develop readiness, performance and
recovery plans to deal with problems,
emphasize problem-focused coping
strategies to reduce threat,
use emotion-focused coping techniques to
feel less threatened, and
focus on more controllable process and
performance goals.

29. What is the self-fulfilling
prophecy?

30. SELF-FULFILLING PROPHECY
Self-Fulfilling Prophecies–occur when
coaches’/teachers’ expectations prompt
athletes/students to behave or perform in a way
that conforms with those expectancies.
Rosenthal and Jacobson (1968)found that a
group teachers believed were “academic late
bloomers” made greater educational gains than
did a control group for whom they had neutral
expectancies.
Expectancies of teachers, coaches and parents
can significantly raise or lower performers’
self-confidence.

31. What are the four (4)
steps of the Self-Fulfilling
Prophecy Process?

32. SELF-FULFILLING PROPHECY MODEL

33. SELF-FULFILLING
PROPHECY PROCESS
STEP 1–Coaches Develop Expectations
STEP 2–Coaches’ Expectations Influence their
Treatment of Athletes (i.e., frequency,
duration, and quality of interactions)
STEP 3–Athletes’ Learning and Performance
Is Impacted by Differential Treatment
STEP 4--Athletes’ Behavior Conforms to
Coaches’ Expectations

34. STEP 1: COACHES FORM
EXPECTATIONS
Person Cues
race,
gender
socioeconomic status,
size,
body type, and
style of dress.
Performance Information
conditioning and skills tests,
previous performance history,
evaluation of others, and
tryout information.

35. STEP 2: DIFFERENTIAL
EXPECTANCIES IMPACT
COACHING BEHAVIORS
type, frequency and warmth of
interactions,
nature ofinstructional behaviors (e.g.,
skills taught, difficulty of skills, and
persistence)
nature offeedback behaviors (e.g.,
valence, specificity, and corrective
content)
attributions for success and failure.

36. STEP 3: COACHES’ BEHAVIOR
IMPACTS ATHLETES’
PERFORMANCE
quantity and quality of learning,
quality of competitive cognitions
and performance, and
long-term development.

37. STEP 4: ATHLETES’
PERFORMANCE CONFORMS
WITH COACHES’ EXPECTATIONS
Athletes most susceptible to Self-
Fulfilling Prophecy effects are . . .
younger,
less experienced,
lower in self-esteem,
more coachable, and
value success more.

38. How do we maximize
positive Self-Fulfilling
Prophecy effects?

39. HOW TO MAXIMIZE
POSITIVE SFP EFFECTS
1.Determine what sources of information are used
to form expectations.
2.Realize initial expectancies may be inaccurate,
requiring adjustment as performers skill changes.
3.Equalize skill-development time across athletes.
4.Provide all performers sufficient time to fully
master skills.
5.Respond to errors with corrective instruction.
6.Focus on product as a means to attain product.
7.Develop good coach-athlete relationships.
8.Create a performance-oriented team climate.