1. Mr Beaumont

2. Understand the need for high self confidence and self efficacy for performance Describe various factors can affect self efficacy Explain how the presence of and audience may effect performance Explain how to reduce the effects of an audience on performance

3. Mr Beaumont On your white boards write down 3 words that you associate with confidence

4. Mr Beaumont Self confidence is defined as: The belief that you have the ability to succeed when performing a desired behaviour High levels of self confidence: Strong belief in ones ability to achieve success Confident athletes have high levels of self belief and this determines how far an athlete will strive towards their goals.

5. Mr Beaumont Confidence is seen as the opposite to cognitive anxiety (do not confuse with other sections!!) Fluctuations in either confidence or it’s opposite are reflected in athletes behaviour Confident athletes take calculated risks and aren’t afraid of mistakes Low self confidence and self doubters will avoid situations and responsibility Self doubters can often be “paralysed by the fear of failure” Write down the sporting example in your books, and then come up with your own and write it on your whiteboards

6. Mr Beaumont Self-Efficacy = Situation Specific Confidence Bandura 1977 – Self efficacy theory 4 primary sources of efficacy information Performance Accomplishments Vicarious Experience Verbal Persuasion Emotional Arousal

7. Mr Beaumont Efficacy Expectations Emotional Arousal Verbal Persuasion Vicarious Experience Performance Accomplishments Athletic Performance

8. Mr Beaumont Most important factor in building our self efficacy Training and competition success build our future expectation Repeated success leads to positive expectation, increased motivation and increased self belief Opposite of this could also occur Repeated failure could lead to the ‘snowball effect’ and a downward spiral in performance Eventually performer may feel success is not possible

9. Mr Beaumont Watching other people perform successfully to help increase self confidence Performer must be of same ability and standard Leads to the type of thinking ‘if he can do it, so can I’ Vicarious experience allows a performer to see that with a effort, success is attainable

10. Mr Beaumont Again helps with build confidence Involves careful reasoning by a significant other (e.g coach, teacher, parent) Make performer aware that you have confidence in there ability to achieve Positive self talk is also a form of verbal persuasion

11. Mr Beaumont How a performer interprets arousal effects confidence Interpreting arousal as positive increases self efficacy and confidence Perceiving increased heart rate and other signs as the body preparing for a high level performance increase confidence Over arousal causes a decrease in confidence There anxiety reducing techniques will allow a performer to become more confident

12. Mr Beaumont Confidence can be enhances by good planning, preparation and an optimistic outlook Expecting failure will lead to a negative mindset. If you complete tasks well but struggle with others those with a negative mindset tend to focus on the poor parts of performance. This way of thinking can lead to what is known as Negative self fulfilling prophecies / psychological barriers

13. Mr Beaumont Confidence alone is not a predictor of good performance Skill level, incentives, external and internal factors all need to be taken in to consideration. There are numerous strategies that can be used to increase self efficacy: Environment Manipulation Realistic and achievable goal setting Cognitive techniques to control the thoughts Routines Imagery / Visualisation Extrinsic Rewards

14. Mr Beaumont Goal setting is unrealistic and focuses on outcome goals (win rather than performance) Coaches or significant other’s feedback can become too negative Only top performers may be given extrinsic rewards Performers become reliant on external rewards

15. Mr Beaumont Social Facilitation Theory (Zanjonc 1965) The presence of an audience will increase performance of a simple task or well learned skill. The presence of an audience will inhibit and cause a decrease in performance of a complex task or one that is not well learned. (Social Inhibition) An audience can involve two factors: Passive observers are those watching and not taking part in the performance Coaction is other people independently taking part in the task; either team mates or opponents Essentially Zanjonc concluded that the presence of others increases the emission of the dominant response

16. Mr Beaumont Zanjonc linked his social facilitation theory with hull’s drive theory An audience as observers or coactor’s increases drive or arousal level This leads to an increase in the habit or response to be strengthened affecting performance If correct response is dominant – Increased arousal/drive benefits performance (Skill is mastered or very simple) If incorrect response is dominant – Increases arousal /drive hinders performance (Skill is not well learned or very complex)

17. Mr Beaumont It is not just the presence of the audience that effects the performance The nature of the audience is more important Evaluation apprehension happens when we believe or feel that the audience are assessing our performance 1 person assessing our performance can have the effect of 50 people just watching Novice performances AND Elite athletes will crack if performance expectations are high or evaluation apprehension are high

18. Mr Beaumont Linked presence of an audience with information processing An audience takes up the majority of our attentional capability We may have enough sufficient attention left to cope with a simple task Complex tasks need more attention, therefore competes with the audience attention needs leading to increased arousal This leads to performance becoming effected It is also suggested that anything in our environment (audience, lights, sounds) will affect performance

19. Mr Beaumont Learn new skills in isolation / without an audience Gradually introduce an audience after a new skill is learned, during training is ideal Develop strategies to ‘block out’ the audience e.g self talk / imagery Visualise performing the skill in front of an audience (prior to the actual performance works best) Improve self efficacy through PA, VC and VP

20. Mr Beaumont In your books read pages 184 – 185 On your whiteboards write keys words/points about what this passage of writing is saying

21. Mr Beaumont Being the home team has shown to be an advantage More crowd support, better performance Playing at home increases player/team confidence and motivation ‘Functional assertive behaviour’ – helps towards the goal of winning Sports with audience normally mean skill is well learned, audience increases arousal, which causes correct dominant response = enhanced performance Audience can have a negative effect on visiting teams Negative feedback from crowd = Anxiety in visiting team Choking = Large game, very supportive crowd, increased pressure

22. Mr Beaumont Large stadiums = hard to fill = players feeling lack of support Crowd far away from the pitch = lower influence on players Characteristics of a crowd have a role in home team advantage More supportive and attentive crowd = better performance Bigger crowd = more likely to increase home field advantage Crowd closer to the pitch = increased home team advantage Crowd Hostile to visiting team = increased home team advantage In conclusion Home field advantage does exist. The perfect scenario for home team advantage is: A stadium where players are close to a large, supportive crowd that is very hostile to the visiting team.