1. self-efficacy – a form of confidence

2. Lesson aims:
Be able to explain the term self-efficacy and how factors develop this
Be able to suggest strategies to develop self-efficacy and avoid learned helplessness

3. Self-confidence
‘the most consistent difference between elite and less successful athletes is that elite athletes possess greater self-confidence’
Gould et al

4. Self -efficacy
“The degree of self confidence experienced by a performer when placed in a specific situation”
Bandura (1977)

5. Task 1.List 6 sports you have participated
2.Rank them in order (1 being highest) according to your self efficacy
3.Give reasons why you have a higher level of self-efficacy in the first two compared to the last two
4.For your top ranked activity list 3 specific situations in which you have had high self-efficacy and why?

6. How confidence affects commitment
Success > Builds confidence > Increases future expectations of success > improves likelihood of good future performance.
Commitment builds as a result.
Failure > Reduces confidence > Increases anxiety > impedes future performance.
Commitment withdrawn as a result.

7. Approach behaviours
How is confidnce linked to approach behaviours?

8. Commitment Linked to achievement motivation.
Committed performers in sport persevere through thick and thin. They are more likely to display approach behaviours (Nach).
Without this commitment the performer will not achieve goals and may display avoidance behaviours (Naf).

9. Goal setting Can help to increase both confidence and commitment.
Goal – the standard of excellence that the individual is trying to accomplish.
Long term goal – ultimate aim, e.g. participating in the olympics.
Medium term goal – monthly or annual basis.
Short term goal – daily or weekly basis.

10. Outcome (ego/ability) goals
Types of goal
Outcome (ego/ability) goals
Winning/losing
Determined by the strength of the opposition
You might perform at your maximum and still fail to meet an outcome goal.
Task orientated goals
Improvement
Achieving personal best type targets.
More flexible
Relate to effort and ability of the performer

11. SMARTER Specific Measurable Accepted Realistic Time phased Exciting
Recordable

12. Self-efficacy Situation specific self-confidence.
Kelly Sotherton – very confident in 6 of the 7 heptathlon events, but has no confidence at all in the Javelin.

13. Another example
That’s counts for nothing when dancing on a reality TV show though!
Peter Schmeichel has played in front of huge crowds and global TV audiences, displaying supreme confidence in football.

14. Self-efficacy theory Bandura 1977
People with high self-efficacy display Nach behaviour.
They attribute success to their own merits, e.g. effort and ability.
This builds confidence and increases future expectations.

15. On the other hand… Those low in self-efficacy avoid challenges (Naf)
They attribute failure to themselves.
This lowers confidence.

16. Bandura’s self-efficacy theory
Performance
Accomplishments
Vicarious Experiences
Verbal Persuasion
Emotional Control
Efficacy Expectations
Behaviour patterns Choice Effort Persistence
Thought patterns Goals Worry Attributions
Athletic performance

17. Components of self-efficacy
Previous accomplishments – remind yourself about past achievements. Powerful as it is based on personal mastery.
Vicarious experiences – Watch others perform the skill in question. This reduces worry (anxiety).
Verbal persuasion – can be done by coach or self (‘self-talk’)
Emotional control – Evaluation performer makes. Some may consider a few nerves to be positive whereas others may believe them to be detrimental to performance.

18. These lead to efficacy expectations
Behaviour patterns
Choice
Effort
Persistence
Thought patterns
Goals
Worry
Attributions
Which in turn influences athletic performance.

19. Task How do we develop high levels of self-efficacy? 1. 2. 3. 4. 5. 6.7.

20. Task How do we develop high levels of self-efficacy?
1. Experience early success
2. Observe competent demos by others
3. Realistic but challenging goals
4. Performance rather than outcome goals
5. Verbal encouragement and +-ve feedback
6. Attributional re-training
7. Limit affects of social facilitation

21. Task 3
Using practical examples, how would you raise self-efficacy of the following performers:
1. gymnast entering a competiton for the first time
2. a basketball player taking free-throws
3. a team playing in a cup final
4. a group of novice swimmers

22. Akeley Wood PE Dept
4/22/2017
If performers are to maintain interest and improve performance in sports, it is essential that the performers develop self-efficacy.
(a) Explain the difference between self-efficacy and self-confidence. (2 marks)
(b) An ice hockey coach wants to develop self-efficacy in his performers. What strategies could he use to develop this? (6 marks) 22