1. Self Confidence and Self-Efficacy
Gobinder Gill 1

2. 2

3. Aims and Objectives
ALL students will define self- confidence and self-efficacy
MOST students will apply the theory of self-confidence/self-efficacy to sporting situations
SOME students will be able to critically evaluate the theories related to confidence to sport performers and performance 3

4. Starter Are you a confident person (1-10)?
Do you approach everything with confidence?
List some activities that you are confident in
List some activities that you are not confident in
What factors impact on your level of confidence? 4

5. Self Confidence
The belief that you can successfully perform a desired behaviour
S.C- more global (a disposition / personality trait): The degree of certainty individuals usually have about their ability to succeed
Can have high level of global S.C.- but not be successful at a specific sport / exercise activity 5

6. Aspects of Self Confidence in Sport
execute physical skills
utilise psychological skills
use perceptual skills (e.g., make good decisions)
be fit and highly trained
improve one’s skill (learn) 6

7. Benefits of S.C. Arouses positive emotions Facilitates concentration
Affects the setting and pursuit of
challenging goals
Increases effort
Momentum- winning from behind
Effort – enhances persistence 7

8. Confidence levels Optimal confidence
This involves being so convinced that you will achieve your goals that you strive hard to do so.
Lack of confidence
Self-doubts create anxiety, breaks concentration, and causes indecisiveness.
Overconfidence (false confidence)
Confidence out of proportion to actual ability causes you to prepare less than you need to in order to perform 8

9. Optimal Confidence, Underconfidence, and Overconfidence9

10. Social Cognitive Theory (Bandura, 1977, 1986)
Self-efficacy theory is the aspect of Social Cognitive Theory most often applied to sport.
Cognitive - internal psychological processes involved in making sense of the world (Eysenck, 1994)
Theory recognises the importance of both social and cognitive processes interacting and determining behaviour (behaviourism) 10

11. Self-Efficacy Theory (Bandura, 1977)
It provides the theoretical basis for most sports related research into confidence (Hardy, Jones, & Gould, 1996) and motivation (Roberts, 1992).
Situation specific self-confidence (McAuley, 1992). 11

12. Self-efficacy A belief in our own possibilities
A situation-specific self-confidence
“Beliefs in one’s capabilities to organize and execute the courses of action required to produce given attainments (Bandura, 1997, p.3)
Self efficacy is your sense of competence, self esteem is your self worth. You can believe you can’t do something by the way and not care. I am not able to play piano, I also don’t care.
Programs to enhance self-esteem don’t work well, they are just puffing kids up which does not work. Kids need to feel they have success at something in order tot have it be effective. 12

13. Bandura’s Self–Efficacy Theory
Self-efficacy affects an athlete’s choice of activities, level of effort, and persistence.
Although self-efficacy is task- specific, it generalises to other similar skills and situations.
High self-efficacy people set more challenging goals. 13

14. Self–Efficacy Sources14

15. Efficacy Sources Performance accomplishments
Most dependable source.
Successful experiences raise the level of self-efficacy, while failure results in lowered efficacy.
Vicarious experiences (modeling)
Seeing others or modeling influences efficacy. 15

16. Efficacy Sources Verbal persuasion Imaginal experiences
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. 16

17. Efficacy Sources Physiological states Emotional 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. 17

18. Summary Self-confidence in performers can fluctuate
One requires self-belief to become confident
Practitioners should support performers through implementing interventions (e.g. mental skills) to increase or maintain confidence levels 18