2: The Self Flashcards
self esteem
“personal judgement of worthiness”
reflects the degree to which an individual feels positive about themselves
various subdomains of self esteem such as competence, conditioning, physical strength
multidimensional hierarchical model of the self splits the self into 4 categories: academic, social, emotional and physical
athletes with poor self esteem
rely on how they’re doing in the present moment to determine how they feel about themselves
self worth unstable so performance unstable
success doesn’t height SE
attribute negative events internally
less resilient
failure effects future performances greatly
negative feedback cycle
leads to anxiety, depression, phobias
athletes with high SE
future performances less affected by failure
maintain a positive sense of self-worth regardless of performance
perform more consistently at higher level
positive feedback cycle
leads to independence, leadership, adaptability, resilience
research in SE
113 research studies concluded exercise results in small but significant improvements in global self-esteem
psychological interventions consistently improve perceptions of the physical self
significant improvements from walking, running, cycling, weight-training, step dance, golf
self-confidence
“a belief about our ability”
in sport: “the belief or degree of certainty individuals possess about their ability to be successful”
SC is the factor that most consistently distinguishes highly successful from less successful athletes
study of 63 high achievers reported 90% had high SC
trait vs state SC
trait = how confident you are in your abilities in general, is part of your personality, consistent and stable
state = how confident you feel right now, temporary and unstable
self confidence is multidimensional
executing physical skills
use psychological skills
use perceptual skills
learn and improve skills
physical fitness and training status
Hays et al found another two types of SC
belief in ability to achieve
belief in one’s superiority over opposition
benefits of SC
high expectancy of success
can influence affect, behaviour and cognition
positive emotions
facilitates concentration
affects goals
increases effort
affects game strategies
affects psychological momentum
affects performance
optimal self confidence
optimal level = being so convinced that you can achieve your goals you will strive hard to do so
confidence will not overcome incompetence
each person has own level of optimal
lack of confidence = anxiety, distraction, indecisiveness
confidence = relaxed, focused, in control
overconfidence
confidence outweighs ability
inflated confidence = believe they are better than they actually are, overestimate ability, don’t prepare enough for challenges
false confidence = confident on outside but inside fear failure, prepare hard but lack competence to be successful
dealing with confidence
detrimental for athletes to think all they have to do is show up for a game
need to take game seriously and respect opponent
need hard work, effort, skill, determination and confidence
success
athletes may lose confidence as past successes become a form of pressure to do well
athletes may start to focus on weakness and remembering failures
athletes whose achievements do not match levels of SC may feel demoralised
expectation and performance
self-fulfilling prophecy = prediction that sets in motion of series of events that ultimately causes the original prediction to become true
simply put = what you expect is what you get
negative self-fulfilling = expect failure which leads to actual failure, lowering self image and expectation of future
positive self-fulfilling = expecting the desired outcome and performance
misconceptions about SC
either you have it or you don’t
only positive feedback helps
success always builds confidence
confidence causes arrogance
mistakes destroy confidence
how to build SC
performance accomplishments
retrospections (reflecting)
acting confident
thinking confident
using imagery
goal setting
preparation
self-efficacy
= the perception in one’s ability to perform a task successfully in a specific situation
behaviour is better predicted by belief about ability than actual ability
“what you think, believe and feel affects how you behave”
SE determines what people do with the knowledge and skills they have
explains why people’s behaviours are sometimes disjointed from their actual capabilities and why people’s behaviours differ widely even when they have similar knowledge
self-efficacy theory
assumption = the primary mediation of behaviour is self-efficacy
adoption and persistence in behaviour’s are determined by SE expectancy, outcome expectancy and outcome value
high SE = higher goals, more persistence to reach them
when a person with high SE fails they will attribute their failure to insufficient effort and be more likely to persist
low SE may attribute failure to low ability and be more to give up
where do our SE beliefs come from
performance accomplishments - strongest source
vicarious experiences - observing others succeed or fail
verbal persuasion - encouragement/feedback
imaginal experience - pictures or feelings in head (weakest source)
physiological states - conditions of the body
emotional states - positive emotional states better
SE and motivation
unless people believe their actions can produce the outcomes they desire, they have little incentive to act or to preserve in the face of difficulties
