Confidence Flashcards
Using Bandura’s Model, explain the factors which may contribute to a performer’s level of self-efficacy and suggest strategies that can be used to develop high levels of self-efficacy. (14 marks)
A. Explanation of self-efficacy – Level of self-confidence of a performer in a specific situation B. Example of high or low self-efficacy in a sporting context C. Past experiences/ performance accomplishments D. success leads to high levels of confidence/failure reduces confidence E. vicarious experiences/modelling F. watching others perform a task increases level of confidence G. verbal persuasion H. encouragement from coach/significant other develops self-belief/ confidence I. emotional arousal J. optimal/correct level of physical/psychological arousal helps build confidence Strategies (credit suitable examples) K. Ensure success/make practices easier/modify practices/practice in familiar environment L. Set goals M. Performance goals better than outcome goals N. Watch good quality demonstrations O. Demonstrations more effective if model is of similar ability to performer P. Praise/encouragement/positive feedback/positive reinforcement Q. Avoid social comparisons/limit effects of social inhibition R. Correct use of attributions/failure due to external unstable factors/ failure not due to internal stable factors(ability) S. (Named stress management techniques) – breathing control/ selftalk/thought stopping/mental rehearsal/visualisation/imagery/ biofeedback/progressive muscle relaxation T. Give role of responsibility U. Attribution retraining V. One-to-one support W. Improve fitness/improve skill X. Watch recordings of personal previous successful experience
Explain the concept of ‘social facilitation’ and how it can affect performance. Outline the possible strategies which the performer and coach may use to limit any negative effects that may occur. (14 marks)
A good answer must address both parts of the question adequately, and should consider accurately the following topic areas: The concept of social facilitation and its effect on performance, addressing points such as: A. Social facilitation – the influence of the presence of others on performance/presence of others increases arousal
B. Social inhibition – the negative effect of an audience on performance C. Audience (watching either at event or at home) D. Co-actors (performing same task but not in competition) E. Competitive co-actors (in direct competition with player) F. Social reinforcers (direct influence eg coach) G. Linked to the Drive Theory H. As arousal increases so does likelihood of dominant response/habit occurring I. Experienced players perform better/simple skills J. Novice players perform worse/complex skills K. Evaluation apprehension suggests others only have influence if performer feels they are being judged L. Baron’s Distraction-Conflict Theory – suggests performers must focus on task and ignore audience Possible strategies for limiting negative effects, addressing points such as: M. Mental rehearsal/imagery/visualisation N. Train in front of others and gradually increase the numbers O. Improve selective attention and cut out the effect of the audience P. Reduce the importance of the event Q. Avoid social comparison with others/teach/ coach in a nonevaluative environment initially/verbal encouragement R. Encourage team mates to be supportive S. Use stress management and relaxation techniques/accept suitable examples/goal setting T. Accept second named stress management technique U. Use attributions correctly/accept suitable examples V. Ensure skills are over-learned to encourage the dominant habit to occur as the levels of arousal increase/highly skilled/autonomous phase/ performance accomplishments/ensure success
Explain how the self-efficacy of a performer may be improved. (4 marks)
A. Performance accomplishments/success from previous performances/reminding performer of previous success/or equiv B. Avoid failure this can hinder self-efficacy C. Organise successful events/gradually increase task difficulty/make task easier D. Vicarious experiences/watching successful performances E. More effective if performers are of similar ability F. Verbal persuasion/encouragement/positive feedback/reinforcement from coach G. Emotional arousal/stress management techniques/mental rehearsal/establish set routines H. Set goals/targets/performance goals rather than outcome goals I. Avoid social comparison with other performers J. Use attributions correctly/attribution retraining/encouraging selfserving bias
Discuss the suggestion that home field advantage will always improve the performance of the home team. (4 marks)
4 marks for 4 of; (Sub max 2) Agree A. Home support tends to improve performance/social facilitation effect/boost self-efficacy/lower levels of anxiety B. More matches won at home than away/during early rounds of competitions/Olympic & World medals by host nation C. Home teams tend to play more attacking styles/ tactics/functional aggressive behaviour (accept reverse answer) D. Proximity effect/closeness of crowd has negative effect on visiting teams E. Larger crowd/hostile crowd has a negative effect on visiting teams F. Away team commit more fouls/can become anxious/over-aroused due to crowd or unfamiliar surroundings Disagree G. Increased pressure from the home crowd H. More important the game the greater the pressure/ choke effect/championship choke I. Performers become more self-conscious at home causing over-arousal J. Players place more pressure on themselves at home matches due to expectations K. Social inhibition for the home team L. Evaluation apprehension for the home team
Explain the term evaluation apprehension and describe a named cognitive stress management technique used to improve performance levels.
A. (evaluation apprehension) performer only influenced by an audience or crowd if they perceive they are judging their performance B. Thought-stopping C. Use of cue/action/word D. Re-directs attention to positive thoughts E. Example – key word – focus F. Self-talk/positive self-talk G. Use when negative thoughts occur H. Replace with positive statements about performance I. Example – nerves are good before the race J. Imagery/visualisation/mental rehearsal K. Formation of mental pictures of good performance/imagine in a calm place L. (Internal) – creating the feeling of the movement/sensations M. (External) – seeing themselves completing the movement N. Attentional control O. Changing the focus of attention to detect only relevant cues/improve selective attention/alter perceptual field P. Broad/external – used during games to detect fast changing situations and identify the best option Q. External/narrow – used to concentrate on specific objects or tasks, possibly with limited number of cues R. Narrow/internal – used to mentally rehearse a skill or task S. Internal/broad – used to analyse performance and plan future strategies and tactics T. Goal Setting U. Targets must be SMART/SMARTER V. Specific – to the sport/performer W. Measurable – quantitative/objective X. Accepted/agreed – by performer and coach Y. Realistic/achievable – within performance capability Z. Time phased – long/short term goals/deadlines AA. Exciting - challenging BB. Recorded – written down
Explain the term self-efficacy and outline the impact of positive vicarious experiences on the performer. [4 marks]
A. (self-efficacy) level of self-confidence of a performer in a specific situation B. (Vicarious experience) watching/observing a demonstration or others performing a task C. Allows modelling/copying to occur D. Builds confidence/belief in own ability when task is seen completed successfully E. More effective if model is of similar ability to the performer.
Do not accept Pt E. no marks for stating ‘of similar ability’ needs reference to increased impact
Explain the difference between the terms social inhibition and evaluation apprehension. [2 marks]
A. (social inhibition) the negative influence of others/audience on performance who are present at the time B. (evaluation apprehension) the negative influence of others if the performer feels they are being judged
Need to identify which term being discussed Accept other words for ‘negative’ Pt A Accept other terms that may describe the audience or others Pt B ‘being watched’ too vague
Outline the strategies a coach may use to reduce the negative effects of an audience on performance. [5 marks]
A. Train in front of others B. Improve selective attention and cut out the effect of the audience C. Reduce the importance of the event D. Avoid social comparison with others/teach/ coach in a non-evaluative environment initially/verbal encouragement/ persuasive communication E. Encourage team mates to be supportive F. Mental rehearsal/imagery/visualisation G. Other Named stress management and relaxation techniques H. Goal setting I. Use attributions correctly/accept suitable examples J. Ensure skills are over-learned/highly skilled/autonomous phase/performance accomplishments/ensure success
