Self-Confidence Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

Defining Self-Confidence

A
  • Self-confidence is the belief that you can successfully perform a desired behavior
  • More recent thinking views sport self-confidence as a social cognitive construct that can be more trait-like or more statelike, depending on the temporal frame of reference used.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Trait self-confidence

A

Is the degree of certainty individuals usually have about their ability to succeed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

State self-confidence

A

Is the belief of certainty that individuals have at a particular moment about their ability to succeed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Self-fulfilling prophecy

A

Expecting something to happen actually

helps cause it to happen.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Negative self-fulfilling prophecy

A

This is a psychological barrier whereby the expectation of failure leads to actual failure.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Vealey and Knight (2002): Confidence about one’s ability to:

A
◦ execute physical skills,
◦ use psychological skills,
◦ employ perceptual skills (e.g., make good decisions),
◦ be fit and highly trained, and
◦improve one’s skill (learn).
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Hays, Maynard, Thomas, and Bawden (2007):

A

◦ Found additional types of self-confidence in elite athletes, such as belief in their ability to achieve (both winning and improved performance) as well as their belief in their superiority over the opposition.
◦ This underscores the notion of elite athletes having strong beliefs in their abilities and is consistent with the importance of self-belief as seen in the literature on mental toughness.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Robust Self-Confidence Characteristics

A
  • Multidimensional
  • Malleable
  • Durable
  • Developed
  • Protective
  • Strong set of beliefs
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Benefits of SelfConfidence

A
•Arouses positive emotions
•Facilitates concentration
•Affects the setting and pursuit of challenging
goals
•Increases effort
•Affects game strategies (play to win versus
play to lose)
•Affects psychological momentum
•Affects performance
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Optimal confidence

A

Involves being so convinced that you will achieve your goals that you strive hard to do so.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Lack of confidence (self-doubt)

A

Creates anxiety, breaks concentration, and

causes indecisiveness.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Overconfidence (false confidence)

A

causes you to prepare less than you need to in order to perform.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Skewed Inverted U ConfidencePerformance Relationship

A

People strive for an individual, optimal confidence level but sometimes become either overconfident or under-confident.

Each person has an optimal level of self-confidence, and performance problems can arise with either too little or too much confidence.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Key Components of the Model

of Sport Confidence

A

Factors influencing sport confidence: It is hypothesised that organisational culture as well as demographic and personality characteristics influence sport confidence.

Sources of sport confidence: Achievement, self-regulation, and social climate factors.

Constructs of sport confidence: Sport confidence varies on a continuum from more trait-like to more state-like, as opposed to either purely trait or state
selfconfidence.

Consequences of sport confidence: These consequences refer to athletes’ affect (A), behavior (B), and cognitions (C).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Self-expectations and performance:

A

The expectation of beating a tough opponent or successfully performing a difficult skill can produce exceptional performance as psychological barriers are overcome.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Coaches’ Expectations
and Athletes’ Performance: Stage 1
Coaches form expectations based on

A

◦ personal cues (e.g., gender, race, body size) and
◦ performance information (e.g., skill tests, practice behaviors).

Problems occur when inaccurate expectations (too high or too low) are formed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Coaches’ Expectations
and Athletes’ Performance: Stage 2
Coaches’ expectations influence their behaviours regarding the

A

◦frequency and quality of coach–athlete interactions,
◦ quantity and quality of instruction, and
◦type and frequency of feedback.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Coaches’ Expectations
and Athletes’ Performance: Stage 3
Coaches’ behaviors affect athletes’ performance by

A

Causing low expectancy performers to perform more poorly because of less reinforcement, less playing time, less confidence, and attributions to low ability.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Coaches’ Expectations
and Athletes’ Performance: Stage 4
Athletes’ performances confirm the coaches’ expectations.

A

Performance results then feed back into stage 1 of the coaches’ expectations and athlete performance process.

20
Q

Self-Efficacy Theory

A

Self-efficacy is the perception of one’s ability to perform a task successfully.
It is a situation-specific form of self-confidence.

21
Q

Self-Efficacy Defined Bandura’s Self-Efficacy Theory

A

•Self-efficacy provides a model for studying the effects of selfconfidence on sport performance, persistence, and behavior.

•Self-efficacy is important when one has the requisite skills and
sufficient motivation.

•Self-efficacy affects an athlete’s choice of activities, level of effort,
and persistence. Although self-efficacy is task-specific, it generalizes
to other similar skills and situations.

•People with high self-efficacy set more challenging goals

22
Q

Self-regulatory efficacy

A

Focuses more on one’s abilities to overcome obstacles or challenges to successful performance

23
Q

Learning efficacy

A

Individuals’ beliefs in their capability to learn a new skill

24
Q

Decision-making efficacy

A

Individuals’ beliefs that they are competent decision makers

25
Q

Coping efficacy

A

Individuals’ beliefs in their ability to cope in the face of perceived threats

26
Q

Self-presentational efficacy

A

Individuals’ beliefs in conveying a desired impression to others (e.g., appearing strong, coordinated, fit, or physically attractive)

27
Q

Other efficacy

A

Individuals’ beliefs in the ability of others (e.g., partner, teammates, coach)

28
Q

Sources of Efficacy

A

Performance accomplishments
◦ Accomplishments are the 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

Verbal persuasion from oneself and others (coaches, teachers, peers) can enhance feelings of self-efficacy.

29
Q

Reciprocal Relationship Between Efficacy and Behavior Change

A

Self-efficacy is a determinant of performance and exercise behavior.

Performance and exercise behaviour determine one’s self-efficacy.

30
Q

Four-Stage Modeling Process

A

Attention: Careful attention must be given to the model or person observed.

Retention: For modeling to occur, the observers must commit the observed acts to memory.

Motor reproduction: For modeling of physical skills to occur, the performers must be able to coordinate their muscle activity with their thoughts.

Motivation: For modeling to occur, the observers must be motivated to attend to, retain, and practice modeled acts. This stage affects all other stages.

31
Q

Modeling

A
Modeling (also called observational learning) can influence confidence, leading to enhanced performance, depending on the following factors:
◦ Model similarity
◦ Coach models
◦ Mastery versus coping modeling
◦ Self-modeling
◦ Multidimensional modeling
◦ Virtual models
32
Q

Mastery

A

Developing and improving skills

33
Q

Demonstration of ability

A

Showing ability by winning and outperforming opponents

34
Q

Physical and mental preparation:

A

Staying focused on goals and being prepared to give maximum effort

35
Q

Physical self-presentation

A

Feeling good about one’s body and weight

36
Q

Social support

A

Getting encouragement from teammates, coaches, and family

37
Q

Coaches’ leadership

A

Trusting coaches’ decisions and believing in

their abilities

38
Q

Vicarious experience

A

Seeing other athletes perform successfully

39
Q

Environmental comfort

A

Feeling comfortable in the environment

where one will perform

40
Q

Situational favorableness

A

Seeing breaks going one’s way and feeling

that everything is going right

41
Q

In elite performers, additional sources of self-confidence include

A

◦ experience (having been there before),
◦ innate factors (natural ability, innate competitiveness), and
◦ competitive advantage (having seen competitors perform poorly or
crack under pressure before).

42
Q

Components of coaching efficacy

A

Game strategy
Motivation
Technique
Character building

43
Q

Building Coaching Efficacy – 5C’s

A
◦ commitment
◦ communication
◦ concentration
◦ control
◦ confidence
44
Q

Collective Efficacy

A

Collective efficacy refers to a belief or perception shared by members of the team regarding the capabilities of their teammates (rather than merely the sum of individual perceptions of their own efficacy). Collective efficacy is each individual’s perception of the efficacy of the team as a whole

45
Q

Building Team (Collective) Efficacy

A

Before competition: Focus on developing joint perceptions of capabilities and fitness to manage the upcoming competition in a
successful manner.

During competition: Focus on getting team members believing in one another right before and during the game.

After competition: Develop intrateam interpretations of experiences
of the game.