Self-Confidence and Intrinsic Motivation in Sport. Chapter 5 Part I. Presentation Objectives. Models of Self-Confidence. Models of Self-Confidence

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1 Self-Confidence and Intrinsic Motivation in Sport Presentation Objectives Understanding Self-Confidence and Self-Efficacy Role of Self-Confidence in the Development of Intrinsic Motivation Motivational Theory in the Sport Milieu Motivating the Young Athlete Chapter 5 Part I Bandura s Theory of Self- Efficacy Harter s Competence Motivation Theory Vealey s Multidimensional Model of Sport-Confidence General Terminology Motivation: Activation to action. Level of motivation is reflected in choice of courses of action, and in the intensity and persistence of effort. Perceived Self-Efficacy: People's beliefs about their capabilities to produce effects. Self-Regulation: Exercise of influence over one's own motivation, thought processes, emotional states and patterns of behavior. Source: 1

2 Albert Bandura s Theory of Self-Efficacy Perceived self-efficacy is defined as people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives. Source: Albert Bandura s Theory of Self-Efficacy Self-efficacy beliefs determine how people feel, think, motivate themselves and behave. The four fundamental elements that contribute to self-efficacy : Successful Performance Vicarious Experience Verbal Persuasion Emotional Arousal Source: Albert Bandura s Theory of Self-Efficacy Successful Performance Redefine the task Redefine success Focus on the process rather than on the results Albert Bandura s Theory of Self-Efficacy Vicarious Experience Participatory Modeling Cognitive Mediation Theory (Mediation-Contiguity or Stimulus-Contiguity Theory) Symbolic coding of observed model s demonstration Source: 2

3 Bandura s Four Processes of Learning by Observation Attention Process Maximize the attention of young athletes Retention Process Continuously reinforce the focus points Behavior Reproduction Process Facilitate the reproduction of the newly learned skills Motivation Process Keep the kids motivated Adapted from lecture by Dr. Maureen Weiss, Professor of sport psychology Dept. of Phys. Ed. and human movement studies, University of Oregon, Eugene, OR Effective Modeling ATTENTION Focus: Attend to relevant task cues Remove distractions-- make the self the center of attention Demonstrator characteristics Effective Modeling Effective Modeling Brian Babcock ( ) ATTENTION Focus: Attend to relevant task cues Verbal "show & tell" model Label task parts Limit number of focus points RETENTION: Part I Focus: Actively rehearse visual information Prompt children to rehearse Verbal self-instruction (think aloud) Repeated demonstrations (spacing) 3

4 Effective Modeling RETENTION: Part II Focus: Actively rehearse visual information Keep it short and simple (KISS) Allow rehearsal time between practice trials Use grouping & recording techniques Effective Modeling MOTOR REPRODUCTION: Part I Focus: The child must be able to coordinate and time the reproduction of the modeled actions The demonstration should be one that the child can put into a memorable & meaningful code. The skill should be one that the child can perform successfully with practice. Ensure familiarity with component skill parts Effective Modeling Albert Bandura s Theory of Self-Efficacy MOTOR REPRODUCTION: Part II Focus: The child must be able to coordinate and time the reproduction of the modeled actions Use whole-part-whole for complex skills Consider the angle of the demonstration Provide many demonstrations and ample opportunity for practice Fundamental elements that contribute to selfefficacy: Verbal Persuasion Encouragement by others and Self-Talk Emotional Arousal Arousal Performance (later discussion) Image source: Royalty Free Photograph 4

5 Albert Bandura s Theory of Self-Efficacy Harter s Competence Motivation Theory Development of perceived self-efficacy and selfconfidence is closely associated with the level of success experienced by the athlete. Application Instruction drilling Act with confidence Think and talk positively Source: Cox (2007) Brian Babcock ( ) Individuals are innately motivated to be competent in all areas of human achievement. When performance is successful, there is a positive effect on the individual When performance is not successful, they may quit Harter s Competence Motivation Theory Younger children evaluate their physical competence based upon game outcome and parental feedback Older children and adolescents use social comparisons and evaluation by peers With age, children become more accurate in personal assessment of physical competence Success = Positive Experience Positive experience continued participation Children s Motivation to Participate in Organized Youth Sport Programs Learn new skills Improve existing skills Fun Make friends Improve fitness 5

6 Harter s Competence Motivation Theory Patterned after White s (1959) theory of effectance motivation. Harter (1978) proposed a theory of achievement motivation that is based on an athlete s feeling of personal competence. We are innately motivated to be competent in all areas of achievement. Source: Cox, 2007, p. 107 Harter s Competence Motivation Theory Assumption Motivated to master our environment engage in mastery tasks domain specific Competence Motivation With added competence, one is motivated to perform mastery attempts Harter s Competence Motivation Theory If mastery is successful results in feelings of efficacy these feelings continue to motivate us Harter s Competence Motivation Theory If performance is unsuccessful leads to negative affect low competence motivation fewer mastery attempts dropping out Image source: 6

7 Harter s Competence Motivation Theory Children especially need encouragement from significant others to develop competence motivation Competence motivation is related to intrinsic motivation Vealey s Multidimensional Model of Sport-Confidence Introduces the concept of sport confidence Weigand and Broadhurst (1998) Competence motivation is influenced by: Intrinsic motivation Years of soccer playing experience Perceived control Perceived coaching behaviors (Allen & Howe, 1998) Supportive silence for poor performance Developing self-confidence through self-talk Thoughts Feelings Performance Lack of confidence will have a negative impact on performance 7

8 Self-talk An effective cognitive technique for reinforcing situation specific self-confidence and ultimately behavior Task-specific- turn or pull Encouragement and effort Mood words- hard or burst Self-talk Brief and phonetically simple Logically associated with the skill involved Compatible with the sequential timing of the task Self-talk Effective in: building and developing self-efficacy skill acquisition creating and changing mood controlling effort focusing attention or concentration Theodorakis, Weinberg, Natsis, Douma & Kasakas (2000) Compare motivational, instructional, and control conditions in relation to soccer accuracy, badminton serving skill, sit-up endurance, and knee extension strength and endurance. Instructional self-talk strategy was superior to the control condition in both sport skills tasks and knee extension tasks 8

9 Theodorakis, Weinberg, Natsis, Douma & Kasakas (2000) Both motivational and instructional self-talk strategies were superior to the control condition relative to the knee extension task. Instructional self-talk was superior to the motivational strategy and control when fine motor control skills were involved. Theodorakis, Weinberg, Natsis, Douma & Kasakas (2000) When task requires strength and endurance, both strategies are effective in improving performance. Psychological momentum A positive or negative change in cognition, affect, physiology and behavior caused by an event or series of events that will result in a commensurate shift in performance and competitive outcome (Taylor & Demick, 1994, p. 54). Psychological momentum Antecedents-Consequences Model success generates confidence and energy that leads to further success Multidimensional Model A precipitating event leads to a momentum chain (athlete s experience & opponent factor) Projected Performance Model momentum is an after the fact phenomenon no cause-effect relationship found (hot hand) 9

10 Gender and Self-Confidence I have decided that it is not my own gender or anyone s gender, that makes the important difference. Instead, it is gender in society that opens opportunities, imposes limits, and makes a difference in the real world of sport and exercise. (Diane Gill, 1999, p. 134, cited in Cox, 2007, p. 114) Dr. Diane Gill Gender and Self-Confidence Title IX Title IX passed in This preamble to the Educational Amendment reads, "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational programs or activity receiving federal financial assistance." Donna Lopiano points out that Title IX demands equality for women across all educational programs, not just in sports. Source: Gender and Self-Confidence Title IX The group of men primarily responsible for the challenge to Title IX included Speaker of the House Dennis Haster, a former wrestler, Secretary of Defense Donald Rumsfeld, also a former wrestler, and Secretary of Education Rod Paige, a former football coach. Lopiano effectively displayed their disturbing biases. "This commission is stacked. It supports a predetermined outcome." Donna Lopiano Source: ReasonOnline Title IX's Pyrrhic Victory How the quest for "gender equity" is killing men's athletic programs. Michael W. Lynch April 2001 Print Edition Only 9 percent of Division I schools are in compliance," "And that's 30 years after passage." Women still account for only about 35 percent of college athletes and garner less than a quarter of annual athletic operating and recruiting budgets. Mary Jo Kane, Director, Tucker Center for Research on Women and Girls in Sport, University of Minnesota. Source: 10

11 Gender and Self-Confidence Ellen Lenney (1977) An achievement situation is defined by Lenney as one in which social comparisons are being made. While males generally score higher than females on measures of self-confidence this is not true in all achievement situations. Gender and Self-Confidence Nature of task Is it deemed gender appropriate? boxing, football, & wrestling vs. gymnastics & volleyball Ambiguity of Available Information How much clear feedback is provided? Social Comparison Cues The less social comparison the better Gender and Self-Confidence Nature of task Meta analysis supported Lenney s hypothesis that females will show lower self-confidence than males when performing male-appropriate tasks. boxing, football, & wrestling vs. gymnastics & volleyball Ambiguity of Available Information No studies cited Social Comparison Cues In gender appropriate tasks, the meta analysis did not support Lenney s contention that females will be less confident than males Strategies to Increase Self- Confidence in Women Ensure success through participatory modeling. Avoid gender-inappropriate activities. or show how the task can be learned Avoid ambiguity through effective communication. Use effective modeling of correct performance Decrease competitive situations during learning. 11

12 Questions What is psychological momentum? Is self-confidence affected by gender? Is Title IX hurting men s sports? Our next lecture... An integrated Theory of Motivation in Sport and Exercise 12