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    Self-fulfilling prophecies occur through a four step process: 1) Coaches form expectations, 2) Expectations influence coaching behaviors, 3) Behaviors impact athlete performance, 4) Performance confirms expectations. To maximize positive effects, coaches should adjust expectations over time, equalize development time, respond constructively to errors, and focus on mastery rather than outcomes alone.

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    Self-fulfilling prophecies occur through a four step process: 1) Coaches form expectations, 2) Expectations influence coaching behaviors, 3) Behaviors impact athlete performance, 4) Performance confirms expectations. To maximize positive effects, coaches should adjust expectations over time, equalize development time, respond constructively to errors, and focus on mastery rather than outcomes alone.

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    Self Confidence

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    Self-fulfilling prophecies occur through a four step process: 1) Coaches form expectations, 2) Expectations influence coaching behaviors, 3) Behaviors impact athlete performance, 4) Performance confirms expectations. To maximize positive effects, coaches should adjust expectations over time, equalize development time, respond constructively to errors, and focus on mastery rather than outcomes alone.

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    Self-fulfilling prophecies occur through a four step process: 1) Coaches form expectations, 2) Expectations influence coaching behaviors, 3) Behaviors impact athlete performance, 4) Performance confirms expectations. To maximize positive effects, coaches should adjust expectations over time, equalize development time, respond constructively to errors, and focus on mastery rather than outcomes alone.

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    SELFSELF-CONFIDENCE: THE KEY TO SPORT SUCCESS

    Damon Burton University of Idaho

    What is self-confidence?

    SELFSELF- CONFIDENCE DEFINED


    True Self-Confidence is a realistic belief Selfor expectation of achieving success. SelfSelf-Confidence is:
    not what you hope to do but what you realistically expect to do not what you tell others but your innermost thoughts about your realistic capabilities, not pride in past deeds but a realistic judgment about what you are able to do

    SELF CONFIDENCE TERMINOLOGY

    SELFSELF-EFFICACY DEFINED
    SelfSelf-efficacy is a realistic belief or expectation about achieving success on a specific task in a specific situation. For example, I can pole vault 166 in this gamemeet. or I will hit this game-winning shot. SelfSelf-efficacy is least impacted by personality because it is highly specific, unstable and based on situational factors such as task difficulty, preparation, recent successes/failures and playing conditions.

    RELATIONSHIPS BETWEEN TYPES OF CONFIDENCE


    Confidence is developed bottom up. Athletes should attempt to enhance self-efficacy by accumulating success selfexperiences in specific situations. Next, as self-efficacy experiences increase , state selfselfselfconfidence improves. Finally, an accumulation of state self-confidence experiences selfeventually boosts trait self-confidence. selfFor example, an athlete may have high self-efficacy of selfrebounding well in an upcoming game but be worried about her ability to play good defense on the opponents star player. Making some good stops increases defensive self-efficacy selfduring the game. A strong overall defensive game enhances state self confidence to play well overall in the next game, while 6 good games in a row boosts trait basketball self confidence.

    HIERARCHICAL MODEL OF CONFIDENCE


    Global Level Self-Esteem

    Domain Level

    Physical

    Mental

    Social

    Artistic

    Context Level

    Sport Competence

    Attractive Body

    Physical Strength

    Physical Condition

    Does self-confidence enhance performance?

    SELFSELF-CONFIDENCE ENHANCES PERFORMANCE


    Mahoney & Avener (1976) 1976 Olympic qualifiers were more confident than nonqualifiers. Feltz (1988) review found moderate to strong relationships between confidence and performance (i.e., mean r = .54). Research finds a reciprocal relationship between self-confidence and performance.

    HOW SELF-CONFIDENCE SELFIMPACTS PERFORMANCE


    lowers anxiety by creating positive expectations of success, increases motivation by raising perceived competence, enhances concentration by eliminating distraction from negative thoughts and personal putdowns.

    What are the three types of self-confidence?

    CONFIDENCECONFIDENCE-PERFORMANCE RELATIONSHIP
    Diffidence Optimal SC Overconfidence

    PERF

    SELFSELF-CONFIDENCE

    OPTIMAL SELFSELF-CONFIDENCE
    Competence -- possess the knowledge, strategies, skills and abilities necessary for success, Preparation sufficiently prepared so you can successfully perform those skills and strategies in a particular competitive situation.
    Villanovas 1984 upset of Georgetown in the NCAA Championship Game.

    DIFFIDENT ATHLETES . . .
    confuse what is with what they wish would be or with what ought to be, see themselves as losers and act accordingly, mistakes devastate their competence, self doubts fuel self-fulfilling prophecies that selfcreate a vicious negative spiral, focus on their shortcomings and overlook their accomplishments, and are underachievers whose confidence limits their development

    TYPES OF OVERCONFIDENCE

    inflated confidence, and false confidence.

    INFLATED CONFIDENCE
    People who believe they are better than they really are and have an inflated opinion of themselves and their skills. They overestimate their abilities while underestimating their opponents skills. Pampering from parents/coaches, playing weak competition, and excessive media hype are its primary causes. Often they are competent but dont prepare adequately.

    FALSE CONFIDENCE
    act confident on the outside but inside fear failure and are really diffident, pretend to be brash, cocky and arrogant, difficulty admitting errors and filled with excuses, difficult to coach because they wont accept responsibility for mistakes, and normally prepare hard but lack the competence to be successful.

    What is the difference between performance and outcome confidence?

    PERFORMANCEPERFORMANCE- VERSUS OUTCOME CONFIDENCE


    Performance Confidence performers belief that they can execute the skills and strategies necessary to perform well and attain their goals. Outcome Confidence performers belief that they will socially compare well and win the competition.

    WHY IS PERFORMANCE CONFIDENCE BETTER?


    Performance standards are more flexible so they can be raised or lowered to consistently achieve optimal difficulty necessary to keep motivation high. Success is also more controllable, enhancing self-determination, and thus prompting performers to take credit for their successes as indicative of increased competence.

    What are some specific strategies you use to boost your self-confidence?

    CONFIDENCE DEVELOPMENT STRATEGIES


    general confidence development strategies, six confidence development tips for practitioners, and strategies for developing and maintaining confidence during competition.

    ENHANCING SELFSELF-CONFIDENCE
    Performance Accomplishments Vicarious Experiences Verbal Persuasion Physiological Arousal Control SelfConfidence Thoughts Behaviors

    Performance

    ENHANCING SELFSELFCONFIDENCE
    Hierarchical Model
    Performance Accomplishments 1.

    Interventions

    Vicarious Experiences

    1. 2. 1. 2. 1. 2.

    Verbal Persuasion

    Physiological Arousal

    GENERAL CONFIDENCE DEVELOPMENT STRATEGIES


    performance accomplishment
    goal-setting,

    vicarious experiences,
    modeling/demonstrations Namaths Jets, imagery Russell dj vu,

    verbal persuasion,
    reinforcement enhances feelings of competence, self talk confidence script,

    arousal control.

    CONFIDENCECONFIDENCE-DEVELOPMENT TIPS FOR PRACTITIONERS


    develop a systematic goal setting program and log and graph progress, create a personal Hall-of-Fame, design a systematic conditioning program and maximize preparation, use effective modeling strategies, replay past successes and imagine future triumphs, and emphasize confidence-building thoughts.

    How do you maintain your self-confidence during competition?

    DEVELOPING & MAINTAINING COMPETITIVE CONFIDENCE


    appraise situations as challenges rather than threats, develop readiness, performance and recovery plans to deal with problems, emphasize problem-focused coping strategies to reduce threat, use emotion-focused coping techniques to feel less threatened, and focus on more controllable process and performance goals.

    What is the self-fulfilling prophecy?

    SELFSELF-FULFILLING PROPHECY
    Self-Fulfilling Prophecies occur when coaches/teachers expectations prompt athletes/students to behave or perform in a way that conforms with those expectancies. Rosenthal and Jacobson (1968) found that a group teachers believed were academic late bloomers made greater educational gains than did a control group for whom they had neutral expectancies. Expectancies of teachers, coaches and parents can significantly raise or lower performers self-confidence.

    What are the four (4) steps of the Self-Fulfilling Prophecy Process?

    SELF-FULFILLING PROPHECY MODEL

    SELFSELF-FULFILLING PROPHECY PROCESS


    STEP 1 Coaches Develop Expectations STEP 2 Coaches Expectations Influence their Treatment of Athletes (i.e., frequency, duration, and quality of interactions) STEP 3 Athletes Learning and Performance Is Impacted by Differential Treatment STEP 4 -- Athletes Behavior Conforms to Coaches Expectations

    STEP 1: COACHES FORM EXPECTATIONS


    Person Cues
    race, gender socioeconomic status, size, body type, and style of dress.

    Performance Information
    conditioning and skills tests, previous performance history, evaluation of others, and tryout information.

    STEP 2: DIFFERENTIAL EXPECTANCIES IMPACT COACHING BEHAVIORS


    type, frequency and warmth of interactions, nature of instructional behaviors (e.g., skills taught, difficulty of skills, and persistence) nature of feedback behaviors (e.g., valence, specificity, and corrective content) attributions for success and failure.

    STEP 3: COACHES BEHAVIOR IMPACTS ATHLETES PERFORMANCE

    quantity and quality of learning, quality of competitive cognitions and performance, and long-term development.

    STEP 4: ATHLETES PERFORMANCE CONFORMS WITH COACHES EXPECTATIONS


    Athletes most susceptible to SelfFulfilling Prophecy effects are . . .
    younger, less experienced, lower in self-esteem, more coachable, and value success more.

    How do we maximize positive Self-Fulfilling Prophecy effects?

    HOW TO MAXIMIZE POSITIVE SFP EFFECTS


    1. 2. 3. 4. 5. 6. 7. 8.

    Determine what sources of information are used to form expectations. Realize initial expectancies may be inaccurate, requiring adjustment as performers skill changes. Equalize skill-development time across athletes. Provide all performers sufficient time to fully master skills. Respond to errors with corrective instruction. Focus on product as a means to attain product. Develop good coach-athlete relationships. Create a performance-oriented team climate.

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