SELF CONFIDENCE PLAY A VITAL ROLE IN ONE;S SUCCESS.THROUGH THIS PRESENTATION,TECHNIQUES TO ENHANCE SELF CONFIDENCE IS EXPLAINED

1. SELF-CONFIDENCE:
THE KEY TO
SPORT SUCCESS
DR. SONIA KAPUR
ASSISTANT PROFESSOR & CLINICAL PSYCHOLOGIST
MYAS-GNDU DEPARTMNT OF SPORTS SCIENCES AND MEDICINE
GURU NANAK DEV UNIVERSITY

2. What is self-confidence?

3. SELF- CONFIDENCE DEFINED
 True Self-Confidence – is a realistic belief or expectation of
achieving success.
 Self-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

4. Does self-confidence
enhance performance?

5. SELF-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.

6. HOW SELF-CONFIDENCE
IMPACTS 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.

7. What are the three types of
self-confidence?

8. CONFIDENCE-PERFORMANCE
RELATIONSHIP
Diffidence Optimal SC Overconfidence
PERF
SELF-CONFIDENCE

9. OPTIMAL
SELF-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.
 Villanova’s 1984 upset of Georgetown in the NCAA Championship Game.

10. 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
create a vicious negative spiral,
 focus on their shortcomings and overlook their
accomplishments, and
 are underachievers whose confidence limits
their development

11. TYPES OF
OVERCONFIDENCE
inflated confidence, and
 false confidence.

12. 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 don’t prepare
adequately.

13. FALSE CONFIDENCE
 act confident on the outside but inside fear of failure and are really
diffident,
 pretend to be brash, cocky and arrogant,
 difficulty admitting errors and filled with excuses,
 difficult to coach because they won’t accept responsibility for mistakes,
and
 normally prepare hard but lack the competence to be successful.

14. What is the difference
between performance
and outcome confidence?

15. PERFORMANCE- 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.

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

17. CONFIDENCE
DEVELOPMENT
STRATEGIES
general confidence development
strategies,
six confidence development tips for
practitioners, and
strategies for developing and
maintaining confidence during
competition.

18. ENHANCING
SELF-CONFIDENCE
Performance
Accomplishments
Vicarious
Experiences
Verbal
Persuasion
Physiological
Arousal Control
Self-
Confidence
Thoughts
Behaviors
Performance

19. ENHANCING SELF-CONFIDENCE
Performance
Accomplishments
1.
Vicarious Experiences
1.
2.
Verbal Persuasion
1.
2.
Physiological Arousal
1.
2.
Hierarchical Model Interventions

20. GENERAL CONFIDENCE
DEVELOPMENT
STRATEGIES
 performance accomplishment
 goal-setting,
 vicarious experiences,
 modeling/demonstrations – Namath’s Jets,
 imagery – Russell “déjà vu,”
 verbal persuasion,
 reinforcement – enhances feelings of competence,
 self talk – confidence script,
 arousal control.

21. CONFIDENCE-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.

22. How do you maintain your
self-confidence during
competition?

23. 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.

24. What is the self-fulfilling
prophecy?

25. SELF-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.

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

27. SELF-FULFILLING PROPHECY MODEL

28. SELF-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

29. 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.

30. 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.

31. STEP 3: COACHES’ BEHAVIOR
IMPACTS ATHLETES’ PERFORMANCE
quantity and quality of learning,
quality of competitive cognitions
and performance, and
long-term development.

32. STEP 4: ATHLETES’
PERFORMANCE CONFORMS
WITH COACHES’ EXPECTATIONS
 Athletes most susceptible to Self-Fulfilling Prophecy effects are . . .
 younger,
 less experienced,
 lower in self-esteem,
 more coachable, and
 value success more.

33. How do we maximize
positive Self-Fulfilling
Prophecy effects?

34. HOW TO MAXIMIZE
POSITIVE SFP EFFECTS
1. Determine what sources of information are used to
form expectations.
2. Realize initial expectancies may be inaccurate,
requiring adjustment as performers skill changes.
3. Equalize skill-development time across athletes.
4. Provide all performers sufficient time to fully
master skills.
5. Respond to errors with corrective instruction.
6. Focus on product as a means to attain product.
7. Develop good coach-athlete relationships.
8. Create a performance-oriented team climate.

37. Sport psychology
transforming athlete
into champion

38. Sport psychology: Scientific study of human
behavior and performance development in the
context of sports. Role of
Sports
psychologist
Injury rehabilitation and
successful comeback to
game
State anxiety
and
Stress management
Mental toughness
for
Performance
enhancement
Maintaining
peak
performance
Avoiding or
dealing
successfully
with burnout
Team cohesion
and effective
team
communication

39. How we do it?
Clinical assessment
 Structured or
semi structured
interviews of
athletes are
taken.
 On field
observation of
athlete is done
 Standardized
psychological
test batteries
are used for
assessment.
 Cognitive
abilities are
assessed on
standardized
tools such as
VTS, eye
tracker etc.
Analysis
 Data of each
athlete is
gathered and
inferences are
made out of it.
 Interviews,
observations,
feedback from
coach and
scoring of tests
are compared
with each other
to form a
clinical profile
of each athlete.
 Reason of the
analysis is to
gather a
complete
picture of
athlete
Intervention
 Athletes are
provided with
interventions
such as goal
setting,
mindfulness
training,
confidence
building,
training on
instruments as
per the analysis
and
classification.
 Follow-up and
feedback is
kept from
athlete time to
time with
athletes
Classification
 Athletes are
then classified
in various
categories
according to
their needs.
 On the basis of
classification
intervention to
be given is
decided.
Phase I Phase II Phase III Phase IV

40. Mental toughness for
performance enhancement
 Athletes are assisted with various techniques
to help them maintain their mental
toughness.
 Athletes learn to identify their emotions and
behavioral cues with the help of bio
feedback instrument. As a result they
become mastered in handling their own
emotions in pressure situations.
 Goal setting is another technique used by
psychologists which helps athletes to
analysis their current performance and make
a plan for upcoming season to improve their
performance.
 Mindfulness is another training given to
athletes for improving their focus,
concentration and flow of the game.

41. Injury rehabilitation and
successful comeback
 Many times players physically cope up with injury
but mentally it becomes very difficult for them to
come out of it and start training with same form.
 Sports psychologists gives much needed support
by motivating athletes to again focus on healing
and developing rather than grieving over missed
goal. Psychologists helps them in reorienting their
goals with the help of goal setting process.
 Off field training is given to player for developing
and maintaining performance such as training on
VTS. It checks cognitive ability of player and also
helps them to improve it.
 Psychotherapy is given to athlete to help them
deal emotionally with pain, maintain self image
and confidence during injury period.

42. Managing the anxiety
 Fear of failure and other fears leads to
performance deterioration in many athletes. This
issue have become widely researched area in the
field of sports psychology.
 Sports psychologists use the techniques known as
systematic desensitization, simulated training,
positive self talk, positive visualization to
overcome the fear of competition and help
athletes to give their best on field.
 Many times our psychologists tailor techniques to
match the preference of athletes. For example
athletes are given stimulated training with
biofeedback to make them learn to control the
arousing emotions and perform well under
pressure.

43. Team cohesion
 Most important aspect in team game is team
cohesion. Psychologists can help teams to create
and maintain the cohesion by giving them team
goals, team building activities, making team more
psychologically efficient.
 Understanding team needs and resolving conflicts
among them is another responsibility which a
psychologist carries out on filed.

44. Helping coaches with psychological
expertise
 Psychologists helps coaches to
understand the athlete and how
to improve physical and technical
skills by understanding
psychology of athlete.
 After orienting coaches with the
instruments in sports psychology
laboratory, it was found that
coaches encouraged athlete to
attend mental training sessions.
 Coaches also showed support by
proposing more innovative ideas
to use instruments in most game
specific ways.

45. Sport psychologist differ from coaches
• coaches get a flavour of psychological skills training through their
education and experience. Some of the better coaches build it in
their training. But what they can’t do is get to the underlying core
beliefs that the athletes have about themselves and about the
world. That’s where a sports psychologist really helps.
• There’s also the hope that a sports psychologist uses these skills
not just with athletes but also with coaches. Some times you get
psychologists who work through the coach, by training them to
use some of the techniques. The coach, after all, has a lot more
contact with the athlete like in knowing their leadership style and
strategies to improve it, for goal setting, for interpersonal
relationships with athletes