Banduras Theory of Self Efficacy PDF

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Bandura’s Theory of Self-Efficacy Self- efficacy theory (SET) was defined by Bandura as “people's beliefs about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives.” (Bandura 1977). Bandura’s SET explains why individuals have selfbelief towards some sports or activities but not towards others, this in turn will have a large influence on whether an individual will succeed at a particular activity or not. (Luszczynska, A., & Schwarzer, R, 2005). He does this by using four primary sources, these are; past performances, vicarious experiences, social

Figure 1. Self-Efficacy Model (Science Smith, N.D)

persuasion and physiological states. The most influential source with SET is past performances. For this source to have a substantial impact on an individual the past performance has to be the same or comparable to what goal they have set out to achieve, meaning that the individual would have greater confidence (Bandura, 1994). A sporting example for this is, if a football striker was unable to score for a few games they may start to doubt their ability to score, as their previous experiences went poorly. For a coach to then increase the striker’s self-efficacy they need to remind the player of when they could score, giving them belief that they can do it. The next best source of self-efficacy is vicarious experiences. This involves an individual person watching other people who are in the same or similar situations to them reach their goals. Seeing someone else achieve what you have set out to achieve will make you think “if they can do it so can I” (Bandura, 1994). A sporting example of this would be, if a young footballer watched another young footballer kick a ball 20 metres, that have come from a similar background or has similar backing, they may start to think that they can do it too. The third most influential source is Verbal persuasion. For this source to work it involves someone of significance to provide feedback and motivational talks, helping the individual believe that they can achieve the tasks they have set out to achieve. These people must use verbal methods to help build the individuals self- belief in their abilities. An example of this is if your team has lost and your coach blames it on your poor skills it will decrease your selfefficacy, where as if the loss is blamed on lack of effort and practise it won’t have a major negative effect (Brown, Malouff, & Schutte, 2005).

The last source is the individual’s emotional and physiological states, if an individual perceives their states to be hopeless they will start to lack in self-belief. When taking part in different activities, any stress that they have can be interpreted as weakness, bringing in the idea of failure and other negative thoughts (Pajares, 2002). Stress can change the way they cope with the situation (Bandura & Adams 1977). Physiologically, when an individual participates in sport they may feel achy and fatigued, which are associated with the negative sides of sport making the individual believe they are too unfit to carry on. A sporting example can be if a professional footballer comes back from a long injury they may physically feel that they are never going to be as fit as they were, especially if they are unable to keep up with the rest of the team. Physiologically they may feel weaker in the injured area and be scared to put excessive weight or force onto it because of the risk it brings. Within football, young players self-efficacy will need to be built up and increased as they are less developed in the game and have a low understanding, meaning there is a high chance that they will make mistakes with even basic motor skills. With a team sport like football everyone in the team must play their role to be able to win the game, this means everyone’s self-efficacy needs to be heightened, this can be difficult as everyone thinks and works differently. In 2013 (Melissa. A) assigned groups of children into high and low self-efficacy groups and put them into a failure situation to measure how they reacted, she found that the group with higher self-efficacy associated the failure with a lack of effort rather than a lack of ability to complete the task. This can be done by their coaches setting out different practices that are simple enough for everyone to understand, and easy enough for everyone to succeed more times than they fail so that, when they think back to the skill they will think about all those times they succeeded over the failures increasing confidence and self-efficacy. To conclude coaches in all sports, need to be knowledgeable in how to determine certain people’s self-efficacy, and increase different people’s self-efficacy to better their performance when competing, as they will believe that they can complete the role that is required of them. Coaches/teachers should be aware of the four sources so that they are able to use them in practise on their students, to build their confidence and motivation help them learn and develop their current and future skills so that they thrive in competitions. (Elizabeth A. Linnenbrink & Paul R. Pintrich 2003)

References:

Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. Bandura, A., & Adams, N. (1977). Analysis of Self- Efficacy Theory of behavior change. Cognitive Therapy and Research, 1(4), 287-310. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman [Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998) Brown, I.J., Malouff, J.M., & Schutte, N.S. (2005). The effectiveness of a self-efficacy intervention for helping adolescents cope with sport-competition loss. Journal of Sport and Behaviour, 28(2), 136-151. Elizabeth A. Linnenbrink & Paul R. Pintrich (2003) THE ROLE OF SELF-EFFICACY BELIEFS INSTUDENT ENGAGEMENT AND LEARNING IN THE CLASSROOM, Reading & Writing Quarterly, 19:2, 119-137, DOI: 10.1080/10573560308223 Luszczynska, A., & Schwarzer, R, 2005. Social cognitive theory. In P.H.B. M. Conner, P. Norman (Eds) predicting health behaviour (2nd edition, p127-135) Berkshire: Open University Press Melissa A. Chase (2001) Children's Self-Efficacy, Motivational Intentions, and Attributions in Physical Education and Sport, Research Quarterly for Exercise and Sport, 72:1, 47-54, DOI: 10.1080/02701367.2001.10608931 Pajares, F. (2002). Overview of Social Cognitive Theory and of self-efficacy. Retrieved March 15, 2013, from http://www.uky.edu/-eushe2/Pajares/eff.html....