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Pe yr 2 psychology - Coggle Diagram
Pe yr 2 psychology
confidence
Definition:
Confidence, in the context of AQA A-level PE, refers to an athlete's belief in their ability to perform successfully in a specific sport or activity. It is a psychological factor that can significantly impact an athlete's performance.
Key Points:
psychological aspect
Confidence is considered one of the psychological factors that can influence sports performance along with motivation, anxiety, and concentration.
sources of confidence
Performance Accomplishments: Past successes contribute to a sense of competence and boost confidence.
Vicarious Experience: Witnessing others succeed, especially similar individuals, can enhance confidence.
Verbal Persuasion: Positive feedback and encouragement from coaches, peers, or oneself can build confidence.
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The concept of self-efficacy, as discussed in Bandura's social cognitive theory, aligns with confidence in sports. Athletes with high self-efficacy believe they can overcome challenges and succeed.
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High confidence is often associated with better performance. It can lead to increased effort, persistence, and a positive mindset.
Conversely, low confidence may result in anxiety, self-doubt, and a decline in performance.
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Goal Setting: Establishing specific, measurable, and challenging goals can enhance confidence when achieved.
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Impact of Coaching: Coaches play a crucial role in fostering confidence. Constructive feedback, support, and creating a positive training environment contribute to athletes' confidence.
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Self-efficacy refers to an individual's belief in their ability to successfully accomplish a specific task or goal. It is a key component of Albert Bandura's social cognitive theory and plays a crucial role in motivation, performance, and decision-making.
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Influence on Behavior: High self-efficacy tends to lead to increased motivation and persistence in the face of challenges, while low self-efficacy can result in avoidance and decreased effort.
Development: Self-efficacy is influenced by personal experiences, social persuasion, physiological factors, and emotional states. Successes and failures in past experiences strongly impact one's self-efficacy beliefs.
Implications: Building self-efficacy is important in various fields, including education, sports, and psychology. Providing positive feedback, setting achievable goals, and modeling successful behaviors can enhance self-efficacy.
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Vygotsky's socio-cultural development theory emphasizes the role of social interaction and cultural context in cognitive development. The Zone of Proximal Development (ZPD) is a central concept, representing the range of tasks a learner can perform with assistance but not independently.
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Social Interaction: Learning is a social process, and interactions with more knowledgeable others (peers, teachers) are crucial for cognitive development.
Zone of Proximal Development (ZPD): The ZPD is the gap between what a learner can do independently and what they can do with assistance. Effective teaching occurs within this zone, promoting cognitive growth.
Cultural Tools: Vygotsky highlighted the importance of cultural tools, such as language and symbolic systems, in shaping cognitive abilities. These tools mediate thought and influence learning.
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Attribution theory explores how individuals interpret events and make causal explanations for outcomes, especially success or failure. Fritz Heider and Bernard Weiner are key figures in this field.
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Causal Explanations: Individuals attribute outcomes to internal or external factors, stable or unstable factors, and controllable or uncontrollable factors. These attributions influence emotions and future behavior.
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Internal vs. External: Relates to whether the cause is within the individual or outside (e.g., ability vs. task difficulty).
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