Self-confidence was the third factor that has the potential to affect an athlete’s performance. To have self-confidence is to be secure and trust in one’s ability (vocabulary.com). A few models and approaches that tried to measure the relationship between anxiety and self-confidence include the following: The Competitive State Anxiety Inventory-2 (CSAI-2) (Smith et al., Humara, 1999), cognitive behavioral treatments (Butler, 1996), the model of sport confidence (Vealey, 1986, 1998, 2001) and Bandura’s theory of self-efficacy (1977).
Vealey (1986, 1998, 2001) model of sport self-confidence was developed in attempt to operationalize the concept of confidence itself. Her model, she believed was to have more consistency in the predictions in …show more content…
Cale, Jones & Swain (1990) identified predictors of self-confidence as being how prepared athletes believe they are and outside conditions. The amount of ability athletes believed they have substantial to performance (Gould, Petrchlikoff & Weinberg, 1984). Experiments with tennis players (Perry & Williams, 1998) and gymnasts (Bejek & Hagyet, 1996) found the higher the athlete’s skill level, the higher their self-confidence was. Self-confidence is crucial because it acts as a barrier, protecting potential harm from cognitive (CA, also known as worry was defined in a study by Joan N. Vickers and A. Mark Williams; Liebert & Morris, 1967: Martens et al., 1990, Taylor (p. 144) as a mental component when athletes become anxious they begin to think negatively about their current and future performances) and somatic anxiety (SA, defined by Liebert & Morris 1967; Martens et al., 1990; Vickers & Williams (2007) as an individual’s awareness to anxiety that her or she may be experiencing and the physical symptoms that occur (Humara, 1999). An experiment conducted with 91 athletes between the ages of 14 and 36 who played soccer, swam, and ran track and field found the athletes who scored higher in self-confidence and had lower cognitive anxiety and somatic anxiety scores perceived their anxiety as conducive to their self-confidence (Wiggins & Brustad, 1996). Kirby & Liu, (1999) compared athletes in team sports to …show more content…
Visualizing provided imaging the task at hand and mentally rehearsing, exaggerating effectiveness (Hardy et al., 1996). This was effective with all collegiate athletes in every sport. Butler (1996) identified three factors important to a victorious visualization. The first one, selecting a skill to visualize, followed by relaxation. The skill should be as realistic as possible by using senses and taking in the venue (i.e arena, field). Second, the technique needs to have a strong focus. The athlete needs to have an internal perspective; viewing the task through their own eyes, not as though they were watching through a camera and try to feel the skill being visualized. Lastly, actually practice the skill. This incorporated
Vealey (1986, 1998, 2001) model of sport self-confidence was developed in attempt to operationalize the concept of confidence itself. Her model, she believed was to have more consistency in the predictions in …show more content…
Cale, Jones & Swain (1990) identified predictors of self-confidence as being how prepared athletes believe they are and outside conditions. The amount of ability athletes believed they have substantial to performance (Gould, Petrchlikoff & Weinberg, 1984). Experiments with tennis players (Perry & Williams, 1998) and gymnasts (Bejek & Hagyet, 1996) found the higher the athlete’s skill level, the higher their self-confidence was. Self-confidence is crucial because it acts as a barrier, protecting potential harm from cognitive (CA, also known as worry was defined in a study by Joan N. Vickers and A. Mark Williams; Liebert & Morris, 1967: Martens et al., 1990, Taylor (p. 144) as a mental component when athletes become anxious they begin to think negatively about their current and future performances) and somatic anxiety (SA, defined by Liebert & Morris 1967; Martens et al., 1990; Vickers & Williams (2007) as an individual’s awareness to anxiety that her or she may be experiencing and the physical symptoms that occur (Humara, 1999). An experiment conducted with 91 athletes between the ages of 14 and 36 who played soccer, swam, and ran track and field found the athletes who scored higher in self-confidence and had lower cognitive anxiety and somatic anxiety scores perceived their anxiety as conducive to their self-confidence (Wiggins & Brustad, 1996). Kirby & Liu, (1999) compared athletes in team sports to …show more content…
Visualizing provided imaging the task at hand and mentally rehearsing, exaggerating effectiveness (Hardy et al., 1996). This was effective with all collegiate athletes in every sport. Butler (1996) identified three factors important to a victorious visualization. The first one, selecting a skill to visualize, followed by relaxation. The skill should be as realistic as possible by using senses and taking in the venue (i.e arena, field). Second, the technique needs to have a strong focus. The athlete needs to have an internal perspective; viewing the task through their own eyes, not as though they were watching through a camera and try to feel the skill being visualized. Lastly, actually practice the skill. This incorporated