Why is it that some people have more self-efficacy then others? Shouldn’t all people be driven to achieve to the same extent? What can kids learn from self-efficacy? Self-efficacy by definition is “the ability to produce a desired or intended result” (laptop dictionary). Through the years there have been many successful men and women, most of these people have been driven by something, whether it be the “oh you aren’t ever going to be an astronaut” or “you will never make it as a professional athlete” these people persevered against the odds facing them and went on to become those things or what ever else they were told that they were never going to be able to do.
Most people believe that athletes who are good at sports should also be good in an academic setting, these athletes should also be self-motivated, competition is good for younger kids to help them learn, that all “jocks” are dumb and that all “nerds” are terrible athletes. Nevertheless these assumptions are not always the case, in fact all kids are different in the way that they learn and play, most kids need support for finding their identity and confidence, some kids may learn from sports that winning isn’t fun, and there are a limited amount of dumb “jocks” and unathletic “nerds”. There are many assumptions and stereotypes that are being portrayed in this world and many of them pass unnoticed right under our noses. A person who has good self-efficacy and lives a life that is balanced and not by like playing music and sports but just living the right way and doing the right things, can lead them to set good personal goals support athletics and academics.
The assumption that all kids who are good at sports should be smart is not the case. In fact kids are very d...
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Martin, Jeffrey J., and Diane L. Gill. "The Relationships Among Competitive Orientation, Sport-Confidence, Self-Efficacy, Anxiety, and Performance." The Relationships Among Competitive Orientation, Sport-Confidence, Self-Efficacy, Anxiety, and Performance (1991): 149-59. Web. 15 Apr. 2010.
The Blind Side. Dir. John L. Hancock. Perf. Sandra Bullock, Tim McGraw, Quinton Aaron. Alcon Entertainment, 2010. DVD.
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High school sports are approached with clashing opinions. Some of these opinions are positive, and supportive of athletics. “Athleticism, among many activities, offers teens a physical outlet to exert their troubles, anger, emotions, and other feelings” (Chen 1). This can be observed in nearly all of the football players in Friday Night Lights. This can also be noticed in the world today. “Athletics help high school students understand their own abilities and talents” (Chen 1). This piece of evidence is very accurate when describing high school athletes. Sports can make a high school student humble. As can be seen by the preceding information, high school athletics can have a positive impact on a student’s life.
Athletics in American schools have always been controversial for many reasons. Some of these reasons include health concerns, safety precautions, and academic significance. Daniel H. Bowen and Colin Hitt wrote an article titled, “High-School Sports Aren’t Killing Academics” to present the factors of positive correlation between success in athletics and academics. I believe that athletics in high schools not only benefit students socially, but also academically.
This experience of competence in the execution of tasks is what is seen to provoke feelings of self efficacy (Cooney, Richard 2003). The more competent you believe you are either from enactive mastery (gaining relevant experience with the task), vicarious modeling (you see someone with whom you identify with doing the task), verbal persuasion (someone convinces you that you are capable) or arousal (getting psyched up about the task) the more you are likely to succeed and the more self-efficacy can be enhanced. To truly utilize the theory of self-efficacy a high level of self-monitoring is required to ensure that goals are being achieved. This leads to further demotivation through the use of improper feedback
n Addition to this with sports in high school student athletes need to keep up their grades in order to play the sport. Some people may say that when you participate in a sport, it takes away from your studying time and then makes you not as academically inclined as others. I believe that that statement is further from the truth in a recent article written by Daniel H. Bowen and Colin Hitt “High-School Sports Aren 't Killing Academics” from The Atlantic Bowen and Hitt state that “We would expect to see a negative relationship between the commitment to athletics and academic achievement. However, the University of Arkansas’s Daniel H. Bowen and Jay P. Greene actually find the opposite. They examine this relationship by analyzing schools’ sports winning percentages as well as
Over time and especially today, there has been a common misconception that students who participate in athletics or team sports are more likely to be less accomplished (in terms of academic success) than those students who are not and John R. Gerdy’s “Americas Failed Experiment with Elite Athletics” is a prime example of this false belief. Teachers and faculty members often devalue athletics and some even feel that it is a poor representation of such. Often time’s parents or guardians are reluctant or in opposition to allowing their children to get involved in sports because they believe it will derail their learning and/or achievement in school. The majority of those people who presume
The Blind Side. Dir. John Lee Hancock. Perf. Sandra Bullock, Tim McGraw, Quinton Aaron. Warner Bros.
Gecas, V. (1989). The Social Psychology of Self-Efficacy. Annual Review of Sociology. 15, pp. 291-316.
According to statistics gathered by youth sports organizations, “Up to 50 million kids play youth sports in America, and 73 percent who begin playing a sport quit before they turn 13” (Binns). The children could have quit because they did not like the disappointment of losing, or because they are exhausted from their parents pushing them too hard. But parents have their reasons for pushing their children into sports. “Studies show that kids who play sports are less likely to become obese, abuse drugs or alcohol or to perform poorly in school” (McCormick). If children are not active, then they will most likely become overweight, and if they have nothing to do in their pastime, they may turn to drugs and alcohol, which usually leads to a decrease of grades in school. A parent putting his/her child in sports gives the child something to do and keeps them fit. Parents also put their child in a sport hoping that he/she will get success out of it “Eager to nurture the next A-Rod or Michelle Kwan, parents enroll their 5- or 6-year-olds in a competitive sports league or program” (Stenson). While not all parents are pushing for future Olympians, the fight for a sports college scholarship is competitive and parents may feel that their child will have a better chance of gaining one if he/she starts competitive sports early. Parents push their children to succeed, and children--not wanting to disappoint their parents--push themselves, sometimes harder than they should. If done right, pushing a child into sports can have a positive effect on the child’s interaction with other children while teaching them commitment and healthy competition. However, focusing on winning and earning a scholarship versus having fun may backfire, because the cons...
Self-efficacy is the belief that someone has the inherent ability to achieve a goal. A student who has a high self-efficacy allows himself to believe that he can be successfully academically.(Bozo & Flint, 2008) He believes that a challenging problem is a task that can be mastered This student is more committed to work in the classroom. (Schunk,1991). On the other hand, a student who has a low level of self-efficacy is likely to be academically motivated. He is more likely to avoid a task that is difficult, give up, make excuses, or lose confidence in his abilities (Margolis & McCabe, 2006). This failure becomes a self-fulfilling prophecy. Teachers need to find ways to motivate these students by increasing their self-efficacy.
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 self-confidence. Somatic anxiety was a key component when assessing the true effects that it has on an athlete’s performance (Brustad & Wiggins, 1996). Brustad and Wiggins (1996) tested their theory on a group of 91 athletes. The athletes were between the ages of 14 to 36 years old that participated in a variety of sports: soccer, swimming, and track and field. Those who scored higher on self-confidence and scored lower in CA and SA found perceived their overall anxiety as facilitative (Wiggins & Brustad, 1996). Kirby and Liu (1999) found that athletes who participate in individual sports, such as track and field, have a lower self-confidence and higher levels of SA than those athletes who partake in team sports such as basketball and volleyball. The same holds true for figure skaters. The skaters experienced a substantial amount of CA and SA before their individual competitions in contrast to a team competition. The responsibility that was placed on the athletes in a team sport differed than the responsibility that an individual sport athlete may have (Martin & Halls,
Children who participate in sports are developing rapidly in sports skills, sportsmanship, and psychologically, but does this come from organized sports are just nature’s process. Children develop emotional and social benefits from participating in sports. Children experience character and leadership development through peer relations leading to an increase in self-esteem and a decrease in anxiety levels. Children will get opportunities to experience positive and negative emotions throughout their practice and games trials. It is important for the coach to understand the “psychology of youth sports and physical activity participation” (Weinberg & Gould, 2011 p.516).
Firstly, it is vital to note that anxiety, motivation, and concentration tremendously influence people's self-confidence and their performance at the long-run (Damon & Raedeke, P 188). Higher self-confidence reduces anxiety. The vice versa is also true. This is based on the fact that optimally confident sports people experience fewer doubts on self. Their worries reduce and give room for concentration in their activities. Additionally, motivated athletes are in a better position to strive towards achieving their goal. Motivation enables sports people to combat negativity and low self-esteem as they focus more on their goals other than obstacles. Therefore, it is fundamental to note that coaches and sports people must collaborate in finding any mechanisms that could stimulate and uphold self-esteem since it is, directly and indirectly, impactful to their
Vince Lombardi, one of the most successful football coaches of all time, said, “The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but a lack of will.” Although Lombardi was primarily speaking about success on the turf, he was also speaking about success in life. Aside from being a phenomenal leader on the field, Lombardi was a leader in all aspects of life and stands as a role model for many young student athletes. When student athletes apply this extraordinary will to their academics alongside athletics, the stellar character of these young adults is revealed. Unfortunately for these athletes, many people, especially educators, blame athletics for struggles within the classroom. A common controversy amongst parents, educators, coaches, and athletes is if education is severely affected by athletic participation. When the results of classroom performance aren’t proficient or greater, it is easy to blame sports because of their time consuming nature. This topic carries a lot of weight for kids ranging from middle school to graduate students because, for many, involvement in athletics is a crucial part of developing important life skills that cannot be attained through a classroom setting, and may be the student’s only method of social outreach. Sports serve as a sanctuary, an escape, a passion, and so much more to each individual involved. Athletics have the potential to negatively impact education, if you allow them to yet research shows just as many cases of sports having positive affects on education as cases of sports being detrimental towards education. The truth of the matter is that your education is your responsibility, and sports cannot be blamed for a lack of succes...
Rosewater, Ann. “Learning to Play and Playing to Learn: Organized Sports and Educational Outcome.” Education Digest 75.1 (2009): 50-57. Academic Search Premier. EBSCO. Web. 27 Oct. 2011.
The concept of self-efficacy is grounded in Bandura’s (1977) social learning theory. Bandura (1994) defines perceived self-efficacy as “people’s beliefs about their capabilities to produce efforts” (p. 71). In essence, one having strong self-efficacy experience increase in motivation, accomplishment, and personal well-being ( Bandura, 1994). Those with a low sense of self-efficacy, on the other hand, often suffer stress and depression; unbelieving of their capabilities and often succumbed to failure (Bandura, 1994).