Confidence and Self-Efficacy | OCR A-Level Physical Education (H555)
Confidence and Self-Efficacy
- 54 questions
- 4 subtopics
- Component 02: Psychological factors affecting performance
- Component 02
Confidence and Self-Efficacy is examined in Component 02, Psychological factors affecting performance.
It covers sports confidence, self-efficacy and self-esteem, Vealey's model of sports confidence, Bandura's four sources of self-efficacy and building confidence in performers.
Sample questions from Confidence and Self-Efficacy
Answer each one closed book first, then open the answer.
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Sports confidence, self-efficacy and self-esteem
How does high sports confidence affect performance?
Show the answer
A confident performer tries harder, persists for longer and takes on challenges. Confidence also helps the performer control anxiety and stay focused. -
Sports confidence, self-efficacy and self-esteem
Why might a teenager with low confidence drop out of school sport?
Show the answer
Fear of failing in front of peers can make PE feel threatening. Avoidance protects self-esteem in the short term but removes the chance to improve. -
Vealey's model of sports confidence
Explain how state sports confidence is produced in Vealey's model.
Show the answer
The performer brings trait confidence and a competitive orientation to the objective situation. The three together set the level of state sports confidence. -
Vealey's model of sports confidence
Why does a performance orientation support confidence more than an outcome orientation?
Show the answer
A performer oriented to performance judges success by their own standard. Confidence can survive defeat because the goal was within their control. -
Bandura's four sources of self-efficacy
Why does the model's similarity matter for vicarious experience?
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A model of similar age, ability or gender is more convincing. The observer reasons that if the model can do it, so can they. -
Bandura's four sources of self-efficacy
Why is verbal persuasion on its own a weak source of self-efficacy?
Show the answer
Encouragement is not proof of ability. A failure soon after the encouragement cancels its effect. -
Building confidence in performers
A young swimmer is afraid to dive in at the deep end. How could the coach raise her self-efficacy?
Show the answer
The coach could start with shallow dives she can manage, then progress. A peer of her age diving in and steady encouragement would add to her belief. -
Building confidence in performers
How can a coach adapt the environment for a novice with low self-efficacy?
Show the answer
The coach can reduce pressure by practising away from an audience. Modified equipment and larger targets make early success more likely.
The 4 subtopics
One subtopic is one session. Work down the list.
| Subtopic | What it covers | Questions |
|---|---|---|
| Sports confidence, self-efficacy and self-esteem | Sports confidence, self-efficacy and self-esteem, how confidence affects performance, overconfidence, participation and task choice, the teenager who drops out, and the basketball player who freezes in matches. | 13 |
| Vealey's model of sports confidence | Trait sports confidence, competitive orientation, the objective sport situation, state sports confidence, behavioural response and subjective perceptions of outcome, the gymnast at her first international, and performance orientation. | 14 |
| Bandura's four sources of self-efficacy | Performance accomplishments, vicarious experiences, verbal persuasion and emotional arousal, the similar model, the high jumper and the nervous vaulter, and how the four sources combine. | 14 |
| Building confidence in performers | Raising self-efficacy through each source of self-efficacy, the young swimmer at the deep end, specific praise, team confidence, match-like practice, returning from injury, and the gymnast's back somersault. | 13 |
How the guide is worked
Answering a question from memory stores it far better than reading the answer again. The guide runs that as a fixed procedure on one subtopic at a time, about twenty minutes a session.
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Step 1 · Closed book
Cover the answers. Work through one subtopic and write down what you can. Leave blanks where you have nothing.
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Step 2 · Open book
Go back to the top. Read each printed answer and write it out in full, including the ones you had right.
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Step 3 · Closed book again
Same questions, same order, from memory. The gap between pass one and pass three is the session result.
Read the full method, the return schedule and the research behind it.
Nearby topics
OCR A-Level Physical Education Active Recall Guide
Every topic, not just this one. 2,133 questions with their answers.