Foundation Degree in Sports Coaching

Web GuidePsychology – Belonging and Influencing – SPE001-2

Carl Page (1008889)University of BedfordshireMr. M Lambert

Psychology – Belonging and Influencing – SPE001-2

ContentsIntroduction...........................................................................................................................................2

Self-Confidence/Efficacy....................................................................................................................2

Motivation.............................................................................................................................................3

Attributions and Attitudes....................................................................................................................5

Interpersonal Skills..............................................................................................................................6

Emotional Intelligence.........................................................................................................................7

Conclusion............................................................................................................................................8

References...........................................................................................................................................9

Introduction

This webfolio will include information on psychological theories and concepts which

are relevant to sport. The connections involving the application of

self-confidence/efficacy, motivation and interpersonal skills these which shall be

applied to sports coaching through giving relevant examples on how it will affect

future practice as fitness or coaching practitioner.

Self-Confidence/Efficacy

Research discovered that there is a relationship between performance and self-

confidence, as poor performances are proven through a shortage of self-confidence

and with great performances with a solid self-confidence (Bund, 2003). However

self-esteem and self-efficacy, (Jarvis, 2005) identifies these two usually are muddled

terms which vary slightly. Whereas Frank, (2010) refers to situation-specific self-

confidence as “self-efficacy” which is the strength of a participants belief that they

can successfully perform a given activity. Sports coaches can teach participants self-

talk to either increase intensity level or use relaxation techniques to decrease to the

required intensity.

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Psychology – Belonging and Influencing – SPE001-2

Further backed up Cohn, (2006) suggests ideally a participant needs both high self-

confidence in their abilities and self-esteem, such as a participant could have self-

confidence, but not self-esteem and vice versa. Also Mackenzie, (2008) reveals the

following six elements; this is shown in Figure 1 model of self-confidence (Peak

Performance Sporting Excellence, 2012). Subsequently as a sports practitioner I

need to continually motivate and remove any distractions from participants which

help them to gain confidence and lower their self-doubts.

This increases motivation and will aid in the teams communication levels and

cohesion between each other. The reasons for participating in any exercise can be

intrinsic; nonetheless specific one’s selection of positive results would develop

(Vallerand & Losier, 1999). For instance a golfer reaches their putt on the previous

three holes; hereafter their confidence that they are capable of making the next putt

is amplified.

Motivation

Florida International University, (2012) advises intrinsic motivation is the internal

desires to perform a particular task, whereas extrinsic motivation is the factors

external to the individual and unrelated to the task they are performing. Similarly

people participate in sport in order to receive tangible advantages e.g. material like

Carl Page (1008889) Page 3 Foundation Degree in Sports Coaching

Figure 1: Model of self-confidence (adapted from Feltz, 1984)

Psychology – Belonging and Influencing – SPE001-2

trophies or social which is prestige rewards or to evade punishment these are all

forms of extrinsic motivation. (Vallerand & Losier 1999) Whilst praise, recognition and

achievements known as intangible rewards. However athletes who participate in

sport they are either task or ego oriented for instance Usain Bolt gauges his

achievement on thrashing others and being the best sprinter. Although as a coach I

should develop task-orientated goals when compared to ego-orientated goals, this

quest is believed to encourage equally aggression and cheating in sport.

 

Need to Achieve (NACH) is motivated by the willingness to take personal

responsibility for actions and try harder after failure because welcome feedback to

demonstrate task persistence (Hodder Education, 2003). Therefore WJEC, (2007)

believes the ideal performer in sport should have a high NACH and low Need to

Avoid Failure (NAF). For instance a footballer could have high trait confidence;

conversely in a penalty shoot-out in the World Cup Final may not want to be

responsible for saving their team. Consequently the means of a coach ensures

participants continually to try to win and for competitive development.

Investigations always prove that specific, difficult, and self-generated goals are

additionally beneficial influences on performance compared to “do your best” goals,

no goals or simple goals. (Locke & Latham, 1990)  Also for athletes to develop and

be continued motivated Wylleman, (2004) frequent goal setting is used with the

SMARTER acronym. Likewise Olympic, (2012) recommends athlete’s goals must

have a deadline. For example if I set a goal that a participant has no hope of

achieving, this will demoralise and weaken their self-confidence.

 

Nonetheless Hunter, (2006) proposes that the performer’s goals have to be self-

managed then the motivation for taking the stages of reaching their ambitions could

be absent. Likewise learned helplessness occurs when there are frequent

disappointments or failures. As following (Vallerand & Losier 1999) thoughts are that

sports practitioner discussions and reflections what would essentially occur if their

worst fears could occur e.g. an injury, sub-par performance, or both

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simultaneously.  Therefore Parrish (2011) recommends coaches to inspire enjoyment

in training and the quality determination to succeed in sport.

Attributions and Attitudes

Attribution is the process that predicts reasons for success or failure. (Pearson

Schools and FE Colleges, 2009) Whilst Your Dictionary, (2012) states attitude is a

way of feeling or acting toward a person, thing or situation. Hence Edexcel, (2009)

proposes where aggression is controlled and channeled this becomes assertion.

Consequently this approach is what should be encouraged as within rules of sport;

as a coach whenever the consequences are positively reinforced this is able to

inspire constructive attitudes towards physical activity. Also the participant will

increase their likelihood of lifelong sport participation. Thereby encouraging mastery

emphasis because of the method of attribution has great consequences for

achievement.

Weiner’s Attribution Model figure 2 identifies

the Locus of causality and Stability and four of

the most generally recognised attributions

which are ability, effort, task difficulty and luck

(Peak Performance Sporting Excellence,

2012). This theory believes that participants

select thoughts for either the failure or

success in a sport which affects their potential

sporting ability. The commonly decided that

winning participants manage to attribute

achievement to stable, internal reasons.

(Oxford Dictionary of Sports Science and

Medicine, 2012) For example a footballer

blaming the weather for a loss this made it difficult to pass the ball. This self-serving

bias is a way to protect participants own self-esteem.

Social Learning Theory (Bandura, 1977) discovered attitudes are learned through

imitation and modelling, therefore parents and society influences attitude. Therefore

my own actions and my background could affect the attitude of participants I coach.

Carl Page (1008889) Page 5 Foundation Degree in Sports Coaching

Figure 2: Weiner’s Attribution Model (Peak Performance Sporting

Excellence, 2012)

Psychology – Belonging and Influencing – SPE001-2

However Rivis, (2010) believes three-component model views attitudes as having

three components; affective, behavioural and cognitive. This follows a systematic

process can be implemented to coaching participants on how to reconsider their

personal assumptions.

Interpersonal Skills

The term “interpersonal skills” is slightly of a misleading term as considered by

Investopedia Financial Dictionary, (2012). The personal trait which is influenced the

individual instead of their abilities which are able to be learnt on a field. Although

Oxford Dictionary of Public Health, (2012) proposes it as the ability to communicate

with, identify with, and relate easily to others, regardless of their social and cultural

background. Additionally I must offer unbiased judgement even though it is hard to

evaluate participants. The need for interpersonal skills is frequently stated in the job

descriptions for fitness or coaching practitioner.

Similarly Athlete Assessments, (2007) suggests victory in sport dependant on

interpersonal skills. Through how well people get along, on and off the field, strong

communication, good team chemistry and effective conflict management.

Furthermore Smith, (2006) believes most fitness practitioners are substandard since

they do not have the interpersonal skills necessary to successfully relate and work

with participants. So firstly I shall need to have sufficient practice, along with being

qualified which helps discover equally any personal problems and/or performances.

Therefore this helps form good relationships through working well together with

participants as it is a defining factor in sporting success.

Whenever coaching women and girls; communication is of exceptionally importance

since modelling assertive and approachable inter-personal behaviour. An example is

when dealing with emotions since equally agreeing also to support the participants to

perform. Subsequently increases aiding positive thinking and easing the group’s

conflict for fundamental performing. The sections are able to be simplified in Figure 3

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(© Sheppard Moscow, management consultants), into familiar behaviour through

applying the Framework for Influencing Model.

Emotional

Intelligence

Salovey and Mayer (1990) who first defined Emotional Intelligence “the ability to

monitor one's own and others' feelings and emotions, to discriminate among them

and to use this information to guide one's thinking and actions”. Nonetheless Mayer,

Roberts and Barsade (2007) amended EI as the ability to carry out accurate

reasoning about emotions, and the ability to use emotions and emotional knowledge

to enhance thought. Being a fitness practitioner I need to be aware of managing my

own emotions as when working with numerous participants. Consequently being

aware of the participants sport and their requirements, since through the running of

practices need to make regular changes which support my own improvement as

coach along with the progression of participants Emotional Intelligence too.

Likewise Peak Performance Sporting Excellence, (2012) states Emotional

Intelligence as “the capacity to recognise and utilise emotional states to change

intentions and behaviour” Since intelligence is about the emotions, particularly it is

the skill to observe one's self or emotions of others. (American Heritage Dictionary,

2012) Thus emotional intelligence is related with the knowledge, assessment and

use the individuals and of the teams emotions. Thereby my coaching of the specific

Carl Page (1008889) Page 7 Foundation Degree in Sports Coaching

Figure 3: Ways of behaving (© Sheppard Moscow, management consultants)

Psychology – Belonging and Influencing – SPE001-2

individual(s) Emotional Intelligence helps to focus on placing the responsibility of

emotions in behaviour which can be improved. Furthermore when increasing my

emotional intelligence, I will be more experienced at discovering deeper the

participants own strengths and weaknesses. Subsequently as a coach consider EI

and coaching both are equally devoted aiding overpowering disagreements and

stress. Therefore I will be more experienced in bonding and persuading the

participants for further reflection.

Conclusion

Consequently as a coach there are various psychological theories and concepts

which can either make a participant dropout or to continue taking part in sport. Still

traditional methods of building an individual’s success, it does not necessarily take

into account of an athlete’s personality as either an introvert or an extrovert. Similarly

with goal setting it can be greatly used as reflection and feedback to improve myself

as a coach along with the athlete’s attitude for elite performance.

Nevertheless my reflection of attributions and attitudes is that the group behaviour

and processes to group cohesion this is a key area if I want to be a successful sports

coach or fitness practitioner. Therefore the relationships between behaviour and

rewards has been found to affect aspects of performance which can either increase

or decrease motivation for future competitions. For instance encouragement for

progression of tasks, hence participants will want to perform at a higher level.

Also as a sports practitioner I will apply these various strategies for overcoming

barriers of low self-confidence/efficacy of the participants. In particular my emotional

intelligence aids influencing the formal decisions being made for optimum

performance. Therefore possessing effective interpersonal skills this will affect the

running of groups and teams performance dramatically. Likewise being aware and

understanding of how psychology advises for improved personal development plus

for the individual(s) whenever coaching too.

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References

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