Bandura's Self-Efficacy Model
Bandura’s theory of self-efficacy is similar to Vealey’s model of sport-confidence in that both templates focus on elements of belief in one’s ability to influence an outcome. The components of Bandura’s model, however, are internally and subjectively based. For example, the model focuses on creating and/or developing self-efficacy through factors such as successful performance, vicarious learning, and emotional arousal (Cox, 2007). The athlete or practitioner can theoretically control the application and development of these influences regardless of the athletic and social environment. Vealey’s sport-confidence model suggests that self-efficacy is created through foundations including organizational characteristics, social climate, resilience, and physical skills training (Cox, 2007). These particular attributes are less internally located and more dependent on outside influences such as other team members and coaching staff. In other words, these characteristics may be more difficult to develop without assistance from others.
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Many athletes have never really fully considered the influence he or she has on individual team members and the team output in general. For example, an SPC may counsel each member of the team privately and discuss the influence he or she has on the team in the form of general responses to successes and failures. Asking the athlete to envision 3 scenarios after a poor team performance; providing positive support (“Good play on that last defensive drive, lets develop that more.”), negative support (“You blew it on that last drive.”), or no support (silence). This basic introduction to the social dynamic of the team environment may provide insight to the power and influence of individual actions. Perhaps an athlete never thought about the impact of just remaining silent after a
Many athletes have never really fully considered the influence he or she has on individual team members and the team output in general. For example, an SPC may counsel each member of the team privately and discuss the influence he or she has on the team in the form of general responses to successes and failures. Asking the athlete to envision 3 scenarios after a poor team performance; providing positive support (“Good play on that last defensive drive, lets develop that more.”), negative support (“You blew it on that last drive.”), or no support (silence). This basic introduction to the social dynamic of the team environment may provide insight to the power and influence of individual actions. Perhaps an athlete never thought about the impact of just remaining silent after a