Confidence in Athletic Performance

 Overview of Literature

Confidence is one of the main psychological determinants of health, sport, and exercise. Smrdu (2015) asserts that athletes must be prepared both psychologically and physically to achieve the desired level of performance in sports. Fielding-Lloyd and Mean (2011) associate the confidence of an athlete with a strong mind and ability to achieve success in athletics. According to Merian and Snyder (2015), the most important aspect of athletics is mental preparedness, which entails the ability of an athlete to remain focused and committed to success. Miner (2014) explains that the perceptions of athletes of their sporting abilities are influenced by their confidence. Gucciardi (2012) adds that confidence is an intrinsic motivation for success in athletics. This section presents an overview of the literature on how confidence determines health, exercise, and sporting activities in the context of athletics.

According to Seunghyun, Machid,  and Youngjun (2017), effective peer interaction improves the confidence of young athletes and their motivation to achieve success in sports. Researchers use reliable measures, such as the Sport Confidence Inventory (SCI) to effectively determine the level of confidence exhibited by athletes and the associated impact on their performance. Comparative analysis of levels of confidence and performance in athletics indicates that the two variables are directly related. The ego orientation of athletes is also used to assess their confidence and performance. Merian and Snyder (2015) indicate that a positive ego orientation among young athletes makes them confident and motivated to pursue their goals in sports. Smrdu (2015) adds that the cognitive resilience and efficiency of athletes are improved when they are confident and prepared to win in their respective sporting activities. Machida, Mari,e and Vealey (2012) add that mental focus enhances confidence and success in sporting activities.

An investigation into the performance of elite athletes indicates that it is influenced by their self-confidence and psychological health (Smrdu, 2015). Fielding-Lloyd and Mean (2011) reveal that anxiety impacts negatively on the self-confidence, motivation, and self-efficacy of athletes, leading to poor performance in sports. Notably, the experiences of athletes are complex and are not influenced by their confidence alone. Qualitative research findings indicate that an interaction of a wide range of factors, such as peer relationships, trust, nature of coaching, and motivation influence the confidence and performance of athletes. Miner (2014) asserts that athletes who take responsibility and pursue the objectives of their team gain confidence and tend to perform well in sports. Gucciardi (2012) describes confidence in sports as the views of athletes on personal importance and their goal orientation. Seunghyun et al. (2017) illustrate that positive perceptions of personal importance inhibit situational anxiety in sports and improve the confidence of athletes. However, overconfidence may impact negatively on performance in sports.

Research evidence supports the use of group interventions to improve the confidence of athletes and their psychological health during exercise and sporting activities (Martin, Anderson, Schmale, Hallworth, & Hazell, 2016). Merian and Snyder (2015) reveal that positive social processes within sports teams influence desired behaviors and cognitions among athletes, which boost their confidence and propensity to win in competitions. However, there is no need for more true experiments designed to determine how group interventions compare to individual conditions in boosting the confidence of athletes. Miner (2014) applied qualitative research methods to analyze the feelings and experiences of senior athletes and demonstrated that episodes of psychological momentum result in improved confidence and performance in competitions. Researchers discuss both the negative and positive elements of exercise and sports that influence performance in athletics. Meaningful socialization among team members, psychological and physiological arousal, and improved cognition are the main positive aspects of performance in sports discussed in the literature. The positive elements of sports performance are directly correlated with the level of confidence shown by athletes.

Fielding-Lloyd & Mean (2011) used critical discourse analysis to determine how gendered identities in sports influence the confidence of competitors. The researchers revealed that gendered identities in male-dominated sports, such as football impacts negatively on the confidence of female competitors and their willingness to participate in active sporting activities. Seunghyun et al. (2017) agree that the construction and perception of gender inequality have a negative influence on the confidence of female competitors and their performance in male-dominated sports. Notably, there are gaps in the literature on interventions for tackling ideological challenges in sports, such as perceptions of gender roles, which have a direct influence on the performance of female competitors. However, researchers extensively discuss ways of enhancing confidence and performance in sports. Verbal persuasion, vicarious experiences, performance accomplishments, and physiological arousal control are notable strategies for enhancing confidence and performance in sports (Martin et al., 2016).

Gucciardi (2012) applied the Psychological Performance Inventory tool to measure the mental toughness of competitors. The researcher demonstrated that mentally tough competitors are encouraging to their teammates and confident of victory in tournaments. However, there is less consistency in the psychometric tests used to measure the mental toughness of athletes. For example, most psychometric measurement models are not aligned with specific global mental toughness scales (Machida, Otten, Magyar, Vealey, & Ward, 2017). Nonetheless, researchers agree that mental toughness is correlated with high motivation in sports and confidence about positive outcomes in competitions (Martin et al., 2016). However, there is no need for additional research on how mental toughness and confidence during training translate into the performance of an athlete during active competitions. PPro-Shot(2016) illustrates that confidence is a mental aspect of sports that influences success.

Research evidence indicates that confidence in sports is a vital success factor as it influences the performance of athletes in all sporting activities and at all levels (Machida et al., 2017). The reviewed literature is valid as it is based on an examination of confidence in different dimensions, including confidence, resilience, cognitive efficiency, psychological health, and physical skills. Fielding-Lloyd and Mean (2011) indicate that skilled athletes fail to achieve the desired level of performance when they have low self-confidence. The use of the Sport-Confidence Inventory tool increases the reliability of scientific measures of confidence and analysis of its relationship with performance. According to Merian and Snyder (2015), game confidence is enhanced when coaches encourage meaningful team dynamics among competitors. Seunghyun et al. (2017) explain that team dynamics build confidence among athletes as they create opportunities for developing reflective ideas for enhanced exercising and commitment in competitions. The reviewed literature is generally consistent in describing relationships between confidence, psychological health, and performance in sports. However, most researchers study confidence in active competitions and ignore its role in effective sports training.

Evaluation of Trait Sport-Confidence Inventory

The Trait Sport-Confidence Inventory is based on Vealey’s Model of Sports Confidence (Vealey, 1986). The inventory is reliable in assessing the degree of certainty or belief of athletes about their capability of achieving the desired level of performance (iSpeakPE, 2012). The Trait Sport-Confidence Inventory is in the form of a questionnaire with 13 questions designed to assess the confidence of competitors. The questions of the inventory are presented in the form of the 9-point Likert scale (Cresswell & Hodge, 2004). Therefore, the inventory provides a valid framework for conducting ordinal psychometric assessment of the beliefs and attitudes of athletes regarding sporting activities. The use of the 9-point Likert scale makes survey data on the confidence of athletes easily quantifiable (Beattie, Hardy, Savage, Woodman, & Callow, 2011). Therefore, the responses of athletes to the Trait Sport-Confidence Inventory can be subject to mathematical or computational analysis.

The Trait Sport-Confidence Inventory is effective in assessing factors that influence the confidence of athletes in a multi-dimensional continuum. However, the responses of competitors to subsequent questions of the Trait Sport-Confidence Inventory may be influenced by preceding questions (Machida et al., 2012). In addition, athletes may avoid selecting extreme options on the 9-point Likert scale, which would have an impact on the accuracy of responses to the survey (Cresswell & Hodge, 2004). Most questions in the Trait Sport-Confidence Inventory are designed to determine the feelings of competitors about their general confidence in participating in competitive sports. Respondents are also asked to compare their perceived level of confidence with that of successful athletes (Grove & Heard, 1997). Therefore, the inventory is designed to elicit reliable responses on the relative confidence of athletes in active sports. In addition, respondents are asked to report on their confidence in achieving their goals in sports.

The Trait Sport-Confidence Inventory is also useful in assessing the ability of athletes to make critical decisions related to competition. This means that the inventory is useful in determining the competence of athletes to deal with situations and challenges with confidence in pursuit of their goals of achieving success in competitions. Beattie et al. (2011) explain that the confidence of athletes is determined by their aptitude to perform as expected under pressure. This is why the Trait Sport-Confidence Inventory is designed to assess how athletes deal with the demands of competitive sports. Maul (2016) illustrates that the findings of the Trait Sport-Confidence Inventory survey are congruent with the level of confidence exhibited by successful athletes in active competitions, such as Rio 2016 athletics.

The strategies of athletes are also measured by the Trait Sport-Confidence Inventory. Machida et al. (2012) demonstrate confidence allows athletes to execute successful strategies in competitions. The level of concentration in sports among athletes is also measured using the Trait Sport-Confidence Inventory. Beattie et al. (2011) indicate that athletes who are not distracted from active sports activities tend to be confident and high-performing. The ability of athletes to adapt to varying game situations is also evaluated through the Trait Sport-Confidence Inventory. This makes the inventory effective in determining the confidence of athletes in dealing with unexpected situations during active sporting activities. The Trait Sport-Confidence Inventory was developed based on the understanding that confidence in sports is influenced by objective sports situations and the competitive orientation of athletes (Cresswell & Hodge, 2004).

The preparation of athletes to compete successfully in sporting activities is effectively measured using the Trait Sport-Confidence Inventory (Grove & Heard, 1997). For example, the inventory assesses the ability of athletes to achieve success against unexpected odds. In addition, it consistently measures the propensity of athletes to bounce back from failure and achieve their competitive goals. In addition, the inventory is suitable in measuring variations in the confidence level of athletics in different sporting situations (Machida et al., 2012). The Trait Sport-Confidence Inventory is advantageous because it is easy to administer. However, the inventory does not measure factors that depress the self-confidence of athletes (Beattie et al., 2011). Therefore, it may not be applicable in informing the implementation of interventions for improving the confidence of athletes in specific sporting situations.

Applied Practical Recommendation

Coaches should focus on building the confidence of athletes as it influences their performance in sports. Athletes should also learn to control their anxiety as it impacts negatively their confidence and success in sports. Creating positive expectations is an effective strategy for reducing anxiety and improving confidence in sports. In addition, athletes should raise their perceived competence in sports to ensure that they are motivated and confident enough to achieve the goals of competition. Furthermore, athletes should try to enhance their concentration in sports because a distracted mind impacts negatively self-confidence and performance. Therefore, it helps when athletes eliminate negative thoughts during competitions.

Athletes should collaborate with their coaches to ensure that they are adequately prepared for competitive sports. Adequate preparation enables athletes to possess the required skills, abilities, knowledge, and strategies that make them confident of success. Athletes should specifically avoid self-doubt because it leads to a lack of confidence and increased chances of failure in competitions. Therefore, athletes should focus on their accomplishments rather than failures to achieve the desired level of confidence and motivation for success in competitive sports. However, athletes should avoid having false confidence or overconfidence because it can result in poor performance. Notably, overconfidence is the main cause of poor preparation for competitive sports.

References

Beattie, S., Hardy, L., Savage, J., Woodman, T., & Callow, N. (2011). Development and validation of a trait measure of robustness of self-confidence. Psychology of Sport and Exercise, 12(2), 184-191.

Cresswell, S., & Hodge, K. (2004). Coping skills: Role of trait sport confidence and trait anxiety. Perceptual and Motor Skills, 98(2), 433-438.

Fielding-Lloyd, B., & Mean, L. (2011). ‘I don’t think I can catch it’: Women, confidence and responsibility in football coach education. Soccer & Society, 12(3), 345-364. doi:10.1080/14660970.2011.568102

Grove, J. R., & Heard, N. P. (1997). Optimism and sport confidence as correlates of slump-related coping among athletes. The Sport Psychologist, 11(4), 400-410.

Gucciardi, D. F. (2012). Measuring mental toughness in sport: A psychometric examination of the psychological performance inventory-A and its predecessor. Journal of Personality Assessment, 94(4), 393-403. doi:10.1080/00223891.2012.660292

iSpeakPE. (2012). A2 PE Vealey’s Self-Confidence Theory.mp4. 

Kia, B. (2017). Sports Confidence. 

Machida, M., Marie, R., & Vealey, R. S. (2012). Predictors of sources of self-confidence in collegiate athletes. International Journal of Sport and Exercise Psychology, 10(3), 172-185.

Machida, M., Otten, M., Magyar, T. M., Vealey, R. S., & Ward, R. M. (2017). Examining multidimensional sport-confidence in athletes and non-athlete sport performers. Journal of Sports Sciences, 35(5), 410-418. doi:10.1080/02640414.2016.1167934

Martin, L. J., Anderson, S. H., Schmale, M. S., Hallworth, J. R., & Hazell, T. J. (2016). A group-enhanced sprint interval training program for amateur athletes. Applied Physiology, Nutrition & Metabolism, 41(8), 809-815. doi:10.1139/and-2015-0673

Maul, R. (2016). Usain Bolt sets sights on breaking more Olympic records after retaining 100m title.

Merian, D. Z., & Snyder, E. M. (2015). Peer coaching in American intercollegiate athletics: An investigation of team dynamics, confidence, and student-athlete learning. International Journal of Evidence-Based Coaching & Mentoring, 13(2), 81-100.

Miner, M. V. (2014). Senior athletes experiencing “psychological momentum” in sporting events. Journal of The Utah Academy of Sciences, Arts & Letters, 91143-149.

Pro Shot (2016). Mental Part of Basketball Shooting (Part I): Confidence. Retrieved from 

Seunghyun, H., Machida, M., & Youngjun, C. (2017). The effect of peer interaction on sport confidence and achievement goal orientation in youth sport. Social Behavior & Personality: An International Journal, 45(6), 1007-1018. doi:10.2224/sbp.6149

Smrdu, M. (2015). First-person experience of optimal sports competition performance of elite team athletes. Kinesiology, 47(2), 169-178.

Vealey, R. S. (1986). Conceptualization of sport-confidence and competitive orientation: Preliminary investigation and instrument development. Journal of Sport Psychology, 8(3), 221-246.