Effect of cognitive strategies on enhancing self-efficacy, learning and performance in a sport performance task
Date
1992
Authors
Kuklinski, Bruce William
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Abstract
The purpose of this study was to investigate the effect of relaxation, self-talk, imagery, and physical practice on enhancing self-efficacy and the learning and performance of goal kicking in rugby. Data were collected from nine, grade 9, male rugby players. The study utilized a single-case ABAB maintenance design. Five behaviors were targeted: goal kicking accuracy, goal kicking height, total goal kicking performance, level of self-efficacy, and strength of self-efficacy. The data were analyzed by visual inspection, stability of baseline, changes in mean and level between baseline and intervention conditions, and changes in trend across experimental phases (Kazdin, 1982). The results indicated that the physical practice intervention (PP) and physical practice/ imagery intervention (PI) produced consistent and systematic improvements in goal kicking performance. The PI intervention also produced the most efficient improvements in both level and strength of self-efficacy measures. The PI intervention produced equally strong goal kicking learning effects as the physical practice/ relaxation/ self-talk/ imagery intervention (COM). The PP intervention produced the most consistent self-efficacy maintenance effects. It appeared that cognitive strategies can be useful in mediating self-efficacy, and learning and performance. However, the individuality of the results needs to be stressed.
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UN SDG 4: Quality Education