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Showing 3 results for Self-Efficacy
The Effect of Psychological Skill Training Program and Positive Feedback on Handball Player’s Self-Efficacy Beliefs and their Shot Accuracy
Hakan Metan, Veysel Küçük,
year 10, Issue 3 (10-2022)
Abstract
Background. Recent research has revealed the importance of psychological skills training and various physiological exercises to improve sporting performance. In light of all these facts, knowing that psychological skills training is necessary to improve sporting performance, and knowing the importance of the psychological performance program to develop these skills and ensure the control and stability of emotions, particularly in adolescence, led to the emergence of this study.
Objectives. This study aimed to understand the effect of 10-week psychological skills training and positive feedback on handball players’ self-efficacy beliefs and shot accuracy.
Methods. Thirty-eight female handball players aged between 15 and 19 were included in two study groups and one control group. Whereas the first study group received psychological skill training, the second group received planned positive feedback and psychological skills training. The data were collected through a personal information form, a self-efficacy scale (five-point Likert-type scale), and a shot accuracy measurement scale. Then the pretest-posttest controlled group patterned model was used to determine the differences between the groups. GraphPad Prism 8 was used for statistical analysis with the conventional method.
Results. 10-week psychological skills training increased the self-efficacy performance of young handball players in both study groups compared to their pretest results (P<0.01), and the increase was significant in study group 2 compared to the control group (P<0.01). The results also showed that the psychological skills training increased the performance of the shot accuracy of the handball players in both study groups compared to their pretest results. Still, the increase was significant in the study group receiving positive feedback (P<0.001). Moreover, the increase in the shot accuracy test performance of the positive feedback-receiving group was higher than the control and non-receiving group (P<0.01 and P<0.001, respectively).
Conclusion. In conclusion, this study determined that the psychological skills training program increased the handball players’ self-efficacy and shot accuracy. Positive feedback strengthened the effect of the training even more on the self-efficacy beliefs and shot accuracy performance of the young athletes.

Young Women's Motor Competence and Sport Satisfaction: The Role of Self-Efficacy in Physical Education
Alek Oktadinata, Herman Subarjah, K Komarudin, Yusuf Hidayat,
year 12, Issue 0 (3-2024)
Abstract
Background. Low basic movement skills Based on the results of the Indonesian Sports Development Index, one of the causes of the decline in basic movement skills is the low quality of physical education learning.
Objectives. The purpose of this study was to test the integration of Self-efficacy (SE) in Physical Education (PE) towards increasing the mastery of motor skills and the level of student satisfaction.
Methods. This research uses an experimental method with a two-group pretest-posttest design approach. The population in this study was female students of SMA Negeri 5 Jambi City. The sample determination in this study used two types, namely cluster random sampling and random assignment. Using cluster random sampling, second-level students were obtained from three levels and the random assignment was obtained from four classes (two classes for treatment and two classes for control) and obtained N treatment=49 and N control=50. The instruments used were Get Skilled Get Active to assess movement skills and the Basic Needs Satisfaction in Sport Scale (BNSSS) to measure satisfaction.
Results. The results of this study are that there is a significant effect There is a significant difference in the effect of non-integrated and integrated group SE on PE learning of basic movement skills (x=80.78 (3.97)> x=76.54 (4.39), value of Sig. (2-tailed)<0.005) and sports satisfaction of female students (x=108.22 (11.85)> x=102.38 (16.30), value of Sig. (2-tailed)<0.005).
Conclusion. The SE integration of the PE group was better than the non-integrated group in learning in increasing the mastery of movement skills and the level of student sports satisfaction. In integrating self-efficacy in physical education learning, cognitive, motivational, affective, and selection processes occur which can influence human function and are carried out to realize goals that are considered valuable, in this case, basic movement skills.

A Walking Intervention for Enhancing Self-efficacy, Physical Activity, and Cardiovascular Endurance in Overweight Children: A Randomized Controlled Trial
Napatsorn Suksong, Raweewan Maphong, Sonthaya Sriramatr,
year 12, Issue 0 (3-2024)
Abstract
Background. Child obesity is an increasing trend in Thailand. Increasing physical activity is therefore necessary.
Objectives. The purposes of this study were to investigate the effect of a walking intervention program on the self-efficacy, physical activity (PA), and physical fitness of obese children in Thailand and to examine whether self-efficacy mediated changes in PA and physical fitness.
Methods. A total of 42 children aged 6-19 years were randomized into two parallel groups: a control group (n=21) and an intervention group (n=21) who participated in the walking physical activity enhancement program for 8 weeks. Self-efficacy, %body fat, cardiovascular endurance, sedentary behavior (SB), steps, metabolic equivalents (METs), light PA (LPA), and moderate to vigorous PA (MVPA) were measured at baseline and after the end of the intervention. Multivariate analysis of variance tests was performed. METs and steps scores were highly positive; a composite score was created (i.e., Mets-Steps). Path analysis was conducted for mediation testing.
Results. Compared to the control group, the intervention group had a significant increase in self-efficacy (p<0.05), Mets-Steps (p<0.01), and the MVPA (p<0.01) at the end of the program, while % body fat (p=0.41), cardiovascular endurance (p=0.11), SB (p=0.22), and LPA (p=0.31) were unaffected. Self-efficacy did not significantly mediate the effect of the intervention on METs-Steps and MVPA.
Conclusion. The intervention can increase self-efficacy, steps, METs, and MVPA, but the increase in steps, METs, and MVPA is not a result of the increase in self-efficacy.

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