Comparison of the self-efficacy of exercise of 9- to 12-year-old male athletes in different sports fields in Shahin Shahr

Master's degree in physical education and sports science (movement behavior orientation)

Abstract

Aim and background of the research: Self-efficacy of training is a factor that plays a significant role in sports success and as a deterrent factor, it is important in eliminating the adverse consequences resulting from sports competition. Therefore, the aim of this study is to compare the structure of efficiency in individual and team fields.

Materials and methods: The research method is post-event type with causal-comparative design. The statistical population included 1500 students who practiced in sports centers related to education in Shahin Shahr. The sample of the study was 77 boys aged 9 to 12 who were selectively included in the study. Self-efficacy and group efficiency questionnaires were used to check the level of efficiency beliefs in table tennis, swimming, football and basketball athletes. The validity of the questionnaire was confirmed by the professors of physical education and its reliability was reported as 0.7. Data analysis was done using descriptive statistics (mean, standard deviation) and inferential statistics (one-way analysis of variance) with a significance level of 0.05. All analyzes were done in the SPSS software package version 16.

Findings: The results showed that there is a difference between the beliefs of the effectiveness of training in different fields and swimmers and soccer players had higher self-efficacy and group efficiency.

Conclusion: Efficacy beliefs in different sports fields according to the intra-individual (such as the level of ability to perform skills) and interpersonal (such as The perception of team members about the ability of their teammates is different, and the beliefs of efficiency are more influenced by the experience and ability of the individual to perform the skill than by the age of the people.

Key words: comparison, automaticity of practice, group efficiency, male students, different sports fields

Introduction

Exercise and activity A regular body in all periods of life, especially during childhood and adolescence, plays an important role in determining people's health and future lifestyle. Since the recognition of physical talents and abilities is formed in this period and is completed during the future life of a person, education as one of the basic organs plays an important role in the health of society and its growth and development. By expanding physical education and sports activities in schools, the level of physical, mental and intellectual abilities of students can be increased and their mental and physical tensions can be reduced (Abdali et al., 2009). Participating in sports exercises and competitions, in addition to health consequences, helps students to better understand their mental-motor abilities and to believe that they can maintain physical activity and sports throughout their future lives by achieving sports success. Zee Wal Toski[1] and his colleagues (2009) showed that children who had a higher perception of opportunities for physical activities after school, had higher confidence to do physical activities and were more confident that they could influence their parents and school staff to provide opportunities for physical activities.

The concept of self-efficacy is one of the important psychological concepts in the effective implementation of sports activities (Ryan[2], 2008). Bandura (1986, 1997) proposed the theory of self-efficacy in the form of social-cognitive model. This theory suggests that mediators that ultimately increase physical activity behaviors (such as self-efficacy intervention strategies) operate within a complex set of individual, environmental, and behavioral variables that are moderated by an individual-level human base. Bandura [3] (1977) defined self-efficacy as a feeling of confidence in an individual's ability to perform a certain behavior in various situations. Regardless of the interaction between different factors in the occurrence of a special behavior, probably the most important factor is the individual's belief about the ability to perform that behavior (Weinberg and Gould [4], 2003). A person's attitude about being able to perform a behavior successfully increases the possibility of engaging in that behavior.

"Perceived efficacy" plays a key role in human actions, because it not only directly affects behavior, but also affects other determinants of behavior such as goals and hopes, consequences experiences, affective tendencies and perceived obstacles and opportunities in the social environment (Bandura, 1995, 1997). Perceived self-efficacy should be distinguished from other components such as self-concept, locus of control, and outcome experiences. In fact, perceived efficiency is a judgment of a person's ability. Therefore, self-efficacy is considered a special form of self-confidence (Felts [5], 1988). Bandura (1997) theorized self-efficacy through the approach of influence on individual chosen activities, the effort they spend in such activities and the amount of preparation they show in the face of failure or annoying feeling.

Bandura (1986) proposed the concept of group efficacy for the theory of self-efficacy and in order to describe the options, effort and persistence in the group. He (1997.p.447) defined perceived group efficacy as the group's shared belief in their ability to organize and implement desired actions in order to achieve certain levels of progress (success). From his point of view, group efficiency is a certain event at the group level that is evaluated at the individual level. Also, Zaccaro [6] and his colleagues (1995) set another definition of group efficiency; Under the heading that group efficiency is the shared sense of competence among group members, whose response is coordinated and completed under the title of a coherent source according to the requirements of a specific situation. Therefore, to accomplish group tasks, group efficiency requires a high level of interaction, solidarity and cooperation, and in a sports complex, it is considered as "team efficiency or team confidence" (Sherrett, Sullivan and Feltz [7], 2005). A basketball player may have little confidence in the successful execution of an individual task of shooting a shot, but believe that his team will perform successfully in an interrelated group task (Martinez[8] et al., 2011). In addition to the four basic sources mentioned by Bandura, Valli[9] and his colleagues (1998) identified other sources of confidence such as mental and physical preparation consisting of social support and guidance from the instructor, which can mean; There are other sources of information at the group level. In the current research, we decided to examine the factor of self-efficacy and group efficiency in individual and team disciplines. Statement of the problem Research has shown that there is a significant relationship between higher levels of practice self-efficacy and better individual and team performance (Meritz [10], 2000, Bashart 2011). It is also possible to raise the level of athletes' performance by identifying mediators that affect this relationship, so that the effects of disruptive factors that destroy athletes' performance (such as anxiety and stress) can be prevented. Among the types of self-efficacy measurements, task-specific measurements have the highest correlation with performance, however, few studies in the country have investigated the relationship between self-efficacy and the performance of athletes.

Dr. Abdoli and his colleagues (2009) showed that by expanding physical education and sports activities in schools, the level of physical, mental and intellectual abilities of students can be increased and their mental and physical tensions can be reduced. Examining children's sports history and their successes in competitions plays an important role in understanding the level of self-efficacy of people's training. Despite its high importance, the research on the issue of efficacy beliefs in sports education has been limited to elementary school students, and we tried to understand more about the role of effective variables in people's efficacy beliefs by comparing children's exercise self-efficacy. Considering the important role of exercise self-efficacy in knowing the physical abilities of children and adolescents, it is important to know the mediators that may affect the relationship between self-efficacy and performance and affect the level of self-efficacy and performance. Factors such as age, gender, sports experience, and the number of sports successes are influential mediators in people's efficacy beliefs.

According to Bandura (1986), the concepts of self-efficacy and group efficacy are different in terms of mediation, which means that in group efficacy, in addition to the four basic sources, there are other sources at the group level.