The Performance of Athletes During Games or Practice - Essay Example

?Self-Esteem vs. Consistent High Performance in Sports Self-esteem from a universal theoretical viewpoint entails the comparison linking “one’s actual self and one’s desired self” (Schneider et al, 2008); fundamentally it is synonymous to self efficacy and self-confidence along with other factors like gender and the interaction between self-esteem and achievement (Brogan, 1998). When taken in the above context, self-esteem apparently becomes a distinguishing psychological factor that separates an individual’s real personality from the image he or she would like to project socially. Often people, especially those who are thrust into the limelight, like actors, politicians and athletes, must exude adequate confidence so that they can make their audiences or spectators believe in them. While this may seem easy for some, for most it is a matter of time and practice. Gaining sufficient self-esteem or self confidence normally takes months or years to develop; and this is in general compounded by achievements and fame that separates an individual from his contemporaries or peers. Although some might say that destiny or fate has something to do with having self-esteem, the actual truth is that athletes who excel in their chosen skills have a very supportive group in the person of their respective coaches and family (parents). In relation to the universal theory, self-esteem is likewise perceived from the expectancy value theory that best describes motivation or stimulus as the main result of a person’s personal principle about his or her actions and the importance they place on the consequence of such actions (Pajares, 1996). To make it simpler, the expectancy value theory regarding self-esteem is that an individual performs an action because he or she has a reason for doing this. As such the result or outcome of the actions which an individual does is anticipated by the doer making it quite valuable and desirable. Hence the drive or motivation is a factor considered by most as the core behind why particular actions or deeds are sometime carried out. In connection to sports, athletes do their best to constantly perform to perfection or always aim to win in a game. The reason or core behind such motivation is that they will eventually achieve self-esteem by being proud of their performance since everybody who has seen them win their game or achieve a high score will praise them, making them adequately confident that they will win the next game again against their rivals or opponents. In most cases, having experiences in sports generally boosts self-esteem. These experiences often have an impact on the psychological and emotional aspects of athletes since sports does not only mean playing the game, but having social interactions with coaches, teammates, sport officials and parents (Health Promotion, 2008). Hence, self-esteem in addition to its theoretical definition is generally defined as the feeling of having self-respect and confidence. Undeniably, when one feels good about himself or herself, he or she is able to perform well and cope up with the stresses of having to win or lose after a game. Being able to deal with winning or losing in sports can have the positive effects: 1) reduced anxiety, 2) an optimistic perception of life, 3) deal with societal pressures, 4) avoid engaging in drugs, and 5) have lesser interpersonal dilemmas (Health Promotion, 2008). However, athletes or children active in sports who possess a pessimistic or negative self-esteem will usually end up engaging in drugs, have eating disorders, are bullied socially and are often depressed (Health Promotion, 2008). The coaches and parents as mentioned earlier play a vital role in the lives of individuals (children or young athletes) who are regularly engage in sport activities. These people can help improve sports performance since they provide support and encouragement for the development of a skill and help build a positive social perception. A coach-athlete relationship requires shared respect that will aid in the development of a constructive environment, which includes team work, fair play and sportsmanship. It is imperative for coaches to enlighten their athletes that improving their physical prowess alone will not exactly make them win in any competition because their opponent is also physically able to handle physical pressures as well. In lieu of this, athletes must be made to realize that they should likewise develop their mental ability about their game and skill. This will help them to look beyond the physical side of the game where they will be able to perceive that all types of sports are form of scientific studies that require proper cognitive appraisal and challenges (Anderson, 2009). Moreover, it would be realistic for coaches to inform their athletes that having the will alone cannot make them win the game. In short, aside from being cognitively enhanced and sure about one’s mental ability; the body or physical side of the individual must also be appropriately honed to match the rigors associated with his or her chosen sport (Pajares, n.d.). Parents on the other hand are important balancing aspects of an athlete’s life. Meaning that they are there not just to provide encouragement and support but to help them understand and realize that being confident in oneself should not just develop out of sports activities but also from other positive social factors that they must engage in (Health Promotion, 2008). The key to having a productive life for an athlete is to be able to balance all of life’s aspects by giving justice to its every part. Having a good life outside sports will make an athlete perform constantly better because he or she is aware that parents along with other family members will provide unconditional support that will bolster him or her to do their best in order to triumph in their game. From another standpoint, self-esteem is considered as an indicator of psychological wellbeing; and as an interpreter and controller of favorable health behavior (Schneider et al, 2008). Consequently, self-esteem or self-efficacy according to Burns (2010) is “situation specific”, simply put – it means having to do what must be done (depending on skill/competency) in certain circumstances or situations. In relevance to sports, athletes who usually stand out in a specific game show that they are mentally and emotionally up to the stress of the game itself by doing their best during the game and believing that they can beat their opponents; on the other hand should they lose the game they are able to take it in stride by showing sportsmanship and doing better next time. Although egos may be deflated by the loss, they never lose track of the fact that they have the skill to play the game; along with the confidence that they will win next time - provided that they realize what their errors were and will rectify them when given the chance. Similar to the foregoing paragraphs, Gotwals et al (2003) determine that self-esteem is a form of an appraising attitude or outlook which people have toward themselves especially in specific settings and situations. For this reason, athletes who believe that they have the ability to play specific sports better than their peers are likely to do so since they accept this fact to be true whether they win or lose. But since they strongly believe that they have more chances of being successful, athletes who possess a higher sense of self-esteem tend to seek higher goals; and the motivational factor seems to be in the fact that they trust their abilities will rise up to the challenge (Wilkinson, 2004). This kind of setting equally implies that a healthy athlete with a positive self-esteem trusts his or her capabilities without being insecure of other people’s potentials but instead still has the graciousness to encourage others to do their best too (Mecca et al, 1989). Technically however, not all games are won, and the difference between individuals with high self-esteem and low self-esteem lies in having positive thoughts. While everybody may desire success, those who have low-self esteem are more likely to dwell on having to lose the game and from time-to-time will have doubts about their abilities to accomplish the inevitable. Such thoughts and feelings do not usually dwell with athletes who possess a high self-esteem for he or she will look at losing from another angle that would eventually drive him or her to achieve the ultimate goal of the game, which is winning (Lane et al, 2002). Although success in sports improves performance, it also brings enjoyment, satisfaction and elevates self-esteem to the concerned athlete (The Scottish Government, 2007). It is then essential to understand that each type of sport requires different skill. Subsequent to this is that athletes who are perceived rightfully matched for a certain sport require various developmental needs due in part to inadequate skill or lack of motivation. For athletes to continue having high performance, full support from coaches, parents and the government is necessary to bring out their best during actual play. To comprehend self-esteem athletes or individuals must make cognizant choices with the help of their support groups (parents, teachers, friends, coaches, etc.), which are favorable to meeting feelings of competency (Directessays.com, n.d.). Indirectly, feedbacks and criticisms increase the feelings of having self-confidence and self-esteem. This depends mostly on the outcome of a game on the side of an athlete, who may either be rewarded or chastised. Experts term this as behavior modification. Behavior modification simply put increases self-esteem when rewarded and decreases marginally when unrewarded (balisunset, n.d.). Thus, being rewarded by trophies and medals heightens feelings of self-confidence and self-esteem since being rewarded by a tangible object (trophy or medal) is sufficient evidence of putting on a good performance where winning was achieved. In sports, more than in any other arena of competition, the apprehension over failure cripples self-esteem since the opinions of others are usually biased making it seem that the approval of others should be sustained by performing well and winning the game. While this may be a proven fact to make the athlete’s existence truly appreciated, it is likewise essential that the athlete be able to maintain self-esteem even without the mass approval of others. Because “what the mind can conceive, it can achieve” (Reay 2011). Thus, having self-esteem and performing continually well in sports does not necessarily mandate but sometimes require appreciation. Often, having good or positive self-esteem comes from the fact that the athlete knows that he or she is good, or even a better performer at the game in question. What some may miss is that self-esteem is built up not only by knowing the extent of one’s ability but of the presence of audiences or spectators in the background. This factor among others influences the performance of athletes during games or practice; where they do their best because they know that their fans are out there watching them. These situations provide wanted attention and approval that enhances self-confidence within the performing athlete who will do his or her best to please the audience by winning (Geisler et al, 1997). Congruent to the preceding sentences is an evaluation done by Cohn (2011) who explained that most athletes feel good about themselves when they perform well because they feel liked and appreciated by everybody boosting their self-esteem. But there are time when losing the game is inevitable, and this makes athletes feel low losing self confidence in the process. The best advice any expert can give is that in order to maintain a high level of self-esteem is to stop comparing oneself to others, since this produces negative thoughts (Cohn, 2007). This is where the athlete’s support group comes in as mentioned in the early part of this discussion. Everybody possess an adequate amount of self-confidence especially athletes but true friends outside the world of competing in sports, allows room for growth and stability that permits self-esteem to grow on more solid foundations. References Anderson, M. (2009). Mental Game Assessment. Mental Performance Sports LTD. Retrieved from http://www.mentalperformancesports.com/assessment.php balisunset. (n.d.). Sport Psychology, Motivation and Performance: Hubpages. Retrieved from: http://hubpages.com/hub/Sport-Psychology--Motivation-and-Performance Brogan, C. (1998, November 02). The Interaction between Self-Esteem and Academic Achievement: A Review of Selected Research Studies (EDUC 6140A). Retrieved from http://team6p.tripod.com/science/self-esteem.htm Burns, J.A. (2010) Assessing the Importance of Building Self-efficacy to Impact Motivation, Performance Levels, and Team Effectiveness. United States Sports Academy, America’s Sports University. The Sport Digest – ISSN: 1558-6448. Retrieved from http://thesportdigest.com/archive/article/assessing-importance-building-self-efficacy-impact-motivation-performance-levels-and-team-ef Cohn, P. (2007). Self-esteem in the Athlete, Brian Mackenzie's Successful Coaching (ISSN 1745-7513), Issue 38. Retrieved from: http://www.brianmac.co.uk/articles/scni38a6.htm directessays.com. (n.d.). Assessing Maslow’s Pyramid from a Brain-based Perspective (random excerpts). Retrieved from http://www.directessays.com/viewpaper/15986.html Geisler, G.W.W., Leith, L.M. (1997, September 01). The Effects of Self-Esteem, Self-Efficacy and Audience Presence on Soccer Penalty Shot Performance: Journal of Sport Behavior. Retrieved from http://www.highbeam.com/doc/1G1-20151740.html Gotwals, J. John, G., Wayment, H.A. (2003, March 1). An Examination of Perfectionism and Self-esteem in Intercollegiate Athletes. Journal of Sport Behavior. Retrieved from: http://www.thefreelibrary.com/An+examination+of+perfectionism+and+self-esteem+in+intercollegiate...-a098187692 Health Promotion. (2008, July 07). Building Self-Esteem Through Sports: Health Promotion Programs. Retrieved from http://healthpromotiontips.com/building-self-esteem-through-sports/ Lane, A., Jones, L., Stevens, M.J. (2002). Coping with Failure: The Effects of Self-Esteem and Coping on Changes in Self-Efficacy: Journal of Sport Behavior, Vol. 25. Retrieved from http://www.questia.com/googleScholar.qst?docId=5002502001 Mecca, Andrew, Neil J. Smelser, and John Vasconcellos, editors (1989). The Social Importance of Self-Esteem. Berkeley:  University of California Press, c1989 1989. Retrieved from http://ark.cdlib.org/ark:/13030/ft6c6006v5/ Pajares, F. (n.d.). Current Directions in Self-Efficacy Research - Advances in motivation and achievement. Volume 10, (pp. 1-49). Greenwich, CT: JAI Press. Retrieved from http://www.des.emory.edu/mfp/effchapter.html Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings: Review of Educational Research, 66(4), 543-578. Retrieved from http://des.emory.edu/mfp/PajaresSE1996.html Reay, A. (2011). Sports Performance Enhancement. Retrieved from http://www.thinkshift.com.au/services/sports-confidence-selfesteem/ Schneider, S., Iannotti, R., Nansel, T., Haynie, D., Sobel, D., and Morton, B.S. (2008, July 29). J. Pediatr. Psychol. (2009) 34 (3): 283-293. Oxford Journals, Oxford University Press doi: 10.1093/jpepsy/jsn078. Online ISSN 1465-735X - Print ISSN 0146-8693. Retrieved from http://jpepsy.oxfordjournals.org/content/34/3/283.full The Scottish Government. (2007, March 07). Reaching Higher: Building on the Success of Sport 21. Retrieved from http://www.scotland.gov.uk/Publications/2007/03/07105145/5 Wilkinson, A. (2004, December 15). Academic Self-Perceptions of Elementary School Children: Michigan State University. Retrieved from: https://www.msu.edu/~dwong/StudentWorkArchive/CEP900F04-RDP/Wilkinson-AcadSelfPercept.htm Read More