Self‐Efficacy Assessment and Generalization in Physical Education Courses¹

Abstract

Physical education courses can have effects that generalize past their immediate task as measured by increases in domain‐specific self‐efficacy. It was predicted that competitive combative courses like boxing would be more likely to have skills generalize to other domains than noncontact courses like swimming. A Physical Education Self‐Efficacy Scale was created that focused on 2 different domains of self‐efficacy: 1 specific to the course (physicality), and 1 in a disparate domain (leadership initiative). Students were given the scale before and after the 2 different courses. Results indicate that there were small but significant increases in both subscales for students enrolled in boxing, but not for students enrolled in swimming. Physicality self‐efficacy also correlated strongly with performance. Implications and mechanisms for generalization of self‐efficacy to neighboring domains are discussed.

Understanding Students' Motivation in Sport and Physical Education: From the Expectancy-Value Model and Self-Efficacy Theory Perspectives

“…In contexts in which one has little chance for withdrawal, such as physical education programs requiring participation, expectancy beliefs are posited to predict performance and persistence, whereas task values are predictors of intentions for future participation (Dishman et al, 2004;Samuel & Gibb, 2004;Xiang et al, 2003;Xiang, McBride, & Guan, 2004). However, when one enters a context involving the freedom to withdraw, such as extracurricular sports, expectancy beliefs predict performance (Feltz & Mugno, 1983;McAuley, 1985) and effort/persistence (Cox & Whaley, 2004).…”

Self‐Efficacy

“…Self-efficacy beliefs also can generalize from one situation or task to another, depending on the similarities between the task demands and the skills and resources required to meet those demands (e.g., Samuels & Gibb, 2002;Weitlauf, Cervone, Smith, & Wright, 2001). In addition, research has shown that general self-efficacy beliefs can be enhanced through targeted interventions (e.g., Eden & Aviram, 1993).…”

‘‘The Greatest Teacher, Failure Is’’: Handling Failure in Military Parachute Training

“…Further, although parachute training is perhaps the most prevalent example of preparing individuals for the extreme strains of combat, it is not the only one. Others are for example boxing (Samuels & Gibb, 2002), combative training (Morales-Negron, 2009), survival training (Schmied et al, 2015), and scuba-diving (Colodro-Plaza, Garcés, López-García, & Colodro-Conde, 2015). They share similarities in that they present a perceived threat to life that requires active mastery and are all used in some part to prepare individuals for the stress of functioning under extreme contexts.…”