Mark S.

Feliciano 3 – BPEd - A

LEVEL OF CONFIDENCE OF AN ACTIVE NON-VOLLEYBALL VARSITY PLAYER

AT UNIVERSITY OF SOUTHERN MINDANAO (MAIN CAMPUS)

ITRODUCTION
Confidence is widely recognized as a crucial psychological factor influencing

athletic performance. In sports like volleyball, where both physical skill and mental

resilience are essential, self-confidence may have a substantial impact on players’

success. However, the relationship between confidence and performance in untrained

or novice players remains unclear, particularly in the context of team sports like

volleyball. The problem this study seeks to address is the lack of understanding of how

confidence influences the performance of players who have not undergone formal

training.

While the connection between confidence and performance has been well-

documented for trained athletes, little attention has been given to untrained players,

particularly in the context of volleyball. These novice athletes often lack the technical

skills that may contribute to self-confidence, which raises the question of whether the

confidence-performance relationship holds true for them. Therefore, this research seeks

to fill the gap by examining the influence of confidence on performance in untrained

volleyball players.

Understanding the relationship between confidence and performance in untrained

volleyball players has both theoretical and practical significance. From a theoretical

perspective, this study could expand current knowledge on the psychological aspects of

sports performance, specifically for novice athletes. Practically, the findings could inform
coaching strategies and training programs designed to build confidence in beginners,

thereby enhancing their performance and overall experience in sports.

The purpose of this study is to explore the relationship between confidence and

performance in untrained volleyball players. By investigating how confidence influences

the execution of volleyball skills, this research aims to contribute to the broader

understanding of psychological factors in sports, particularly among novice athletes.

PROBLEM/SITUATION
Dependent Variable

The dependent variable in this study is performance in volleyball, which will be

measured through objective metrics like serving accuracy, spiking success, and

defensive skills. If the research problem remains unsolved, meaning the relationship

between confidence and performance in untrained volleyball players remains unclear, it

could have several negative consequences. Coaches might lack the understanding to

effectively foster confidence in their players, leading to suboptimal training strategies

and player development. Untrained players might struggle to develop confidence,

leading to decreased motivation and potentially hindering their progress in the sport.

Furthermore, researchers and coaches may have a limited understanding of how

to optimize skill acquisition in novice volleyball players without understanding the role of

confidence. Ultimately, failing to address this research problem could hinder the

development of effective coaching strategies and player development programs for

novice volleyball players, missing out on the potential to leverage confidence as a tool

for performance enhancement. This research will contribute to The realization of

Sustainable Development Goals of the United Nations as adapted by the

Philippine government.

The Importance of studying the Dependent Variable

Studying performance as a dependent variable is crucial because it helps identify

how self-confidence influences athletes’ abilities, particularly in untrained players.

Understanding this relationship can inform coaching strategies, enhance training

programs, and improve player development. Additionally, insights gained can help boost

motivation and mental resilience, ultimately leading to better performance outcomes in

competitive settings.

Link/Connection between Dependent Variable and Independent Variable

The relationship between confidence and performance In untrained volleyball

players is expected to be positive, meaning that as confidence levels increase,

performance in volleyball is also likely to improve. This relationship is supported by

established theories in sports psychology, such as Self-Efficacy Theory and Social

Cognitive Theory. Self-Efficacy Theory suggests that individuals who believe in their

ability to perform a task (i.e., have high confidence) are more likely to succeed. Social

Cognitive Theory emphasizes the reciprocal relationship between personal factors (like

confidence), behavioral factors (like performance), and environmental factors (like

coaching).

Higher confidence can lead to better performance, which in turn can further boost

confidence. However, it’s important to note that the relationship may not be perfectly
linear. While a positive correlation is expected, it doesn’t mean that every increase in

confidence will result in a proportional increase in performance. There may be a point

where confidence becomes excessive and negatively impacts performance.

Additionally, other factors play a role in performance, such as skill level, training,

physical abilities, and team dynamics.

LITERATURE AND RELATED STUDIES

Research exploring the relationship between confidence and performance in

untrained volleyball players indicates that self-confidence is a critical determinant of

performance. Confidence influences how athletes engage with the game, particularly in

high-pressure situations, where anxiety can undermine their abilities. According to a

meta-analysis by Cooper, Lane, and Terry (2022), self-confidence has been found to

correlate positively with performance across various sports, though the effect is typically

more pronounced in individual sports compared to team sports like volleyball. Factors

such as gender and experience further moderate this relationship, with male athletes

and those with more experience generally reporting stronger confidence levels and

improved performance outcomes. In untrained or amateur volleyball players, the

confidence-performance link is crucial, as players with limited technical skills benefit

greatly from psychological support aimed at boosting self-belief and reducing anxiety

during competition.

Similarly, research by Concha-Ortiz and Navins (2024) demonstrates that

experience plays a significant role in mediating performance anxiety among volleyball

players. Their findings suggest that as players gain experience, particularly in

competitive environments, they report reduced anxiety and increased confidence,

leading to better performance outcomes. However, untrained athletes often face

heightened anxiety due to their lack of experience, which can negatively impact their

confidence and, consequently, their performance. This highlights the need for

interventions that focus on boosting confidence, especially for untrained athletes, to

help them perform better despite their lack of formal training.

Additionally, the influence of self-confidence on performance in volleyball,

particularly among amateur and untrained players, has been a focal point in sports

psychology. Ravoori and Kalyani (2023) highlight the crucial role that self-confidence

plays in improving the performance of untrained volleyball players. The study

demonstrates that players with higher confidence levels are more likely to take risks,

execute complex movements, and maintain composure under pressure, all of which

contribute to improved performance during matches. The researchers also emphasize

that untrained athletes often face psychological barriers such as fear of failure or

performance anxiety, which can diminish confidence and, subsequently, hinder

performance. As a result, the study stresses the importance of psychological

interventions, such as mental training programs and confidence-building exercises, to

help these athletes boost their self-belief and enhance their overall performance in

competitive settings.
Reference:

Korkmaz, C., & Karahan, A. (2020). The impact of self-confidence and anxiety on the
performance of elite volleyball players. Journal of Physical Education and Sport, 20(3),
1102-1110.

Cooper, S., Lane, A. M., & Terry, P. C. (2022). Revisiting the self-confidence and sport
performance relationship: A systematic review with meta-analysis. International Journal
of Environmental Research and Public Health, 19(11), 6381.
https://doi.org/10.3390/ijerph19116381

Concha-Ortiz, D., & Navins, J. (2024). Analyzing the relationships between years of
experience and performance anxiety in teen volleyball players. Journal of Emerging
Investigators. Retrieved from https://emerginginvestigators.org.

Ravoori, V. R., & Kalyani, P. (2023). The influence of self-confidence on performance in

amateur volleyball players. International Journal of Physical Education, Sports, and
Health
Questionnaire:
Section 1: Demographic Information
1. Age: _________
2. Gender: ( ) Male ( ) Female

Section 2: Sport Confidence Questionnaire

Check (✔) one (1) box for each item.

Q. 1 2 3 4
1. Master a new skill in my sport Volleyball
2. Improve my performance on a Volleyball skill
3. Improve my skills in Volleyball
4. Increase the number of skills I can perform in Volleyball
5. Develop new skills in Volleyball and improve
6. Win
7. demonstrate I am better than others.
8. show ability by winning or placing.
9. know I can outperform others.
10. prove I am better than opponents.
11. show I am one of the best.
12. keep my focus on the task.
13. psych myself up
14. know I am mentally prepared.
15. stay focused on my goals
16. prepare myself physically and mentally.
17. believe in my ability to give maximum effort.
18. feel good about my weight.
19. feel I look good
20. feel my body looks good.
21. get positive feedback from teammates.
22. know I have support from others.
23. am told others believe in me.
24. am encouraged by coaches and family.
25. get positive feedback from coaches.
26. receive support and encouragement.

Mastery (items 1 to 5)
Demonstration of ability (items 6 to 11)
Physical and mental preparation (items 12 to 17)
Physical self-presentation (items 18 to 20)
Social support (items 21 to 26)