Social self-efficacy training programme for basketball-playing students: a case study

• Malinauskas, Romualdas ^[1] ; Sniras, Sarunas ^[1] ; Malinauskiene, Vilija ^[1]
  1. [1] Lithuanian Sports University

     Lithuanian Sports University

     Lituania

     
• Localización: Revista de psicología del deporte, ISSN-e 1988-5636, ISSN 1132-239X, Vol. 27, Nº 1, 2018, págs. 165-185
• Idioma: inglés
• Títulos paralelos:
  • Programa de capacitación social de autoeficacia para estudiantes que juegan baloncesto: caso de estudio
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• Resumen
  • español

    En este estudio, se investigó la efectividad de un programa educativo para mejorar la autoeficacia social preparado para los estudiantes que practican baloncesto. Participaron en este estudio cincuenta y cuatro estudiantes masculinos que practican baloncesto (Mage = 16.47; SD = .73), divididos en dos equipos. Los equipos fueron asignados aleatoriamente a un grupo experimental (n = 26) y uno de control (n = 28). La intervención fue diseñada para ayudar a los estudiantes que practican baloncesto a determinar su autoeficacia social al participar en actividades interactivas y escenarios de juego de roles. Para evaluar la efectividad, se usó una subescala de autoeficacia social, un control multidimensional, agencia y un inventario de medios y fines para amigos. Los resultados mostraron que este programa educativo para mejorar la autoeficacia social fue efectivo para los estudiantes que practican baloncesto, y las creencias de autoeficacia social en la capacidad de control personal y en la expectativas de control.

  • English

    In this study, the effectiveness of an educational programme for enhancing social self-efficacy prepared for basketball-playing students was investigated. Fifty-four male basketball-playing students (Mage = 16.47; SD = .73), practicing on two teams, participated in this study. The teams were randomly assigned into an experimental (n=26) and a control (n=28) group. The intervention was designed to help basketball-playing students to determine their social self-efficacy by engaging in interactive activities and role play scenarios. To assess the effectiveness, a Social Self-efficacy Subscale, and a Multi-dimensional Control, Agency, and Means-ends Inventory for Friends were used. The findings showed that this educational programme for enhancing social self-efficacy was effective for basketball-playing students’ social self-efficacy, and social self-efficacy beliefs in personal controllability and in control expectancy.

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