Performance calibration in sport: Implications for self‐confidence and metacognitive biases

Fogarty, Gerard J.; Else, David

doi:10.1080/1612197x.2005.9671757

Cited by 21 publications

(16 citation statements)

References 34 publications

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“…It has been supported that younger students typically overestimate how much they can remember or learn, whereas older students' estimates of memory and learning are much closer to their actual performance on academic tasks (Lan, 2005). In the sport domain, this tendency was more evident in more difficult tasks (Fogarty & Else, 2005;Fogarty & Ross, 2007). Students' limited ability to accurately discriminate performance could be attributed to various reasons.…”

Section: Discussionmentioning

confidence: 99%

“…In the sport domain, adult tennis players (Fogarty & Ross, 2007) and golfers (Fogarty & Else, 2005) predicted accurately their performance on easier tasks and were overconfident on more difficult tasks. However, these studies examined students' predictions regarding forthcoming performance and not students' performance evaluations in a task that they had executed.…”

Section: Introductionmentioning

confidence: 99%

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Students' recording accuracy in the reciprocal and the self-check teaching styles in physical education

Kolovelonis

Γούδας

2012

Educational Research and Evaluation

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The aim of the study was to record students' recording accuracy when they practised with the reciprocal and the self-check styles in physical education and examine whether recording accuracy contributed to students' performance. Participants were 48 fifth-and sixth-grade students who were randomly assigned to 3 experimental groups (reciprocal style, self-check style, sequential use of the reciprocal and the self-check styles). The results showed that students were moderately accurate in peer-and self-recording with a tendency to overestimate their performance. No difference among the 3 experimental groups in recording accuracy was found. Students who received more accurate feedback outperformed in the chest pass test those who received less accurate feedback. The results are discussed with reference to the use of the reciprocal and the self-check styles and the development of self-regulated learning in physical education.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Students' recording accuracy in the reciprocal and the self-check teaching styles in physical education

Kolovelonis

Γούδας

2012

Educational Research and Evaluation

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“…In sport settings, only a few studies have examined performance calibration. Golfers were well calibrated on easier tasks (putting) but overconfident on more difficult tasks (chipping and pitching) ( Fogarty & Else, 2005 ), and recreational basketball players overestimated their shooting performance ( McGraw, Mellers, & Ritov, 2004 ). In physical education, students were generally overconfident regarding their basketball dribbling performance ( Kolovelonis, Goudas, & Dermitzaki, 2012 ), and performance calibration did not differ between students who practiced dribbling receiving social feedback and setting process or performance goals and control group students ( Kolovelonis, Goudas, Dermitzaki, & Kitsantas, 2013 ).…”

Section: Calibration Of Performance: Conceptualization and Research Ementioning

confidence: 99%

“…Research on these domains has focused on exploring the underlying mechanisms involved in metacognitive monitoring and the factors contributing in the discrepancy between estimated and actual performance. Such research regarding aspects of metacognition including the accuracy of performance estimations has also recently emerged in sport (e.g., Fogarty & Else, 2005 ) and physical education (e.g., Kolovelonis & Goudas, 2018 ) settings. The present study followed and expanded this trend focusing on the interactions between students’ estimation of their own and their peers’ performance.…”

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confidence: 99%

Exploring performance calibration in relation to better or worse than average effect in physical education

Kolovelonis

Dimitriou

2018

Eur. J. Psychol.

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The aim of this study was to explore students’ calibration of sport performance in relation to better or worse than average effect in physical education settings. Participants were 147 fifth and sixth grade students (71 boys, 76 girls) who were tested in a soccer passing accuracy test after they had provided estimations for their own and their peers’ performance in this test. Based on students’ actual and estimated performance, calibration indexes of accuracy and bias were calculated. Moreover, students were classified in better, worse, or equal than average groups based on estimated scores of their own and their peers’ average performance. Results showed that students overestimated their own performance while most of them believed that their own performance was worse than their peers’ average performance. No significant differences in calibration accuracy of soccer passing were found between better, worse, or equal than average groups of students. These results were discussed with reference to previous calibration research evidence and theoretical and practical implications for self-regulated learning and performance calibration in physical education.

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“…Performance estimates in the field of sports may help athletes to assess their performances, know about their abilities and determine their targets more comfortably. Participants' judged and actual performances were compared in different sportive activities such as golf shots (Fogarty & Else, 2005), free shots of recreational basketball players (McGraw, Mellers, & Ritov, 2004), dart shots (Gasser & Tan, 2005) and students' free basketball shots (Kolovelonis & Goudas, 2018). Since metacognitive judgments might demonstrate stable trait-like characteristics (Pieschl, 2009), person related characteristics may also be effective in individual differences in calibration.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Pre-Competition Estimated Results for Elite Archers on Performance According to Achievement Goal Theory

Işik

2018

WJE

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This study aimed to evaluate the estimated/judged results for elite archers before competitions in the context ofAchievement Goal Theory and determine its impact on actual performance. Also, the study assessed the impact ofgoal orientation on the competition scores to comprehend the relationship between goal orientation and performance.Study participants were 116 elite archers who participated in Adult-Youth Indoor Turkey Championship in Izmir.Before the competition, the participants filled in the “Task and Ego Orientation in Sport Questionnaire”. Before thisscale, a survey form, developed by the researcher, was given to participants to learn about their personalcharacteristics. The participants were asked to make a note of the numbers they wore on the chest of their uniformsand the predicted/judged scores on the survey form. They were informed that at the termination of the competition,their actual scores and their predicted scores would be compared. The study presents two important results. The firstresult is related to the fact that athletes with high goal orientation were significantly more successful than those withlow goal orientation in a real competition environment. The other result of in the current study was the significantrelationship between the pre-competition predictions/estimates of individuals with high goal orientation and theircompetition performances. This study is significant because it demonstrated that individuals with higher goalorientations have higher performances and that their predictions/estimates for their performance are much moreaccurate.

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Performance calibration in sport: Implications for self‐confidence and metacognitive biases

Cited by 21 publications

References 34 publications

Students' recording accuracy in the reciprocal and the self-check teaching styles in physical education

Students' recording accuracy in the reciprocal and the self-check teaching styles in physical education

Exploring performance calibration in relation to better or worse than average effect in physical education

The Impact of Pre-Competition Estimated Results for Elite Archers on Performance According to Achievement Goal Theory

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