Self-evaluation of skills and performance level in youth elite soccer: Are positive self-evaluations always positive?

Abstract

This study compared youth elite soccer players' and their coaches' evaluations of players' skill level, and examined how this comparison was related to players' future performance level concerning national team experience. Based on the notions of the self-serving bias, it was predicted that players who overestimated their skill level relative to their coaches' judgment, would be characterized by a high performance level in the past and a relative low future performance level; due to relatively high levels of performance anxiety and a frequent use of self-protection strategies. Results showed that the players (N= 267, Mage = 17.6, SD = 1.1), in reference to their coach, tended to overestimate their skills. This tendency was negatively related to players' future performance level. Specifically, when controlling for age, past performance level and current performance level, a multinomial regression analysis (X² 18, N = 238) = 76.95, p ˂ .01) revealed that the players who overestimated their skills to the largest extent (compared to players that underestimated their skills), were less likely to produce a high performance level in the future (OR = .71, 95% CI = .54-18 .94). It seems that unrealistically positive self-evaluations can have negative effects in terms of performance development, but not through the mechanism of the selfserving bias, as measured in the current study. Nevertheless, it may be important for players to have a realistic view on their skill-level in order to progress and reach their potential.

Negative Thoughts and Self-Confidence Among Athletes With Different Sports Experiences: A Meta-Analysis

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Development of Physical Skills and Personality in High School Students Through Football Training as an Extracurricular Activity

“…Last but not least, it should be noted that in football, more than in any other sport, it is generally acknowledged that emotions are greatly heightened (Hofseth, 2016). Proper management of success or failure develops over time with experience (Sagar et al, 2010).…”

The impact of school climate in social‐normative expectations in low and high SES schools

“…Despite mixed findings between race and aspirations and expectations, holding positive aspirations and expectations appears to be consistently associated with better outcomes. Because perceptions of one's self may be more biased (self‐serving bias; Hofseth et al, 2017; Miller & Ross, 1975; Shepperd et al, 2008; Wang et al, 2019), it may be an explanation as to why there have been inconsistent findings Although less frequently explored, asking students about expectations about peers may offer a window into students' own views in a way that may reduce the biases they have when reporting about themselves.…”

“…One caveat to assessing self‐expectations is the tendency for most to be unrealistically biased in favor of oneself (e.g., self‐serving bias theory; Hofseth et al, 2017; Miller & Ross, 1975; Shepperd et al, 2008; Wang et al, 2019). Interestingly, expectations about peers, recently referred to as social‐normative expectations (SNE; Bell et al, 2017), speak to the expectations of achievement, overall health, family, and educational outcomes of one's peers.…”