Self-efficacy (in PE class)

Hi, this is Young-in! �

Even when we give the same task, some students say, “Teacher, I can’t do this… I’ll pass,” while others say, with sparkling eyes, “I’ll give it a try!” Why does this difference appear, even when their physical ability is quite similar? The key psychological concept that explains this difference is self-efficacy.

1️⃣ What is self-efficacy?

Self-efficacy refers to “the degree to which I believe I can successfully complete this task.”

Even if students have similar skill levels, those with higher self-efficacy:

Challenge themselves with more difficult tasks,

Try again even after they fail,

And show persistence without giving up until the end.

In other words, self-efficacy is a crucial psychological foundation that determines not only performance itself, but also how intensely and how long students keep trying.

2️⃣ Bandura’s four sources of self-efficacy

Psychologist Albert Bandura proposed four key sources that shape self-efficacy. Try applying these directly to your lessons!

Mastery Experiences (성공 경험)
This is the most powerful source! Give students frequent opportunities to experience “small, broken-down successes.”
Many small successes accumulate into a strong belief in themselves.

Vicarious Experiences (대리 경험) – Observation
When students see a peer who is similar to them succeed, they think,
“Huh? If they can do it, maybe I can too!”
(This is why peer demonstrations are so important!)

Verbal Persuasion (언어적 설득)
This includes the teacher’s encouraging words grounded in belief, specific praise, and cheers from classmates.
A simple “You can do it” can truly move a child.

Physiological & Emotional States (정서·신체 상태)
If students interpret their pounding heart as “I’m so scared,” their self-efficacy drops.
But if we help them interpret it as, “Wow, my body is getting ready!” it can turn into positive energy.

3️⃣ Characteristics of students with low self-efficacy in PE

In PE class, students with low self-efficacy often:

Avoid tasks by saying “I don’t want to do it” before even trying.

Become overly discouraged and can’t shake it off after making a mistake.

Constantly compare themselves with more skillful classmates and put themselves down.

In these moments, simply saying “Be confident!” doesn’t help much.
We need to:

Shift their comparison target from “other people” to “myself yesterday,” and

Design lessons so they can succeed from very small, manageable steps.

4️⃣ Lesson design points for building self-efficacy

Differentiated difficulty
Present tasks in 2–3 levels (beginner–intermediate–advanced) so every student can choose a “challenging but doable” level.

Detailed roles in group work
In group activities, create roles not only for physical performance, but also for recording, cheering, or strategy planning so that every student can contribute in some way.

Self-reinforcement
After the activity, have students briefly write or say “one thing I did well today” so they can acknowledge their own achievement. Even if they don’t share out loud, simply giving them time and space to think about it is already meaningful.

� Classroom Application – Young-in’s Teaching Tips (Ready to use right away!)

✅ Tip ① Create a “success staircase” task (e.g., hula hoop lesson)

Step 1: Walk through a hoop placed on the floor (Success!)

Step 2: Go through a hoop gently rolled by a friend (Success!)

Step 3: Try spinning the hoop at your waist in place (Challenge!)

By stacking these step-by-step success experiences, you help students build a solid sense of self-efficacy.

✅ Tip ② Make verbal persuasion behavior-focused

❌ “You’re so good. You’re really talented.” (too abstract)

✅ “You bent your knees more than before when you jumped. That’s why you went higher this time.” (specific behavior)

This helps students attribute their success not to luck or innate talent, but to their own actions and effort.

� In closing

A belief of “I can do it” doesn’t just change how children move in PE class; it can transform their attitude in the classroom and even the way they approach life.

Personally, I also hope that students have more opportunities to learn this attitude at home. These days, many children are busy with academies, and many parents are busy with work, so it’s sad that they often don’t get much time together.

If families could slowly build up these “small success experiences” together at home, it would be wonderful. And in PE class, I want to carefully design lessons that can offer those “small successes” to every child. �