The purpose of this study was to examine the nature and functioning of the relationship between self-efficacy and athletic performance. Self-efficacy is defined as the strength of an individual`s conviction that he or she can successfully execute a behavior required to achieve a certain outcome. Personal efficacy determine what kind of activities people will choose initially, how much effort they will expend, and how long they will persist in the face of obstacles. However, self-efficacy predicts performance only when proper incentives and the necessary skills are present. Self-efficacy is influenced by four principle sources of information. Several techniques influencing the self-efficacy and performance were introduced. although Bandura`s model is too simplistic to account for all behavioral change in motor performace, self-efficacy is an important cognitive mechanism in explaining motor behavior.

The purpose of this study was to investigate the effects of visual feedback on control of aiming movements. Four experiments were conducted in order to test the minimum visual feedback processing time, the role of visual feedback and the effects of movement distance and movement time on visual feedback processing. Experiment 1 was designed to examine the minimum visual feedback processing time. Subjects for the Experiment 1 were 10 males, 28 years old on the average. The task in Experiment 1 was single target aiming with stylus. The movement distance was help constant at 35㎝. Experiment 1 was performed in a 3×52-factors within subject design. Experiment 2 was designed to examine the role of visual feedback in movement phase. Subjects for the Experiment 2 were 10 males, 34years old on the average. The task in Experiment 2 was single target aiming, with movement distance held at 40㎝. Experiment 2 was performed in a single factor within-subject design. Experiment 3 was designed to examine the role of visual feedback in movement phase. Subjects for the Experiment 3 were 10 males, 34 years old on the average. The task of Experiment 3 was the same as Experiment 1, but under four visual feedback conditions. The movement distance was held constant at 30㎝. Experiment 4 was designed to examine the the effects of movement distances (20㎝, 40㎝) and movement times (150㎳, 300㎳, 450㎳) on visual feedback processing. Subjects for the Experiment 4 were 10 males, 32 years old on the average. The task in experiment 4 was the same as in Experiment 1. Experiment 4 was performed with a 2×2×3 3-factor within-subject design. The results of the study are as the followings: 1. The time required to process visual feedback was below 200㎳. 2. Visual feedback was more important for the distance error at the final phase than at the initial phase of the movements. 3. Visual feedback was more important for the dirrection error at the initial phase than at the final phase of movements. 4. The differences in movement errors between light-on light-off conditions at the 150-300 ㎳ movement time were constant, while the difference at the 450㎳ movement time increased. The tendency was stronger in 40㎝ movement distance than in 20㎝ movement distance.

Two experiments are reported in which the relative effectiveness of time of KR provision on skill learning is investigated. Subjects were tested with a 300msec ballistic timing task in a 3×20(KR condition×block) factorial design with repeated measures on block(Exp.Ⅰ) and in a 4×16(KR condition×block) factorial design with repeated measures on block(Exp. Ⅱ), both within transfer designs. In Exp. Ⅰ, the results showed that performance effects(decrements of timing error) were largest in the group where KRs were provided in the middle part of the practice sequence. A significant transfer effect was observed in the 400msec condition, but not in the 200msec condition. In Exp. Ⅱ, analyses showed that the performance effect in practice phase was largest in the condition where KR was progressively converged on the middle part of the whole practice sequence. The results, taken altogether, suggested that; 1) time of KR provision in the practice sequence is not a significant learning variable; 2) the effect of KR on performance is most significant when KRs are provided in the later part(not early part) of the whole practice sequence.

The purpose of this study was to investigate the effect of precision of KR(knowledge of results) n motor skill learning. Forty eight subjects were tested with a rapid coincident timing task. The forms of KR precision were of two types; quantitative KR and qualitative KR. In the case of quantitative KR, the subjects were offered correct information about the size of response error as well as the response direction. On the other hand, the subjects in qualitative KR condition were offered only correctness of movement executed. The results showed that KR effect on earning was more significant when one kind of KR, either qualitative or quantitative, was provided throughout the practice period than when a combined KR(qualitative in early practice phase and then quantitative later in learning phase or vice versa) was presented, especially when the tasks required subjects to process in short time all informations necessary for motor skill learning.

The purpose of this study was designed to apply the causal dimension scale Ⅱ in a competitive sport setting and to examine differences competitive outcome and sex upon their causal attributions about performance. The subject of this study were 48 male and female in the middle school student. Of particular, interest are the causal attributions made by participants tested badminton in physical education class. With meet Director is permission, the investigator briefly explained the study to all the players at the beginning of the game, stating that the study concerned subject`s causal perception of their competitive outcome. Upon completion of the game, subjects were asked to assess their competitive outcome in terms of the causal dimensions of internality, stability, external controllability and internal controllability using the CDS Ⅱ. Two-way analysis of variance were conducted to determine whether the differences in causal attribution existed between 1) winners and losers, 2) male and female. The results obtained from this study were as follows 1. Winners made more internal, stable, external controllable and internal controllable causal attributions than losers on their competitive outcome. 2. Male and female did not differ in the internality, stability of their causal dimensions. Male made more external uncontrollable, internal controllable causal attributions than female on their competitive outcome.

The purpose of this investigation was to study the relationship between sports, skill level, and gender with selected cognitive psychological factors of elite and nonelite level athletes. The Psychological Skills Inventory for Sports(PSIS) was administered to a random sample of male and female athletes. Subjects for this research were 283 elite and nonelite athletes participating in the sports of Shooting, Archery, Basketball, and Handball. A skill level by sports by gender (2×4×2) MANOVA resulted in significant main effects for skill level, sports, gender, and for the interactions between skill level and sports and gender. Followup 3-way ANOVA and post-hoc comparisons(Duncan) were utilized to clarify the significant relationships. A series of statistical analyses indicated the following results: 1. Elite athletes displayed higher cognitive psychological skills score than nonelite athletes in anxiety control, concentration, confidence, motivation and emphasized more team goal than nonelits athletes. 2. Male athletes displayed higher cognitive psychological skills scores than female athletes in motivation, confidence. 3. Basketball athletes were observed to display higher anxiety control and motivation scores than other sports. 4. Athletes in close sports(Shooting, Archery) displayed higher mental preparation scores than athletes in open sports(Handball, Basketball). 5. Athletes in shooting observed to display higher confidence score than other sports. 6. Athletes in close sports(Shooting, Archery) emphasized more team goals than athletes in open sports (Handball, Basketball).