Steph Curry, Education and the Self Efficacy Loop

I’m going to dive into another topic we discussed in Professor Glassman’s class, which we also talked about in Classroom Motivation.  It’s the topic of self-efficacy.  I was really interested to hear how Professor Glassman described it as a continuing loop and how it builds on itself, but “getting into the loop” is the most essential part of it.  How does one break into the loop or help others (teachers and students alike), especially if a person doesn’t have an affinity for the skill?  Further, I thought about how will I help teachers get into the self-efficacy loop?  (Especially since I will be perceived as an “outsider” coming into their world.)  In our group paper for Classroom Motivation, Zach and I talked about helping teachers with self-efficacy, but really, how does this play out in a practical, daily, hands-on, real world scenario?  How do we build up teachers?  How do we enable them to get into the loop and build on their successes?  I am curious to hear from the educators to know how they have been supported and encouraged to try new things in their classrooms, how to build on their successes.  I would like to take my learning beyond theory into practical application.

And on a side note, when speaking of self-efficacy, I instantly thought of professional NBA Basketball player Steph Curry.  I had read a bunch of stuff on him (in total fascination) about his work ethic (Curry shoots around 2,000 shots a week: He takes a minimum of 250 a day, plus another 100 before every game.)  Many of you likely already know his story (we have a lot of sports fans in the cohort), but here’s a link to a good story about Curry:  https://www.washingtonpost.com/sports/wizards/steph-curry-can-he-handle-the-full-court-pressure-of-super-stardom/2016/04/08/3dc96ca8-f6ab-11e5-a3ce-f06b5ba21f33_story.html


In my mind, he’s a wonderful example of someone who not only had talent (and a passion for a skill), but also how he built on the skill by having success after success-positive reinforcement, which also enabled him to take risks on the court.  It made me think about the old adage “practice makes perfect.”  Does this adage hold for those outside of the self-efficacy loop, who don’t have a natural talent and/or affinity for a particular skill?  Despite starting off at “ground zero”, some success (even limited success) may enable this same person to break into the self-efficacy loop and build on their successes. 

Comments

  1. UnknownJuly 28, 2017 at 2:42 PM

    Thanks for posting this Lisa Marie - while I'm not a huge Steph Curry fan (largely due to him demolishing the Cavs in the NBA finals), I have a lot of respect for his work ethic and skill development. Your comments about the self-efficacy loop are apt in this scenario. Once anyone has reached the level of professional sports, I have to imagine that you are firmly entrenched in the self-efficacy loop. Now, whether or not you continue to have success at that professional level, and how long the loop continues is an interesting question. But for the most part, all professional sports players are ones who have spent most of their youth and amateur years being the absolute best player, which likely gained them much notoriety, which would then increase their self-efficacy, only to continue them on in their skill development and increased accolades again (thus the loop continues).

    What's interesting in this scenario and how it may compare to our work leading teachers, is that Steph Curry experienced a lot of obstacles in his path to the NBA. He couldn't get any scholarship offers from major basketball schools, he had to go to a small school, his size held him back, he got passed on in the NBA draft, and it still took him a few years in the NBA until he reached "ELITE" status. I think the self-efficacy loop can be somewhat misleading in making us think that any negative responses or hardship experienced could deter the self-efficacy reinforcement. The reality is that so long as the obstacles are not too defeating in making the person think they are incapable of success, and the obstacles serve as a motivating factor, struggles or failures can still help the self-efficacy loop continue. How do we respond to teachers who try a new skill or strategy in their classroom, but it fails? How do we encourage risk-taking and skill development, when it may require the teacher failing a few times before they succeed? Walking this line between staying in the "safe zone" where teachers feel comfortable and pushing the envelope to strengthen teaching practices and take risks is a key challenge for us as leaders. - Jason Fullen

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    1. T. A. CornuteJuly 28, 2017 at 11:47 PM

      I couldn't agree more Jason. I think the answer to your question about persistence in the face or hardship has a lot to do with the someone being able to rely on the feeling of previous successes. Pursuing that feeling is motivation enough to persevere. The trouble comes when one doesn't know that feeling. I hate that I am saying this, because even though I don't necessarily agree with them, "participation trophies" are starting to make sense.

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    2. UnknownAugust 2, 2017 at 7:46 PM

      Lisa, Jason, Tai,

      Interesting dialogue gang.

      Jason, you said: "I think the self-efficacy loop can be somewhat misleading in making us think that any negative responses or hardship experienced could deter the self-efficacy reinforcement. The reality is that so long as the obstacles are not too defeating in making the person think they are incapable of success, and the obstacles serve as a motivating factor, struggles or failures can still help the self-efficacy loop continue". I agree, but I also think even with a some level of defeat is healthy. Otherwise children will live in a world of fallacy and fantasy and will grow into adults who cant cope with reality because they weren't groomed to have "grit". Teachers and Students need grit!!!

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  2. Lisa MarieJuly 29, 2017 at 4:44 AM

    Thanks so much, Jason--I loved your thoughtful response as it provides additional perspective and insight into both the self-efficacy loop and also additional components of motivation (failures, persistence and how we handle these factors as well.) I love the fact that you introduced this other side of Steph Curry's success (his persistence in overcoming a lot of potential negative factors/setbacks-such as his size). You raise a really great point about failures and the fine line of how one must use them personally (as well as encourage others through them) to turn them into success in the long run. What is needed (more than determination, persistence?) to enable someone to push through challenge, difficulties and setbacks to ultimately get to success? How do we further build this growth mindset in students and teachers (and ourselves?) Tai-I'm with you and never thought I would be about the "participation trophies." They are starting to make sense...

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