Exploring performance calibration in relation to better or worse than average effect in physical education
Author(s) / Creator(s)
Kolovelonis, Athanasios
Dimitriou, Eleni
Abstract / Description
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.
Keyword(s)
calibration bias and accuracy better or worse than average effect physical education performance estimationsPersistent Identifier
Date of first publication
2018-08-31
Journal title
Europe's Journal of Psychology
Volume
14
Issue
3
Page numbers
665–679
Publisher
PsychOpen GOLD
Publication status
publishedVersion
Review status
peerReviewed
Is version of
Citation
Kolovelonis, A., & Dimitriou, E. (2018). Exploring performance calibration in relation to better or worse than average effect in physical education. Europe's Journal of Psychology, 14(3), 665–679. https://doi.org/10.5964/ejop.v14i3.1599
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Author(s) / Creator(s)Kolovelonis, Athanasios
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Author(s) / Creator(s)Dimitriou, Eleni
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PsychArchives acquisition timestamp2018-11-21T10:00:31Z
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Made available on2018-11-21T10:00:31Z
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Date of first publication2018-08-31
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Abstract / DescriptionThe 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.en_US
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Publication statuspublishedVersion
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Review statuspeerReviewed
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CitationKolovelonis, A., & Dimitriou, E. (2018). Exploring performance calibration in relation to better or worse than average effect in physical education. Europe's Journal of Psychology, 14(3), 665–679. https://doi.org/10.5964/ejop.v14i3.1599
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ISSN1841-0413
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/1126
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.1318
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Language of contenteng
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PublisherPsychOpen GOLD
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Is version ofhttps://doi.org/10.5964/ejop.v14i3.1599
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Keyword(s)calibration bias and accuracyen_US
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Keyword(s)better or worse than average effecten_US
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Keyword(s)physical educationen_US
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Keyword(s)performance estimationsen_US
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Dewey Decimal Classification number(s)150
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TitleExploring performance calibration in relation to better or worse than average effect in physical educationen_US
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DRO typearticle
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Issue3
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Journal titleEurope's Journal of Psychology
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Page numbers665–679
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Volume14
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Visible tag(s)Version of Record