Current Psychology

, Volume 38, Issue 6, pp 1622–1633 | Cite as

Feedback, Sport-Confidence and Performance of Lacrosse Skills

  • Alexis Gagnon-Dolbec
  • Stuart J. McKelvieEmail author
  • Joseph Eastwood


This study investigated the relationship between sport-confidence and athletic performance. Fifty male lacrosse players competed against each other three times on three lacrosse skills. Sport-confidence was assessed before each trial using a modified version of the State Sport-Confidence Inventory (SSCI). Performance feedback was manipulated to boost confidence in some players and diminish it in others. Over trials, self-reported confidence increased with positive (winning) feedback and decreased with negative (losing) feedback, but lacrosse performance remained stable. When sport-confidence was treated as a subject variable, performance did not differ between players who were higher or lower in confidence. These results are inconsistent with the claim that confidence influences performance.


Sport-confidence Vealey’s conceptual model Lacrosse skills 



We thank the participants for their time and effort to make this research possible. We also recognize Marc-André Pilon, Marc-Alexandre Piette and Alexandre Lacombe-Lavigne, who assisted in data collection. Finally, we acknowledge Chad Fairfoull, Robert Daoust, Alexandre Lacombe-Lavigne and the Ligue Provinciale d’Inter-Crosse for giving us access to their players and sharing practice time.

Compliance with Ethical Standards

Conflict of Interest

The authors declare that they have no conflict of interest.

Informed Consent

This study was conducted with human participants. Informed consent was obtained from all individual participants included in the study.

Ethical Approval

All procedures were performed in accordance with the ethical standards of the university where the research was conducted, of the Canadian Tri-Council Statement on Ethical Conduct for Research involving Human Participants (TCPS2 2014) and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.


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Copyright information

© Springer Science+Business Media, LLC 2017

Authors and Affiliations

  1. 1.Département de psychoéducation et de psychologieUniversité du Québec en OutaouaisGatineauCanada
  2. 2.Department of PsychologyBishop’s UniversityQCCanada
  3. 3.Faculty of Social Science and HumanitiesUniversity of Ontario Institute of TechnologyOshawaCanada

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