1.

Popular athlete and non-athlete personality performance difference

Popular athletes tend to be more extroverted, independent, and self-confident than nonathletes.
Further, popular athletes have a higher ambition, more perseverance, higher self-esteem, and a
higher power motive than non-athletes.
Example; Self-discipline; There is a famous saying that goes something like, “To become an
overnight success, it takes 10 years of hard work.” No one knows this truth better than the high-
performing athlete (taken from google) .
2. Winner athlete and loser athlete personality
Even if there is no specific measurement that shows the personality characteristics of winner and
loser athlete which behave but some literatures mentioned the following differences;
2.1 Self-Confidence: The best athletes are innately self-confident, and they truly believe
that they will win. They also have the confidence to deal with any unexpected
situations that may arise and to speak up for themselves or their teammates when
appropriate. But loser have less self- confident as compared the winners.
2.2 Motivation: High-performing athletes are motivated by the desire to be better than
their opponent and even better than their personal best. They will be patient and
persevere when working on their skills and focusing on their goals. But loser have
less self- motivation as compared the winners.
2.3 Self-Discipline: Elite athletes know that success doesn’t happen overnight. They
have the self-discipline to put in early morning training sessions, to sacrifice social
activities in exchange for more practice, and to power through sore muscles and
exhaustion. They also practice self-discipline when it comes to their diets, making
sure they only fuel their bodies with beneficial nutrients. But losers may not
experience such behavior as those winners.
2.4 Optimism: An athlete who lacks an optimistic attitude isn’t likely to fully excel
because they don’t expect to win and this is the behavior of loser athlete. But a
successful athlete must believe that they will win and remain positive even when
facing adversity.
2.5 Acceptance of Criticism: How can one improve if they aren’t willing to accept
constructive criticism? Successful athletes understand that it’s important to remain
coachable while accepting and learning from their mistakes. They will also be open to
advice or tips from teammates and accepting of calls made by officials. In contrast
loser athlete may reflect anger for criticism.
2.6 Poise under Stress: Athletes deal with countless sources of stress on a routine basis.
From the pressure to perform well during competition or training to the stress caused
by losing a game, getting injured, or struggling to master a skill, stress is an everyday
part of an athlete’s life. A high-level athlete can perform and even thrive under stress
and pressure to still come out victorious but not the loser athletes.
2.7 Focus: A winner athlete has able to focus on their goals and the big picture, which
helps them stay dedicated to their training. They can focus on the moment while
competing and tune out anything that is happening in the stands with spectators or
 that might be occurring in their personal lives outside of their sport. But loser athletes
gives less attention.
2.8 Resiliency: Losses are just a reality of being an athlete. Setbacks will occur, and an
athlete can’t be successful if they aren’t resilient. Even after a loss, successful athletes
stay positive and use the experience as an opportunity to learn and move forward but
not the loser athletes.
2.9 Competitive Spirit: winner athletes enjoy winning, and it is likely that they will be
competitive even in areas outside of their sport. But this lacked among losers.
2.10 Humility: Great athletes stay humble. When they make a mistake, they
acknowledge and accept it rather than trying to make excuses. Alternately, when a
humble athlete’s team is successful, they do not take all of the credit. Exceptional
athletes credit their teammates and coaching staff when they are successful.
2.11 Passion: A winner athlete is passionate about their sport. They will eat, sleep,
and breathe their sport, as compared to the losers.

In addition, winner athletes reported less cognitive and somatic anxiety and more self-
confidence than those who are losers.

3. Sport performance
Sport performance is the manner in which sport participation is measured. Sport performance is a
complex mixture of biomechanical function, emotional factors, and training techniques.
Performance in an athletic context has a popular connotation of representing the pursuit of
excellence, where an athlete measures his or her performance as a progression toward excellence
or achievement. There is an understanding in sport that athletes interested in performance tend to
the competitive or elite level; athletes interested in simple participation, for broader purposes
such as fitness or weight control, are most often recreational athletes who do not set specific
performance goals. Sports performance has four major dimensions: skill, strength, endurance,
and recovery
4. Sport personality change
How sprot change personality? Getting children involved in sport will help them get more
active and also develop a healthier personality. Physically players develop their strength,
speed, skill, stamina and flexibility but it also increases self-esteem, builds social skills and
leadership, increases resilience and inculcates values.
5. Theory of personality
5.1 trait theory personality
Trait theory in psychology rests on the idea that people differ from one another based on the
strength and intensity of basic trait dimensions. There are three criteria that characterize
personality traits: (1) consistency, (2) stability, and (3) individual differences.
An example of a trait perspective would be an extroverted person who seeks gratification from
human interaction. The theorists who came up with the trait theory established that to understand
personality, one must believe that people behave in specific ways.
5.2 social learning theory
Social learning theory suggests that social behavior is learned by observing and imitating the
behavior of others. Psychologist Albert Bandura developed the social learning theory as an
alternative to the earlier work of fellow psychologist B.F. Skinner, known for his influence on
behaviorism.
The social learning theory has four mediational processes that help determine whether a new
behavior is acquired:
i. Attention: The degree to which we notice the behavior. A behavior must grab our
attention before it can be imitated. Considering the number of behaviors we observe
and do not imitate daily indicates attention is crucial in whether a behavior influences
imitation.
ii. Retention: How well we remember the behavior. We cannot perform the behavior if
we do not remember the behavior. So, while a behavior may be noticed, unless a
memory is formed, the observer will not perform the behavior. And, because social
learning is not immediate, retention is vital to behavior modeling.
iii. Reproduction: The ability to perform the behavior. This is the ability to reproduce a
behavior we observe. It influences our decision about whether to try performing the
behavior. Even when we wish to imitate an observed behavior, we are limited by our
physical abilities.
iv. Motivation: The will to emulate the behavior. This mediational process is referred to
as vicarious reinforcement. It involves learning through observing the consequences
of actions for other people, rather than through direct experience.
Assumptions of Social Learning Theory
 People learn through observation. Learners can acquire new behavior and
knowledge by merely observing a model.
 Reinforcement and punishment have indirect effects on behavior and
learning. People form expectations about the potential consequences of future
responses based on how current responses are reinforced or punished.
 Mediational processes influence our behavior. Cognitive factors that contribute to
whether a behavior is acquired or not.
 Learning does not necessarily lead to change. Just because a person learns
something does not mean they will have a change in behavior.

Social Learning Theory Examples

1. Social learning theory examples in everyday life are common, with one of the most
evident being the behaviors of children, as they imitate family members, friends, famous
 figures and even television characters. If a child perceives there is a meaningful reward
for such behavior, they will perform it at some point.
2. Social media presents plenty of social learning examples with people imitating others
whether acting a movie scene, copying dance moves from a music video, and not the
least, the many social media challenges people attempt. This frenzied behavior is
typically spurred by the desire to be socially accepted or liked.
3. New employees in the workplace may imitate the behavior of their peers in an effort to
conform to the work culture. Or, they may model coworkers’ behavior to help earn a
good standing with a superior.
4. Students may emulate fellow students, celebrities and mentors as a means to fit in or
garner attention. While positive behaviors are imitated, problematic behaviors are
modeled as well.

5.3 interaction theory

Interaction theory (IT) is an approach to questions about social cognition, or how one
understands other people, that focuses on bodily behaviors and environmental contexts rather
than on mental processes.
example; Interactionists consider the question of how power is exchanged in a situation. For
example, when a child and an adult engage in conversation, the adult establishes their
power by claiming knowledge and authority that the child cannot
5.4 state theory
State-based personality; this side favors the idea that personality is variable and that we do
change our personality expression across time. In short, state-based personality is a temporary
expression of personality, that is only experienced for a short period of time or based on a
particular situation.
Example; a person may be dancing, thinking about how to dance, and feel stressed. This
could mean that this personality state is a function of the trait conscientiousness; on the other
hand, if a person danced, thought about how to dance, but felt positive, this might be a function
of the trait extraversion.