More specifically, accurate self-evaluation of performance involves three domains: (I) How the player has gone about preparing to complete--- their physical, mental, and fundamental routines; (II) How the player competed during the game including such things as their confidence, emotional intensity, focus, fielding, hitting, pitching, etc. depending on the player; and ( III) How the player made adjustments to their game. In order to address these three domains the player can ask themselves the following questions after every game:
How was my pre-game preparation? To what extent, did I do a quality job
in getting myself ready to compete in terms of my physical, mental, and
fundamental work and routines?
How was my competitiveness during the game? To what extent was I
confident, engaged in the game, focused, and composed?
During this game, what were the things which I did well and why was I able
to do these things well?
During the game, what were things that I did not do well and why was I not
able to do these things?
What can I learn from my performance in this game that will make me a
better player?
In dealing with these domains, the player can use the following resources in an honest way: (a) video of their game performance; (b) their own opinions, (c) relevant game statistics and (d) feedback from teammates and coaches.
Q: Where does the evaluation by coaches fit?
A: Once a player has conducted a self-evaluation of their performance, the player can meet with their coach. During this meeting, the player and the coach can compare notes and discuss their opinions about the player’s performance. Then, together, the player and coach can decide how the resulting evaluation information can be used for the development and growth of the player.
Q: How can a coach develop accurate self-evaluation of their players?
A: By emphasizing to the player the value of being honest about their performance. By encouraging the player to be specific in their assessment of themselves. By making sure that the player has taken all relevant controllable things into account when engaging in self-evaluation of performance. By teaching the player how to conduct a self-evaluation.
Q: What happens if a player’s self-evaluation is different than that of coach?
A: Differences in evaluations between player and coach can serve as useful ground for discussion between them. In a collaborative way, they can specify where there is agreement and disagreement, clarify any differences of opinion, and then to decide what can be done so that the player continues to develop at their game.
28