The importance of psychological guidance in overcoming fear and failure in early childhood sports

Abstract

Fear of failure can negatively affect young children’s participation in sports by increasing anxiety, avoidance, withdrawal, and loss of motivation. Psychological guidance may help children manage these experiences and develop greater confidence, resilience, and willingness to participate in physical activities. This study examined early childhood educators’ perceptions of the importance of psychological guidance in helping children overcome fear and failure in sports. It investigated whether these perceptions differed by educators’ demographic and professional characteristics. A cross-sectional study was conducted among 371 early childhood educators working in public schools in Amman, Jordan. Data were collected using a 15-item self-administered questionnaire covering three domains: awareness of psychological guidance, observed impact of fear and failure, and perceived effectiveness of psychological guidance strategies. Responses were rated on a five-point Likert scale, and data were analyzed using descriptive statistics, one-way analysis of variance, post hoc comparisons, and multiple linear regression. The mean total perception score was 56.27 ± 8.44 out of 75, indicating generally favorable perceptions, with 58.5% of participants classified as having a high level of perception. The perceived effectiveness of psychological guidance strategies had the highest domain score (19.16 ± 3.07). Teachers particularly supported teamwork, positive reinforcement, relaxation techniques, and goal-setting as approaches for reducing anxiety and strengthening children’s resilience. Significant differences in overall perception scores were observed across age, teaching experience, and educational qualifications. In multivariable analysis, educators with 5–10 years and 11–15 years of teaching experience, as well as those holding postgraduate degrees, had significantly higher perception scores than their respective reference groups. The findings indicate that early childhood educators recognize the value of psychological guidance in creating supportive sports environments and helping children cope with fear and failure. Schools should strengthen professional development and provide practical guidance to support the consistent integration of psychological strategies into early childhood sports programs.