Central elements of enactive mastery
1. Enactive mastery is a method that can be described as ‘learning by doing figuring something out copying another person( learning by doing, figuring something out, copying another person )’. When a person learns to ‘master’ a certain task by performing it and achieve success. When a person succeeds, the person build a belief in their own efficacy power confidence( efficacy, power, confidence ). Failure can do the opposite and can undermine it. (Bandura, 1997) Example: When you were little you were learned how to tie your shoes, by doing it. After you ‘master’ this task, you believe that you can tie your shoes yourself.

Central elements - enactive mastery
Task difficulty enjoyment interest( difficulty, enjoyment, interest ) ƒ
Easy tasks: if too easy, people think they can do anything, but then they can’t handle it when something turns out to be challenging - they don’t know how to manage that - so easy tasks have no effect a big impact( no effect, a big impact ) on self-efficacy beliefs. ƒ
Difficult tasks: will affect self-efficacy beliefs, if you fail sometimes in difficult situations, you learn even more from it.
FOR INTERVENTIONS TASK SHOULD NOT BE TOO EASY BE INTERESTING REQUIRE NO REAL EFFORT( NOT BE TOO EASY, BE INTERESTING, REQUIRE NO REAL EFFORT ) BUT SHOULD BE A BIT CHALLENGING.

Selecting enactive mastery over alternative methods
Enactive mastery is more influential because it produces stronger and more generalized efficacy behavioural positive( efficacy, behavioural, positive ) beliefs than only using the method vicarious observational imaginative( vicarious, observational, imaginative ) experiences (experience by watching, hearing or reading someone else doing a task/behaviour), cognitive simulations ( or verbal instruction (getting instruction by a tutorial for instance). (Bandura Jones Swinburn( Bandura, Jones, Swinburn ) 1997)

Enactive mastery
Mastering a task which is far from where the target group is right now is really challenging - a complex set of behaviours that make up the target behaviour. Important to break it down into smaller elements push participants as much as possible make noticeable progress very fast remind participants of their faults( break it down into smaller elements, push participants as much as possible, make noticeable progress very fast, remind participants of their faults )
Using graded tasks = small steps, getting gradually more difficult - helps people avoid failure enjoy the experience improve their attitude( avoid failure, enjoy the experience, improve their attitude ) and helps people learn as they go along quickly become experts show others how to do the behaviour( learn as they go along, quickly become experts, show others how to do the behaviour ).

Enactive mastery Vicarious learning Coping planning( Enactive mastery, Vicarious learning, Coping planning ) is a source of self-efficacy (learning by doing it yourself).

You get experience of successes in performing a specific behaviour - see that you’re capable of doing it.

Having experience of performing a behaviour tells you how well you’re doing, and then you think you can do similar other tasks - can be translated to other comparable enjoyable really difficult( comparable, enjoyable, really difficult ) behaviours.

Enactive Mastery
Success can result in more perseverance disinterest laziness( perseverance, disinterest, laziness ) in trying to accomplish the task – failure too much success competition( failure, too much success, competition ) can undermine this.

Enactive mastery -
Mastery expectations can transfer from one behaviour/task to another and result in more generalized weaker contradictory( more generalized, weaker, contradictory ) self-efficacy beliefs.