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Coaching efficacy in intercollegiate coaches: Sources, coaching behavior, and team variables
Abstract
Objectives: To examine the influence of (a) proposed sources of efficacy information on dimensions of coaching efficacy and (b) coaching efficacy on coaching behavior and team variables.Design: A field correlational design tested relationships at two time points: near the beginning and at three-fourths of the way through a season of competition.Method: At Time 1, head coaches (n=135) completed a questionnaire containing the Coaching Efficacy Scale, measures of sources, and demographic items. At Time 2, participants were a subset of coaches from Time 1 (n=101) and 1618 athletes. Coaches completed questionnaires on their perceived frequency of their efficacy-enhancing behaviors with their athletes. Athletes provided information on their satisfaction with their head coach.Results: For female coaches, social support was a stronger source of efficacy information compared to male coaches. Total coaching efficacy predicted coaching behavior, team satisfaction, and winning percentage for men’s teams. Total coaching efficacy predicted only coaching behavior across women’s teams. Within women’s teams, gender of the coach moderated the relationship between character building efficacy and team satisfaction. Character building efficacy was negatively related to team satisfaction in women’s teams with male coaches. Motivation efficacy was positively related to team satisfaction in women’s teams with female coaches.Conclusion: Findings provide novel corroborations to the coaching efficacy model proposed by Feltz, Chase, Moritz and Sullivan (1999: Journal of Educational Psychology, 91, 765–776) and offer some support to broader models of coaching effectiveness.
... Empirical research has shown considerable support for the model. For instance, athletes from basketball (Feltz et al., 1999;Myers, Vargas-Tonsing, & Feltz, 2005), softball, baseball, and soccer (Myers et al., 2005) coached by high-efficacy coaches reported higher satisfaction with their coach and also had a higher winning percentage than did those coached by low-efficacy coaches. Further, coaching efficacy has emerged as a significant predictor of team efficacy in volleyball players (Vargas-Tonsing, Warners, & Feltz, 2003). ...
... Empirical research has shown considerable support for the model. For instance, athletes from basketball (Feltz et al., 1999;Myers, Vargas-Tonsing, & Feltz, 2005), softball, baseball, and soccer (Myers et al., 2005) coached by high-efficacy coaches reported higher satisfaction with their coach and also had a higher winning percentage than did those coached by low-efficacy coaches. Further, coaching efficacy has emerged as a significant predictor of team efficacy in volleyball players (Vargas-Tonsing, Warners, & Feltz, 2003). ...
... As such, it provides understanding on the mechanisms through which coaching efficacy may influence athletes both psychologically and behaviorally. The findings also demonstrated how factors such as sport experience, coach and athlete sex, coach/athlete sex mismatch, and sport type may also be important factors in determining athlete perceptions of coaching effectiveness (see also Fung, 2002;Feltz et al., 2009;Myers et al., 2005). ...
The aim of the current thesis was to investigate athletes’ perceptions of coaching effectiveness in team and individual sports. The introduction reviews the literature on coaching effectiveness of direct relevance to this thesis. This chapter also identifies a number of theoretical frameworks for the investigation of coaching effectiveness in sports and subsequently uses these to inform the empirical studies that follow. The first of these Chapter 2, investigated a number of antecedents of athletes’ perceptions of their coach’s effectiveness, finding athlete sex, sport type (i.e., individual vs. team) coaching behaviour were all predictive of athletes’ perceptions of their coach’s effectiveness. Next, Chapter 3 focused on outcomes of athlete perceptions of their coach, showing such perceptions of coaching effectiveness were predictive of athlete-level outcomes representing all four of the key outcomes. This was shown in two separate samples of athletes representing a range of team and individual sports, one from the UK and one from Malaysia. Then, Chapter 4 investigated whether athletes’ perceptions of coaching effectiveness mediated longitudinal predictive effects of perceptions of a coach’s transformational leadership behaviour on three different athlete outcomes. This study demonstrated the longitudinal predictive effects of appropriate role model behaviour on antisocial teammate behaviour and individual consideration behaviour on trust were mediated by athletes’ perceptions of their coach’s effectiveness in character building and motivation, respectively. Finally, the present thesis extends the coaching effectiveness literature by furthering our understanding of antecedents and outcomes of coaching effectiveness in the team and individual sports, as well as the possible processes involved.
... t tests showed significant differences in technique and total CE, with higher levels reported by experienced coaches compared to inexperienced coaches; effect sizes were not reported. Myers et al. (2005) then identified positive meaningful and significant relationships between perceived team ability, parental support, community support, career winning percentage, and years as a collegiate head coach and specific dimension/s of CE. Overall, stronger and a greater number of associations were present for motivation efficacy, whereas technique efficacy had the fewest meaningful relationships. ...
... Together these studies demonstrate a robust positive predictive effect of CE on leadership style. Myers et al. (2005) investigated efficacy-enhancing coaching behaviours as outcomes of CE. To assess coaches' engagement in such behaviours, coaches reported their frequency of engagement in 13 strategies suitable for increasing athletes' confidence. ...
... Winning percentage was also investigated as an outcome of CE by Myers et al. (2005). Regression analyses demonstrated total CE was a positive predictor of winning percentage for men's but not women's teams. ...
Coaching efficacy (CE) represents the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes, and the CE model details antecedents, dimensions and outcomes of CE. Based around the CE model, the present paper had two main aims. First, to present a comprehensive and critical review of the research underpinned by the CE model. Studies were categorised by whether they investigated antecedents, outcomes or athletes’ perceptions of their coach. Twenty-one published studies were identified for the review. Overall the review provides support for the main tenets of the CE model, with researchers establishing links between CE and many of the antecedents and outcomes proposed in the model. The second aim was to assimilate findings from the review, limitations in the CE model and relevant conceptual models to present a revised CE model. Whilst retaining the essence of the original model, the revised model also incorporates explicit processes linking coach beliefs and athlete perceptions, antecedents of athlete perceptions and an intrarelationship source of CE. It also incorporates specific categories of coach behaviour and athlete-/team-level outcomes. The paper concludes by identifying limitations in the literature and review, and by proposing key directions for future research.
... (1999) found out that coaches with higher coaching efficacy encouraged their players more, needed less time for demonstration and explanation of the exercises unlike those ones with lower coaching efficacy (Feltz et el., 1999). Research of Myers et al. (2005) supported these claims (Myers et al., 2005). Sullivan and Kent (2003) demonstrated that coaches who were rated with high efficacy engaged in more teaching and instructional behaviors than coaches with low efficacy as well as provided more positive feedback to their athletes (Sullivan & Kent, 2003). ...
... (1999) found out that coaches with higher coaching efficacy encouraged their players more, needed less time for demonstration and explanation of the exercises unlike those ones with lower coaching efficacy (Feltz et el., 1999). Research of Myers et al. (2005) supported these claims (Myers et al., 2005). Sullivan and Kent (2003) demonstrated that coaches who were rated with high efficacy engaged in more teaching and instructional behaviors than coaches with low efficacy as well as provided more positive feedback to their athletes (Sullivan & Kent, 2003). ...
... Bar-On (2006) pointed out that this fact led to contradictions in the search for the right approach towards determining and measuring Emotional intelligence ( Bar-On, 2006). Mayer and Salovey (1997) developed the ability conception of EI, which has four branches (Fig. 5): perception/appraisal, emotional facilitation of thinking, understanding/ analyzing emotion, and regulation (Mayer & Salovey, 1997). Mayer, Salovey, and Caruso (2002) em-phasized EI as a cognitive-emotional ability within an ability framework that ought to be measured by a maximum performance test (MSCEIT), which consisted of performance tasks requiring responses that were evaluated against predetermined scoring criteria (i.e. ...
Coaches’ confidence in their coaching abilities has a great influence on athletes and the results from their activity. In an attempt to explain coaching efficacy some authors relate it to emotional intelligence.
The aim of the present research is to study the interdependence between emotional intelligence and coaching efficacy among football coaches.
Methodology: The research was done among 50 football coaches aged between 23 and 45 year with different level of qualification.
In order to fulfill the aim, we used: 1) Background information; 2) Coaching Efficacy Scale (CES; Feltz et al., 1999); 3) Emotional Intelligence Scale (EIS; Schutte et al., 1998).
Results: the results reveal that the leading subscales for the researched football coaches are „Technique efficacy“ and „Motivation efficacy“. We established significant correlations among the subscales of emotional intelligence and coaching efficacy. The results show a significant influence of emotional intelligence on coaching efficacy expectations. High Emotional Intelligence leads to increase in Technique efficacy.
Conclusions: Our results regarding coaching efficacy reveal a certain specificity in comparison with the data published by foreign authors but confirm the findings in literature about the role of emotional intelligence as a predictor of coaching efficacy.
... Chelladurai (1999) constructed the multidimensional model of leadership in sport, which recognized that LB was largely a function of leaders' personal attributes. A large body of studies (Horn, 2002;Hwang et al., 2013;Kavussanu et al., 2008;Myers et al., 2005;Sullivan and Kent, 2003;Sullivan et al., 2012) have provided empirical evidence that as a personality attribute, CE was a strong predictor of LB. Sullivan and Kent (2003) for example, revealed that the more confident coaches were in motivating and teaching techniques the greater the frequency of leadership behaviors they showed to athletes. However, the relationship between CE and LB from athletes' perspective has not received the same level of attention. ...
... For example, the PPL attribute of SE&C may be transient to predict more coaches' GSE through regular training rather than in competitions. One possible reason is that when an individual moves freely and confidently in sport, he/she is more likely to generate more efficacies or confidence in expressing the movement (Feltz et al., 1999;Myers et al., 2005;Sum et al., 2016). For the other PPL attributes, no significance was found. ...
... For the other PPL attributes, no significance was found. The tendency of student-athletes to overexpress themselves during coaching should be considered, especially when coaches must adopt an autocratic leadership style (Myers et al., 2005). ...
The concept of physical literacy has evolved to work as a guiding ideology in physical education, physical activity and heath, while little is known for coaching context. The purpose of this study was to examine the influence of perceived physical literacy (PPL) in predicting coaching efficacy and leadership behavior from the perceptions of student-athletes in Hong Kong secondary schools. A total of 352 (200 boys, 152 girls) student-athletes (14.78 ± 1.73 years old) participated in this study. Perceived Physical Literacy Instrument (PPLI) for adolescents, Coaching Efficacy Scale (CES) and Leadership Scale for Sport (LSS) for student-athletes were adopted to assess the student-athletes' self-reported PL, perceptions of coaching efficacy and leadership behavior, respectively. Hierarchical linear regressions revealed that student-ath-letes' knowledge and understanding of physical literacy significantly predicted all the dimensions of coaching efficacy (18%-23%, p<0.01) and leadership behavior (15%-27%, p < 0.05) except for autocratic behavior after controlling for the effects of demographic variables (such as age, gender, and training experience). The PPL attribute of Sense of Self and Self-confidence also demonstrated significant predictions with coaching efficacy (17%-19%, p < 0.01), while the PPL attribute of Self-expression and Communication with others only significantly predicted social support behavior (14%, p < 0.05). Path analysis showed PPL of student-athletes has significant predictions to their perceptions of coaches' leadership and this relationship was partially mediated by their perceptions of coaching efficacy (β = 0.57). Discussion highlights that this study is the first empirical study to explore PPL in the coaching context and its strength in predicting coaching effectiveness. The study provides a new perspective for coaching education programs or coach-oriented interventions by emphasizing the concept of physical literacy.
... Bandura (1977) Theory of Self-Efficacy state that self-efficacy, also known as selfbelief, affects a person's motivation and action. The previous study had only focused on the effect of coaching efficacy towards team satisfaction with their coach (Myers, Vargas-Tonsing, & Feltz, 2005). The relationship between coaching efficacy and coaching satisfaction has never been examined in the framework of coaching. ...
... Ogunnaike, Akinbola and Ojo (2014) noted that motivation can be seen as a person's desire to accomplish goals related to their task. In addition, Mitchell (2015) found that setting goals is one of the best methods to increase motivation. Setting goals is defined as attaining a standard of proficiency in completing a task within a specified time (Johnson, Wojnar, Price, Foley, Moon, Esposito, & Cromartie, 2011) and it was shown to be positively related to job satisfaction (Roos & Eeden, 2008). ...
The influence of coaches on athletes is associated with positive performance enhancements such as character development, increase in the satisfaction of athletes and other encouraging outcomes. To help enhance athletic performance, coaches must possess specific abilities, such as coaching motivation and coaching satisfaction. It is hypothesised that coaches with high motivation levels will have greater coaching satisfaction. The purpose of this study is to identify the relationship between motivation and satisfaction among Malaysian coaches. A descriptive study is conducted using a correlational method via survey, and a total of 323 coaches are recruited through purposive sampling. Coaching Motivation Scale and Coaching Satisfaction questionnaire serve as the instruments of this study. The questionnaire is distributed through the direct approach. The results of the measurement model test reveal that the outer loadings of both constructs are above ≥.708. Composite reliability for coaching motivation (CR=.940) and coaching satisfaction (CR=.933) are successfully met (>.70). The Average Variance Extracted (AVE) values for coaching motivation (AVE=0.798) and coaching satisfaction (AVE=0.778) are well above the minimum criteria (AVE>.50). The latent variables of coaching motivation and coaching satisfaction are also higher than the correlation values among other latent variables. The results indicate that all the reliability and validity measures of the model have been met, thus, the model is valid and reliable. The structural model test also demonstrated a strong, positive relationship between coaching motivation and coaching satisfaction among coaches (β s = 0.811, t = 30.653, p<.001). This indicates that the satisfaction of coaches can be strongly influenced by coaching motivation.
... Consistent with previous literature, our correlational analyses did indicate that coaching experience is associated with coaching technique efficacy. 12,33,34 That said, our study's findings indicate that coaching experience may be important for developing a sense of efficacy but is not what directly influences coaches' use of technology in training. A coach can have less experience, but high levels of technique efficacy that can be developed through other sources, such as success as a technical instructor, perceived skill level of athletes, and perceived social support. ...
... Previous research has indicated that some dimensions of coaching efficacy differ between genders, where male coaches report higher beliefs in their ability to coach 12 and that gender may act as a moderator between the proposed sources and dimensions of coaching efficacy. 34 It is important to investigate whether these differences influence coaches' use of technology in training. However, it is important to note that the substantial differences between the number of male and female coaches is representative of the PGA golf coach and instructor population. ...
The rise of technology in sport has provided coaches with another tool to aid athlete development, but there is little research on its relationship to coaching practices. Research in non-sport domains has demonstrated a relationship between user trust in and use of technology. The user's confidence can also affect this relationship, where higher confidence is typically associated with less technology use. Minimal work has examined factors that influence technology use within the sports domain; therefore, the present study sought to determine whether coaching experience and coaching efficacy could predict golf coaches' use of technology in training. A one-time survey that gathered demographic information, and measured coaching experience, coaching technique efficacy, trust in technology and use of technology was completed by 83 registered Professional Golfer's Association golf coaches and instructors. Results showed that coaching technique efficacy was predictive of coaches’ use of technology in training, where more technique efficacy resulted in increased use of technology. Mediation analyses showed that this association was mediated by their levels of trust in technology. There was no relationship between coaching experience and use of technology. Therefore, coaching technique efficacy, rather than experience, seems to be an important variable in predicting coaches' use of technology in training and instruction. Further, because higher efficacy predicted increased usage, the results illustrate the differences between the sport training environment and other non-sport domains regarding the factors that influence technology use. These findings are an important first step towards investigating how technology can be used by coaches to best improve athlete performance.
... The four studies that did explore intrapersonal behaviours demonstrated a relationship between the cognitions and beliefs of the coach and emergent states. For example, researchers most commonly focused on how coach perceptions of their own competency impacted a team's collective efficacy (Vargas-Tonsing et al., 2003;Myers, Vargas-Tonsing, & Feltz, 2005), as well as moral norms and behaviours (Chow, Murray, & Feltz, 2009). With regard to program quality, Bean, Forneris, and Brunet (2016) explored the relationship between coaches' and researchers' perceived program quality scores and a supportive environment that fulfilled athletes' basic needs. ...
... Details such as a coach's gender, race, age, and years of experience are just a few examples of demographic information that could dramatically change the interpretation of findings if not reported. For example, Myers et al. (2005) explored the effects of coach efficacy on coach behaviours and variables. Results highlighted that for female coaches, social support was a stronger predictor of efficacy in comparison to male coaches. ...
Although extensive sport research has been dedicated to understanding coach effectiveness, this work has largely explored how coaches’ behaviours influence individual athletes rather than considering the total team. Accordingly, we sought to examine the breadth of existing research involving the influence of coaches on team dynamics. Adhering to PRISMA for Scoping Review guidelines, 9,454 peer–reviewed studies were identified using four electronic databases, with 82 ultimately meeting inclusion criteria. Studies were grouped based on interpersonal, intrapersonal, and professional coach behaviours. Within these groups, team dynamics frameworks were used to explore the team–level variables. The results demonstrated that the majority of research has focused on coaches’ interpersonal behaviours on teams’ emergent states, while largely overlooking the influence of coaches’ intrapersonal or professional behaviours on teams’ structures or processes. We advocate for the diversification of methodologies employed and targeted investigations guided by established frameworks to better understand coaches’ influence on team dynamics.
... Similarly, mixed results between CE and coach gender are reported, with the majority reporting gender differences (Kavussanu et al., 2008;Lee et al., 2002;Marback, Short, Short & Sullivan, 2005) and one opposing (Malete & Feltz, 2000). However, studies considering coach-athlete gender congruence routinely show gender differences at the college level (Kavussanu et al., 2008;Myers, Vargas-Tonsing, & Feltz, 2005). Consequently, examining the influence of these variables on CE, especially for those coaching athletes transitioning from adolescence to adulthood, may provide important information for coach education programs. ...
... This may be due to other sources, such as psychosocial needs. For example, perceived support has previously been reported to be a stronger source of efficacy for female coaches than for male coaches (Myers, Vargas-Tonsing, et al., 2005). Likewise, female athletes seem to have different psychological needs from their male peers (Chu, 2018;Steidinger, 2014), which may result in some coaches of female athletes finding it difficult to successfully motivate their athletes. ...
Coaching efficacy (CE) is largely influenced by mastery experiences such as formal education and coaching experience. However, specific education has not previously been considered in relation to CE. Therefore, examining specific educational experiences, such as those related to sport psychology, which have previously been reported to increase self-efficacy, may prove helpful in advancing CE. Also, previously reported gender differences in CE and perceptions of sport psychology advocate for gender consideration. The purpose of this study was to explore high school coaches’ coaching experience to determine whether sport psychology exposure and gender factors relate to CE. Participants (N = 2,018) completed the Coaching Efficacy Scale II–High School Teams. An analysis of covariance revealed that more sport psychology education and more frequent contact with sport psychology practitioners resulted in statistically higher CE (p < .05). Analysis of covariance indicated that female participants reported significantly lower CE than male (p < .05), and coaches of only female athletes reported significantly lower motivation efficacy and physical conditioning efficacy than their peer groups (p < .05). Sport psychology consultants and coach educators should consider these differences when consulting and when developing educational materials and workshops.
... However, research on attitudes toward sport psychology has consistently indicated that women are more likely to seek sport psychology services than men (Wrisberg et al., 2010;Zakrajsek & Zizzi, 2007). Additionally, previous research on coaching efficacy and effectiveness has provided mixed results regarding the influence of gender of coach (Kavussanu, Boardley, Jutkiewicz, Vincent, & Ring, 2008;Malete & Feltz, 2000;Myers, Feltz, & Wolfe, 2008;Myers et al., 2011) and match/mismatch of coach and athlete gender at the collegiate level (Frey et al., 2006;Kavussanu et al., 2008;Myers, Vargas-Tonsing, & Feltz, 2005;Vargas-Tonsing, Myers, & Feltz, 2004). Consequently, examining the influence of these seemingly related variables on coaching efficacy in coaches, especially those coaching athletes transitioning from adolescence to adulthood, may provide important information for coach education programs. ...
Coaching efficacy is largely influenced by mastery experiences such as formal education, coaching experience, and sport participation. Further examining specific experiences, such as exposure to sport psychology, may prove helpful in advancing our understanding of coaching efficacy. Thus, the purpose of this study was to explore male high school coaches’ coaching experience to determine whether sport psychology education and interactions with sport psychology consultants relate to coaches’ coaching efficacy. Participants, 585 males (Mage = 43.89 + 10.02), completed an online survey measuring coaching efficacy and coaching and sport psychology experience. A hierarchical regression analysis revealed that after controlling for years of coaching experience and school size, sport psychology education and interactions with sport psychology consultants were associated with higher overall coaching efficacy scores (p < .001). Additionally, analysis of covariance revealed that those with extensive sport psychology education had statistically higher coaching efficacy scores than those reporting no sport psychology education (p < .05). Knowledge of these phenomena may be relevant for sport psychology consultants, coach educators, and researchers.
... 39 Studies have identified that CE has an influence on coach behavior, as well as a host of other important variables such as athletes' performance. [40][41][42] According to Felt et al.'s conceptualization, 39 CE consists of four coaching behavior dimensions (i.e. efficacy for motivation, character building, game strategy and technique). ...
The present study aimed to explore the relationship between stress and burnout through an integration of the demand–control (DC) and effort–reward imbalance (ERI) model in the context of sport coaching. This is the first study to integrate these two models to explain burnout experienced by sport coaches, providing a theoretical basis for understanding the development of burnout in this population. A sample of 398 Chinese sport coaches working in the school system participated in the study. Moderated mediation analyses were conducted to test the research model, and results indicated that the data fit the model well and supported all hypotheses. Specifically, the study verified the hypotheses related to the importance of contextual conditions in burnout development (i.e. burnout caused by job stress consistent with ERI) and personal characteristics that regulate these conditions (i.e. over-commitment as the enhancing moderator and coaching efficacy as the buffering moderator consistent with DC). The findings suggest that addressing the social system (i.e. ERI) in which burnout develops and individual responses (i.e. DC) is crucial to prevent burnout among sport coaches.
... Furthermore, coaching behaviors have been linked to perceived CE and team success (Feltz et al., 1999;Myers et al., 2005). Scholars chose to examine EI in relation to coaches' beliefs about their coaching abilities (CE). ...
Emotional intelligence (EI) is recognized as an indicator of success, yet little research has examined the role of EI in coaching success. This cross-sectional study assessed the power of EI in predicting coaches’ career winning percentage in 277 head collegiate coaches including 51 basketball and 226 volleyball coaches. Coaches were on average 41.47 years old ( SD = 9.68), had 12.17 years of head coach experience ( SD = 9.40), and a career winning percentage of 50.67% ( SD = 16.5). Coaches completed an online questionnaire including the Assessing Emotions Scale, which was used to assess their EI. Career winning percentage was calculated by extracting data from institutional websites and NCAA databases. Regression analyses revealed EI was not a significant predictor of coaching success when all coaches were analyzed together, F (4, 272) = 0.7504, p = .5585. However, when examined separately, EI was a significant predictor of basketball coaches’ success, F (4, 46) = 2.678, p = .0433, but not volleyball coaches’ success, F (4, 221) = 0.363, p = .0835. Thus, the current body of evidence indicates EI has a nonuniform impact on coaching success. While acknowledging sample size limitations, these novel findings nevertheless indicate that EI may disproportionally influence the coaching process and downstream success by sport.
... From the conceptual point of view, the expectations for coaching efficacy are considered a cognitive mediator between resources and results. A large body of studies (Horn, 2002;Hwang et al., 2013;Teques et el., 2019;Kavussanu et al., 2008;Myers et al., 2005;Sullivan & Kent, 2003;Sullivan et al., 2012;Li et al., 2019) based on the model of Feltz et al. (1999) and that of Horn (2002), present empirical proof that as a personality attribute, Coaching efficacy is a strong predictor of Leadership Style. Our results differ from those in the specialized literature. ...
Introduction. The Olympic weightlifting training methodology is a powerful tool for developing motor abilities and overall fitness. In addition, it is well established that these activities have a positive effect on the physical development of adolescents. It is important that the preparation is conducted under professional coaching in sports clubs to guarantee the achievement of good sports performance without injuries. Methodology. The goal of this study is to identify the changes that occur in the physical performance of 13-15-year-old cadets (boys), under the influence of specialized training with the means of Olympic weightlifting. 30 weightlifters aged 14 on average participated in the experiment. The study was conducted in September 2021. Results. Based on the results, we can conclude that overall the structured specialized Olympic weightlifting training protocol positively affects explosive strength, speed, and flexibility in 13-15-year-old cadets. However, the results show significant between-group variability when stratified by age. Discussion and conclusions. Habitual Olympic weightlifting training is not a very popular activity among children and adolescents. It is generally considered risky and not appropriate for youngsters. However, our results painted a different picture, and based on them and our practical experience, in our opinion, if the methodology is properly modified, Olympic weightlifting is a powerful tool for the development of motor abilities in trainees of different age groups.
... From the conceptual point of view, the expectations for coaching efficacy are considered a cognitive mediator between resources and results. A large body of studies (Horn, 2002;Hwang et al., 2013;Teques et el., 2019;Kavussanu et al., 2008;Myers et al., 2005;Sullivan & Kent, 2003;Sullivan et al., 2012;Li et al., 2019) based on the model of Feltz et al. (1999) and that of Horn (2002), present empirical proof that as a personality attribute, Coaching efficacy is a strong predictor of Leadership Style. Our results differ from those in the specialized literature. ...
According to a number of authors, athletes ‘perceptions and evaluations of their coach’s effectiveness and behavior (real and preferred) influence athletes’ behavior and performance. The aim of the present study is to examine coaching efficacy expectations and leadership style among Bulgarian football players. Methods: The research was done among 73 football players (female-28, male-45) aged between 16 and 26 years. In order to fulfill the aim, we used: 1) Coaching Efficacy Scale (CES), Feltz et al., 1999; 2) Revised Leadership Scale for Sport (RLSS), Zhang et. el., 1997. Results and discussion: The results from the variation analysis showed similar levels in some of the components of coaching efficacy and leadership style. The comparative analysis revealed significant differences depending on the gender of the game strategy subscales and the way the coach makes decisions. There are established significant differences in the preferred behavior of the coach from the players on the social support and positive feedback subscales. The correlation analysis did not reveal strong relationships between the coaching efficacy subscales and the leadership style subscales. Accordingly, our results differ from the data published in the literature. The results from the regression analysis reveal that coaching efficacy does not directly affect the subscales of the leadership style, which differs from what is reported in the literature.
... From the conceptual point of view, the expectations for coaching efficacy are considered a cognitive mediator between resources and results. A large body of studies (Horn, 2002;Hwang et al., 2013;Teques et el., 2019;Kavussanu et al., 2008;Myers et al., 2005;Sullivan & Kent, 2003;Sullivan et al., 2012;Li et al., 2019) based on the model of Feltz et al. (1999) and that of Horn (2002), present empirical proof that as a personality attribute, Coaching efficacy is a strong predictor of Leadership Style. Our results differ from those in the specialized literature. ...
Enhancing motor skills has a significant impact on athletes’ field performance. Both sports depend on a combination of highlevels of physical, technical, and tactical ability. Тhe aim of this study was to examine the differences in the motor abilities and anthropometric characteristics of the football and basketball players aged 13-15 years. Thirty-six participants were divided in two groups (football players, (n=18; height:1.71 ± 8.5m; body mass: 20.1± 2.2 kg; age: 14.7 ± 0.3 years) and basketball players, n=18; height: 1.69± 10.9; body mass 3.4 ±20.6; age:0.7 ±14.1) aged 13-15 years old. Conducted motor abilities were 10m and 20m sprint, agility t-test, countermovement jump (CMJ), countermovement jump with arm swing (CMJa) and squat jump (SJ), while anthropometric characteristics were fat percentage, body mass index, muscle percentage, height, weight. Independent sample T-test revealed statistical significance only in fat percent-age (p=.003), muscle percentage (p=.002), agility (p=.000), and sprint (p=.000), while in the countermovement jump, countermovement jump with arm swing, squat jump, body mass index, height, and weight, there were no statistical significance. Athletes who play different sports have performed different results in agility test, speed test, fat percentage and muscle percentage. Football players achieved better results compared to basketball players, which is due to the character of the game, where players move within a wider space, as well as the different structure of the training process.
... From the conceptual point of view, the expectations for coaching efficacy are considered a cognitive mediator between resources and results. A large body of studies (Horn, 2002;Hwang et al., 2013;Teques et el., 2019;Kavussanu et al., 2008;Myers et al., 2005;Sullivan & Kent, 2003;Sullivan et al., 2012;Li et al., 2019) based on the model of Feltz et al. (1999) and that of Horn (2002), present empirical proof that as a personality attribute, Coaching efficacy is a strong predictor of Leadership Style. Our results differ from those in the specialized literature. ...
Introduction. One of the main goals of the Olympic weightlifting training process is to ensure a healthy motor training regime. Those activities are aimed at achieving tangible positive effects on the body, as well as providing adequate conditions for the physical development of trainees. Preparation under professional coaching in sports clubs guarantees the achievement of good sports performance. Methodology. The goal of this study is to identify the changes that occur in the physical performance of children (boys), under the influence of specialized training with the means of Olympic weightlifting. Eighteen (18) weightlifters aged 13 participated in the experiment. The study was conducted in two stages: the baseline data were collected in June 2020, and the final measurements were in June 2022. Results. Based on the results, we can conclude that the structured, specialized Olympic weightlifting training protocol positively affects explosive strength of lower limbs, speed, and flexibility in 13-year-old children. Discussion and conclusions. Habitual Olympic weightlifting training is not a very popular activity among children. It is generally considered risky and not appropriate for youngsters. However, our results painted a different picture, and based on them and our practical experience, in our opinion, if the methodology is properly modified, Olympic weightlifting is a powerful tool for the development of motor abilities in children.
... In the advancement act, for example, the coach is an expert, or sociologist who can address societal and personal problems. Coaches are often industry visionaries, leaders, or individuals who indicate a temporary or lasting need (Myers et al., 2005). ...
The purpose of the startup approach is to find an appropriate course of action that adds value to the economy’s development. This study is aimed to determine the effect of the lean startup approach with mediating effect of business coaching to foster innovative work behavior in women entrepreneurs. Additionally, the study also examines the moderating effect of age on the lean startup approach and innovative work behavior. A quantitative approach was employed. The findings show that the relationship between the lean startup approach and innovative work behavior is significant. Moreover, the findings also revealed a significant mediating effect of business coaching and moderating effect of age. This research encourages practitioners and scholars to deal with women entrepreneurship incubation initiatives in the lean startup methodology. Furthermore, this study also leads to a deeper understanding of women’s ideas for business exploration, growth, and implementation. The study contends that guidelines and directives are critical for creative entrepreneurial behavior.
... For example, the mentor in the progression act remains a specialist, sociologist, psychologist, consultant, or relatives who can tackle social and individual issues and give surety successor transformation and connection. Moreover, business visionaries, representatives, or people indicating a temporary or permanent need end up being coaches (Myers et al., 2005). ...
The main objective of a startup is to discover a suitable plan of action that can create value for growth in the economy. This research provides evidence and allied vision engrossed on three perspectives: business coaching, lean start-up approach, and innovative work behavior of women's context in solar energy entrepreneurial action. Moreover, the study is based on a quantitative method, and results indicated that it has a significant impact on the lean start-up approach on innovative work behavior and has a significant mediating effect on business coaching. This study helps researchers and practitioners cope with the entrepreneurial incubation programs for women entrepreneurs in the lean start-up approach. Moreover, this also contributes to the deep understanding of women's exploring, building, and implementing business ideas. Additionally, the study argues that guidance and directions are important for innovative entrepreneurial actions.
... Within the domain of sport psychology, self-efficacy as a concept indicates the degree to which a person believes that they have the capabilities to perform a specific task (Bandura, 1997). Furthermore, among coaches, efficacy has been associated with the use of positive behaviors, improved athlete performance, and greater athlete satisfaction (Myers et al., 2005;Sullivan & Kent, 2003). Although the caddie does not hold the role of a coach, these findings highlight how the caddie's self-efficacy beliefs, could play a vital role in their ability to facilitate a golfer's psychological performance. ...
Psychological factors affecting gol!ng performance have been widely researched within the sport psychology literature. Although there is a general consensus on these, the sport offers a unique environment whereby at the highest level golfers compete with a caddie. Despite the proximity and potential influence on the golfer, the role and perspective of the caddie have been overlooked. This study therefore sought to ascertain caddies’ perceptions of their role in facilitating a golfer’s psychological performance. One semistructured interview was conducted with seven male active caddies (Mage = 35.57, SD = 9.78), working across six professional tours. Caddies reported a mean experience of 9.25 years (SD = 8.39) and 1.7 years with their current player (SD = 1.09). Transcripts were analyzed using thematic analysis. Three themes were identified: (a) it is more than carrying a bag, (b) caddying, it is a people thing, and (c) confidence is a two-way street. The study provides an insight to the role of the caddie, the specific processes employed, and the factors which influence their ability to facilitate a golfer’s psychological performance. It is intended that findings and implications for practice will enhance understanding for professionals and sport psychologists working within golf. In addition, educational tools are warranted to develop the knowledge and subsequent evidence-based practice of aspiring and currently active caddies.
... When coaches feel that the organization supports their familial obligations, this may decrease work-family conflict and in turn, may have a positive influence on their overall job satisfaction (Dixon & Sagas, 2007). Another influential form of support for women coaches may come from the social support they receive from parents of student-athletes as well as the community (Knight et al., 2015;Myers, Vargas-Tonsing, & Feltz, 2005). Coaches also need to feel supported from their administration through their vision for the program. ...
The purpose of this quantitative study was to understand the factors influencing the potential departure decisions of women coaches in Division III college athletics in the United States. More specifically, this research examined the relationship between gender stereotyping, work-family conflict, burnout, job satisfaction, and organizational support on the potential departure intentions of women coaches at the National Collegiate Athletic Association (NCAA) Division III level. Moreover, the data collected were analyzed to understand how these relationships differed by sport, race, and sexual orientation. A total of 59.3% (n = 118) of respondents had considered leaving their coaching position within the last three years. Burnout as well as a combination of job satisfaction and organizational support had a statistically significant relationship with departure intentions within a regression model. Implications for policy, practice, and future research are included.
... Therefore, organizations should promote and train coaching behavior among leaders, and in doing so, this might foster the process of knowledge sharing. For example, organizations could help leaders improve coaching efficacy by focusing on motivation, character building, strategy, and technique efficacies (Myers et al., 2005). ...
Scholars have made great efforts to investigate the antecedents of knowledge sharing. In the current study, we applied the proactive motivation model (Parker et al., 2010) to propose a theoretical model to advance this research line and examined the relationship between coaching and knowledge sharing. A total of 197 subordinates embedded in 32 teams from a logistics company completed the survey questionnaire. Our results show that leaders’ coaching behavior is positively related to employees’ knowledge sharing behavior through increased psychological availability. Furthermore, our results show that the team psychological safety climate can strengthen the effect of psychological availability on employees’ knowledge sharing behavior, as well as the indirect effect of leaders’ coaching behavior on employees’ knowledge sharing via psychological availability (i.e., a moderated mediation effect).
... To elaborate, we focused primarily on what is (and is not) known regarding task self-efficacy, self-regulatory efficacy, and relational efficacy beliefs, but in doing so, we excluded several other relevant efficacy constructs. Within sport, for example, research on coaching efficacy (e.g., Myers, Vargas-Tonsing, & Feltz, 2005;Feltz et al., 1999) and collective efficacy (e.g., Myers, Feltz, & Short, 2004) beliefs has provided fascinating insight into instructional effectiveness and group-level productivity, and we encourage continued work in these areas. Moreover, across the last 10 to 15 years, we have also witnessed a proliferation of research targeting individuals' confidence in their ability for diverse tasks. ...
The sport and exercise psychology literature is replete with comprehensive (and contemporary) reviews of self‐efficacy. This chapter provides an overview of self‐efficacy theory, and briefly traces self‐efficacy research in physical activity (i.e., sport, exercise) settings. The chapter highlights (some of) the unresolved issues that require the attention of sport and exercise psychology researchers. These unanswered questions include: revisiting the function and measurement of self‐efficacy beliefs; “checking the blind spot”: better understanding the negative within‐person effects of self‐efficacy; investigating efficacy resilience and generality processes; and experimental and intervention work on relational efficacy beliefs.
... The coach-athlete relationship has been viewed as central in determining CE perceptions and performance accomplishments (Jowett & Shanmugam, 2016). Recent empirical studies have shown that the Coach-Athlete Relationship (CAR) is a determinant of CE (Jowett, Caccoulis, & Shanmugam, 2012;Hampson & Jowett, 2014), which in turn, has been associated with variations in sports performance (Myers, Vargas-Tonsing, & Feltz, 2005;Philippe & Seiler, 2006). However, although CAR has been reported as an important element to CE, there is still uncertainty regarding how the quality of the CAR maximizes a team's CE. ...
The mediating role of goal orientations in the association between coach-athlete relationship (CAR) and collective efficacy (CE) was investigated. Participants were 185 Brazilian young volleyball players participants of a State championship. Data were obtained using the Coach-Athlete Relationship Questionnaire, Task and Ego Orientation in Sport Questionnaire and Collective Efficacy Questionnaire for Sports. Structural Equation Modeling revealed CAR had a moderate effect on task orientation. Task orientation was associated with CE. CAR had a positive effect on ego orientation. Ego orientation was not associated with CE. When the association between CAR and CE was mediated by task orientation, the relationship explained 27% of the CE variance. The results suggest that a good quality CAR allows athletes to be more focused on their goals and individual skill development, and, consequently, this type of focus allows the team to perform more effectively.
... Focus groups were conducted at the athletes' respective high school in a room that would ensure the comfort and convenience of the participants. It is also important to note that previous studies indicated that individual efficacy perceptions may be moderated by gender (e.g., Lirgg, 1991;Myers, Vargas-Tonsing, & Feltz, 2005;Saville, 2014) and that problems may arise when there are differences between the gender of the interviewer and the participants, therefore only male athletes were purposively selected to participate in the focus groups and the lead author, whom is a male, conducted each interview (Gurney, 1985;Poulton, 2012). ...
Perceptions of relation-inferred self-efficacy (RISE) are developed from the interpretation of another’s verbal and nonverbal behaviors and have been shown to impact self-efficacy, which, in sport, can influence areas such as an individual’s choice to participate and level of enjoyment. This qualitative study identified specific coaching behaviors that high school male athletes use to inform their RISE beliefs. Forty-three high school male student-athletes participated in focus group interviews regarding their high school sport experiences, specifically related to how they perceive various coaching behaviors. Analysis revealed seven major themes: general encouragement, efficacy building statements, instruction, task-oriented statements, challenging opportunities, focused interpersonal attention, and expressiveness. A unique aspect compared to similar studies was the emergence of subthemes related to coaches caring about academic performance or providing opportunities to be a starter or leader on the team. Findings provided support for the tripartite model of efficacy beliefs in that high school athletes were aware and perceptive of different coaching behaviors they personally experienced. There was also a strong desire conveyed by the student-athletes for a personal relationship with their coaches outside of the athletic setting, indicating that coaches should do their best to communicate individually to each athlete.
... In Little League baseball, players who had coaches who were trained and adhered to the governing body's standards for coaches reported having higher selfesteem than athletes in a control group (Smith, Smoll, & Curtis, 1979). Similarly, college tennis athletes showed a positive relationship between personal motivation and coaching efficacy (Myers, Vargas-Tonsing, & Feltz, 2005). ...
Youth sports in America have become about individual achievement and prestige, garnered through hyper-competitive, contrived competitions. This paper challenges the current notions of youth sports, juxtaposing positive youth development (PYD) values with contemporary trends among youth athletes. When it comes to youth sport development, one size does not fit all. Models that may produce success as young adults have shown when particular assets (positive identity, empowerment, and support) are the main focus on youth sport programs, it can decrease the likelihood of burnout and increase levels of enjoyment. Results include development of positive self-esteem, personal skills, and exposure to a positive, supportive setting. These assets can evolve into life skills of youth participants to contribute to society later in life. Coaching philosophy and communication with parents play a role in athlete development along with intentional development of philosophy. This includes coaches keeping 'fun' at the forefront, considering the context in which they operate, the performance demands of their sport, and the developmental level of their athletes.
... Gee, and Feltz, (2006) assessed the relative importance of past playing experience as a predictor of coaching efficacy among sampled curling coaches. Myers, Vargas-Tonsing and Feltz, (2005) also examined sources of coaching efficacy with years as a college coach and career winning percentage among other independent variables as predictors of coaching efficacy. Their findings were similar to Feltz et al (1999) in which all the sources of coaching efficacy information were significant predictors of the many dimensions of coaching efficacy of male and female intercollegiate coaches. ...
The study provides information on sources of coaching efficacy information as predictors of coaching efficacy of Nigerian coaches. 93 male and female collegiate sports coaches of team and individual sports (age: Mean = 32.46, SD=.29) were sampled and rated on sources of coaching information questionnaire (r=.72 to .86) and coaching efficacy scale (r=.61 to .87). Findings revealed that 9% of the sources of coaching efficacy information accounted for the explained variance in coaching efficacy. Sources of coaching efficacy information significantly (P<.05) contributed to coaching efficacy of Nigerian coaches. Past' experience, coaching preparation, prior success, perceived ability of athletes' skill and perceived social support of parents, school and community has provided information that will promote further studies on coaching efficacy behaviour as it affect learning and performance of athletes. The use of social support mechanisms need to be enhanced for the coaches to promote coaching efficacy behavior.
... Beyond sources of coaching efficacy, Feltz et al. (1999) also proposed various outcomes that should result from enhanced coaching efficacy, such as coaching behavior, player/team satisfaction, performance and efficacy. Myers et al. (2005) demonstrated the influence of perceived coaches' engagement in efficacy-enhancing coaching behaviors and team outcome variables. Specifically, all dimensions of coaching efficacy predicted use of self-reported coaches' engagement in coaching efficacy-enhancing behaviors (e.g., verbal persuasion, act with confidence, encourage positive talk). ...
In the last 10 years, emotional intelligence (EI) has become a current issue of research in psychology, and there are indicators to consider that EI should be analyzed to help the coach to behave effectively during competitions. According to Boardley’s (2018) revised model of coaching efficacy, coaches’ EI is predictive of their efficacy beliefs, which, in turn, is predictive of coaching behavior. However, little is known about the mediating effects of coaching efficacy dimensions on the relationships between coach’s EI and reactive behaviors in competitive settings. Thus, the purpose of this study is to examine mediating effects of coaching efficacy dimensions on the relationship between EI and coaches’ reactive behaviors during a game using a multimethod approach. Participants were 258 coaches of youth football players aged 9 to 17 years old. Observations in situ using Coaching Behavior Assessment System (CBAS) were carried on 258 football games during two seasons. At the end of each game, coaches completed the Wong and Law Emotional Intelligence Scale (WLEIS) and the Coaching Efficacy Scale (CES). Structural equation modeling (SEM) analyses revealed that motivation efficacy and character building mediated the relationship between regulation of emotion and positive and negative coaches’ reactions during game. Specifically, motivation efficacy mediated the association between regulation of emotion and positive coaches’ reactions, and the relationship between regulation of emotion and negative coaches’ reactions were mediated by motivation efficacy and character building. In addition, coaching level moderated the relationships between EI, self-efficacy and coaches’ reactive behaviors. Findings of the present study showed that coaching efficacy dimensions (i.e., motivation efficacy and character building) that have the capacity to influence their confidence in ability to affect the psychological mood and positive attitude of athletes, transfer the effects of EI (i.e., regulation of emotion) on coaches’ verbal reactions during a youth soccer game. Specifically, a coach who feels competent to regulate their own emotions would perceive high beliefs of efficacy to motivate and to build character of their athletes, and this insight has an impact on their positive verbal reactions in response to athletes’ performances.
... " As a perceived leader, the coach's behavior can affect the team. Although several studies have emphasized the impact of coaching behaviors on sport teams (e.g., Loughead and Hardy, 2005;Myers et al., 2005), the influence of a coach's behavior on a team's performance, or feeling of security, has not been reported in existing literature. ...
Collective team collapse occurs when multiple players of a sport team experience a sudden and extreme underperformance within a game and are unable to return to their initial performance level. The occurrence of such a team collapse event commonly leads to the loss of the game or championship. A recent study investigated athletes’ perceptions of the phenomenon and proposed a process model of causes of collective sport team collapse. The main goal of this study was to apply this process model to the data collected from coaches and sport psychologists. A further goal was to explore differences in perceptions of causes of team collapse among athletes, coaches, and sport psychologists of various professional German sport teams. Semi-structured interviews were conducted to investigate seven coaches’ and four sport psychologists’ perceptions. Following an abductive approach, a deductive content analysis was used to explore if the data supported the process model of collective sport team collapse. Perceived antecedents and critical events causing team collapse were similar among the three participant groups. Coaches and sport psychologists differed from athletes in their perception of emotional, cognitive, and behavioral outcomes of team collapse. Coaches tended to report behavioral factors, such as immobility or the blaming of other players, as critical factors maintaining team collapse. Sport psychologists reported cognitive factors, such as individualization or a lack of accountability between the players, to be relevant for team collapse maintenance. Overall, the data of this study supported the general structure of the process model of collective sport team collapse; however, minor amendments to the temporal cascade of causes of team collapse are introduced. Future research is encouraged to examine this model, to provide guidance to teams, coaches, and sport psychologists in dealing with collective sport team collapse.
... The dimensions are: Motivation Efficacy (ME, 7 items), Character Building Efficacy (CBE, 4 items), Game Strategy Efficacy (GSE, 7 items), and Technique Efficacy (TE, 6 items). The CES has been shown to have face and construct validity as well as strong internal reliability, even with samples from Botswana (Feltz et al., 1999;Malete, Sullivan, et al., 2013;Myers, Vargas-Tonsing, & Feltz, 2005;Sullivan et al., 2012). The 4 subscales in the current study had strong internal consistency: .87 for TE, .88 for CBE, .89 ...
The coaching competency research has demonstrated the role of coaching efficacy and coaching behaviors on various athlete outcomes. However, athlete perceptions of these relationships and how they affect performance are less understood.
Purpose:
This study examined if coaching efficacy is predictive of player perceptions of coaches' leadership styles, team atmosphere, and team performance in a soccer season.
Method:
Fifteen male premier league soccer coaches (Mage = 45.27, SD = 6.07) and 226 players (Mage = 25.66, SD = 3.96) from Botswana participated in the study. All participants completed a background information questionnaire. Coaches completed the Coaching Efficacy Scale. Players rated their coaches' leadership styles using the Revised Leadership Scale for Sports as well as team atmosphere. Team performance was based on position in the league log and player ratings of the teams' performance.
Results:
Findings showed that coaches' self-ratings on technique efficacy predicted player perceptions of the coaches' use of all six leadership styles. Game strategy efficacy predicted higher team atmosphere and team performance. Motivation efficacy was not significantly associated with player perceptions of the coaches' use of any of the leadership styles, while character building efficacy was negatively associated with the various leadership styles.
Conclusion:
Findings provide support to previous research evidence linking higher coaching efficacy, leadership styles, and team outcomes. The study expands the emergent research within the coaching competency literature that examines player perceptions of coaches' behaviors and leadership styles.
... Coaches who are highly motivated and report feeling confident in their teaching ability tend to give more positive feedback and instruction (Sullivan & Kent, 2003). In turn, athletes who play for high-efficacy coaches perceive their coaches more favorably resulting in higher win percentages (Myers, Vargas-Tonsing, & Feltz, 2005). More specifically, when athletes perceive a coach to be effective in teaching technique, athletes' self-efficacy can be raised producing better performance (Feltz, Chase, Moritz, & Sullivan, 1999). ...
The purpose of this mixed-methods study was to examine differences in perceptions of coach behaviors of athletes of varying performance abilities situated within a self-fulfilling prophecy. The mixed-methods approach allowed for a more holistic examination of softball athletes’ perspectives of head coaching behaviors. Division I softball athletes (n = 148) completed the CBAS-PBS providing perceptions of head coach (n =20) behavior. Coaches rated each athlete using the MERS providing a performance expectation score. Thirty-eight athletes provided supporting perspectives through individual interviews on perceptions of differential treatment based on expected performance level. Cluster analysis produced low, average, and high expectancy groups. MANOVA and DFA revealed two underlying functions that distinguished between groups. High expectancy athletes experienced less ‘detached’ coaching behaviors than low or average athletes. Qualitative findings supported teammates perceive lower rated athletes are treated differently.
Introduction
There has been growth in research in the sport of curling over the past few decades. The need for a scoping review is warranted. This study's purpose was to identify and synthesize research evidence regarding quantitative variables for a series of components within the sport of curling.
Methods
A scoping review of studies published and established within four databases was performed. One independent reviewer selected studies based on a systematic procedure. Inclusion criteria for studies were: (1) interventions that focused on the sport of curling; (2) quantitative in nature; (3) written in English; and (4) published within a peer-reviewed journal, a conference presentation, or a published thesis.
Results
Searching identified 8,467 articles and 94 met the inclusion criteria. Data were organized and synthesized based on the devised research variables from the sport of curling: The curl mechanism of the curling stone; the impact of sweeping on stone trajectory; curling delivery mechanics; wheelchair curling; technology analysis; strategy and tactics; psychological factors; injury occurrences; facility and arena infrastructure; and assessment of curling training and ability. The findings confirm the strong knowledge base that exists across game variables and unveil controversy between the underlying physics that produces curl, as well as the mechanisms of sweeping responsible for manipulating the stone trajectory.
Conclusions
Knowledge derived from this review can assist researchers, coaches, and curlers in addressing the specific variables of the sport that influence stone trajectory and game results. Such awareness will expose gaps in the current understanding and foster new research endeavors to further the knowledge of the sport.
Bu çalışmanın amacı, hentbol antrenörlerinin öz yeterlik düzeyleri ile çok yönlü liderlik yönelimlerinin, cinsiyet, yaş, antrenör kademesi, antrenörlük süresi, millilik durumu ve derece elde etme durumu değişkenleri açısından incelenmesidir. Çalışmaya, aktif olarak antrenörlük yapan 42 kadın, 134 erkek olmak üzere toplam 176 hentbol antrenörü katılmıştır. Çalışmada veriler, Antrenör Öz Yeterlik Ölçeği (AÖYÖ), Çok Yönlü Liderlik Yönelimleri Ölçeği (ÇYLYÖ) ve kişisel bilgi formu kullanılarak elde edilmiştir. Verilerin analizlerinde tanımlayıcı istatistikler, bağımsız gruplar t-testi, tek yönlü varyans analizi, Mann-Whitney-U ve Kruskal Wallis-H analizleri kullanılmıştır. Analiz sonuçlarına göre, antrenörlerin AÖYÖ alt boyutlarından performans ve öğretim yeterliği boyutlarıyla cinsiyet değişkeni arasında; milli olma durumu değişkeni ile performans ve yönetim yeterliği boyutları arasında; derece elde etme durumu değişkeni ile yönetim yeterliği boyutu arasında anlamlı bir fark vardır. Antrenörlerin ÇYLYÖ alt boyutlarıyla ilgili sonuçlarına bakıldığında cinsiyet, yaş, antrenörlük kademesi, antrenörlük süresi ve milli olma durumu değişkenleri arasında anlamlı bir fark olmadığı, politik liderlik alt boyutunda ise derece elde etme durumu değişkeni açsından anlamlı bir fark olduğu tespit edilmiştir. Sonuçlar, hentbol antrenörlerinin yüksek öz yeterlik düzeylerine sahip olduğunu ve erkek antrenörlerin performans ve öğretim yeterlik düzeylerinin kadın antrenörlere göre daha yüksek olduğunu göstermiştir. Milli olan antrenörlerin olmayan antrenörlerden daha yüksek performans ve yönetim yeterliğine sahip olduğu, derece elde eden antrenörlerin ise elde etmeyenlerden daha yüksek yönetim yeterliğine sahip olduğu söylenebilir. Hentbol antrenörlerinin öz yeterlik düzeyleri ve liderlik yönelimleri ile ilgili yapılan çalışmalar, antrenör eğitim programlarının düzenlenmesi, geliştirilmesi ve başarılı sporcular yetiştirilmesine destek olma noktasında yardımcı olabilir.
Purpose:
The purpose of this study was to translate and validate a Danish version of the coach-created Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C), retest the factor structure and provide further investigation into the psychometric properties in terms of measurement invariance across gender, age and competitive level, reliability and predictive validity.
Methods:
The participants were 1719 male and 551 female Danish football players 12-20 years of age (M = 14.81) playing at recreational, medium and elite levels. Participants filled in EDMCQ-C as well as questionnaires measuring psychological needs (BPNESS) and behaviour regulation (BRSQ). Factor structure of the EDMCQ-C was tested using Exploratory Structural Equation Modelling. To test whether the factor structure differed across gender, age group and competitive level, an invariance analysis comparing configurational, metric and scalar models was conducted.
Results:
EDMCQ-C showed good psychometric properties and measurement invariance across age, gender and competitive level. Both dimensions of EDMCQ-C were associated to needs satisfaction and behaviour regulation in expected directions and had high internal consistency.
Conclusion:
This study provides evidence for the reliability of the two dimensions of EDMCQ-C, their predictive validity and for measurement invariance across age, gender and competitive level and provides a Danish version of the EDMCQ with sound psychometric properties.
The Oxford Handbook of Sport and Performance Psychology includes the latest research and applied perspectives from leaders in the field of performance psychology, presenting sport and performance psychology from myriad perspectives. It looks at individual psychological processes in performance such as attention, imagery, superior performance intelligence, motivation, anxiety, confidence, cognition, and emotion. Articles also consider the social psychological processes in performance including leadership, teamwork, coaching, relationships, moral behavior, and gender and cultural issues. The book further examines human development issues in performance, such as the development of talent and expertise, positive youth development, the role of the family, the end of involvement transitions, and both youth and masters-level sport and physical activity programs. Finally, the text looks at interventions in sport and performance psychology and counseling of performers in distress including such important issues for all performers as: appearance- and performance-enhancing drug use, injuries, managing pain, eating and weight issues, burnout, and the role of physical activity in maintaining health. The articles collected here also cover the history of sport and performance psychology; the scope and nature of the field; ethical issues in sport and performance psychology; performance psychology in the performing arts and other non-sporting fields; perfectionism and performance; the role of the performance coach and of the sport psychologist with a coach and team; supervision; and a look ahead to the future of the field.
Abstract This study aims to examine the effects of positive expectations (pygmalion effect) created by coaches on the sport-specific self-efficacy of cycling athletes. The population of this study consists of 396 cycling athletes who participated in the 120-minute local mountain bike and 56th international presidential cycling race organized in Antalya province in 2021. To determine the research sample number, 203 cycling athletes were included in the sample as a result of the calculations made at a 95% confidence interval and a 5% error rate. In this study, the pygmalion attitude index was used to evaluate the pygmalion effect in cycling athletes, and the athlete self-efficacy scale was used to determine the self-efficacy of athletes. Before proceeding to the statistical analysis process of the research, the normality distribution results of the data were calculated. Assuming that the skewness and kurtosis values will vary between +2 and-2, the conclusion was that the data conforming to this value range is suitable for normal distribution. Parametric test techniques were used to evaluate the data conforming to normal distribution. Within the scope of the research, path analysis statistical evaluation was performed to evaluate the effect of pygmalion effect on athlete self-efficacy. As a result, it was determined that the pygmalion effect had a positive and significant effect on the athletes' self-efficacy (p<0.01). It can be said that coach expectation is a crucial predictor of athlete self-efficacy.
A sporttudomány területén alkalmazott technológiai eszközök objektív módon adnak lehetőséget integrált teljesítményprofilok kialakításhoz. GPS és LPS monitorozó rendszerekkel a modern labdajátékosok sportteljesítmény-visszajelzéseinek spektruma kiszélesedett. A munkaterhelés meghatározása – a közel azonos mozgáskarakterisztikájú sportágak esetében (kézilabda, kosárlabda és labdarúgás) – a sportpályán mért külső terhelési változók összességéből is kalku- lálható, és ezáltal válik optimalizálhatóvá. Az utánpótlás-sportolók fejlődésének szisztematikus nyomon követése kiemelt feladat a későbbi sportági beválás érdekében. A tanulmány célja a GPS- és LPS-rendszerek külső terhelési változóival kapcsolatos legfontosabb kutatások áttekintése.
81 زمستان .، 8931 صص .، 821-888 ساختاری روابط کارآمدی مربیگری، خودکارآمدی بازیکنان و جمعی کارآمدی در تیم های حرفه بسکتبال ای بانوان دانا امیر 8 سبزی حمزه امیر ، 2 ، و زاده گوزل المیرا 9 دریافت: تاریخ 22 / 2 0 / 8931 پذیرش: تاریخ 82 / 01 / 8931 چکیده ساختاری روابط تعیین پژوهش این هدف کارآمدی م ربیگری، خودکارآمدی بازیکنان و جمعی کارآمدی در تیم های حرفه ای بسکتبال منظور، این به بود. بانوان 821 (نفر 82 و سرمربی 881 بازیکن تیم اعضای از) حرفه های مقیاس بانوان، بسکتبال ای پرسش و خودکارآمدی مقیاس مربیگری، کارآمدی نام ة تکمیل را ورزش برای جمعی کارآمدی ن مودند اثر داد نشان نتایج. جمعی کارآمدی و بازیکنان خودکارآمدی بر مربیگری کارآمدی مستقیم و نیست معنادار و مستقیم اثر بازیکنان خودکارآمدی جمعی کارآمدی بر منفی دارد داده با مربیگری کارآمدی مفهومی مدل نتایج، این براساس. تیم از شده گردآوری های های حرفه بسکتبا ای نمی حمایت بانوان ل توسع و بازنگری راستای در شود. ة در میانجی متغیرهای وجود احتمال مفهومی، مدل این می بحث مورد تیمی متغیرهای با مربیگری کارامدی ارتباط باشد. کلید واژه ها : بسکتبال. تیم جمعی، کارآمدی بازیکن، خودکارآمدی مربیگری، کارآمدی Abstract The purpose of this study was to determine the structural relationships of coaching efficacy, players' self-efficacy, and collective efficacy in female professional basketball teams. To this aim, 128 individuals (12 head coaches and 116 players) from members of female basketball professional teams were completed coaching efficacy scale, self-efficacy scale, and collective efficacy questionnaire for sport. Results shaowed that the direct effects of coaching efficacy on players' self-efficacy and collective efficacy were not significant, and players' self-efficacy have a direct and negative effect on collective efficacy. Based on the results, the conceptual model of coaching efficacy is not supported by collected data from female professional basketball teams. To revise and extend this conceptual model, the possibility of existence of mediating variables in relationship of coaching efficacy with team variables is discussed.
The purpose of this study was to develop and validate the Coaching Athlete Purpose Scale (CAPS), designed to measure alignment between coaching purpose and the athlete-centered outcomes of competence, confidence, connection, and character (the 4Cs) Following literature review, a pool of items was developed and submitted for content validation to a panel of experts These items were tested in four independent studies with intercollegiate coaches in the United States (N = 1347) In Study 1, initial factor structure was examined through exploratory factor analysis In Study 2, the factorial structure was confirmed and the scale was further optimized for length Confirmatory factor analyses were used in Studies 2, 3, and 4 to further assess psychometric properties and to test measurement invariance across sex, NCAA Division, employment status, and position The final items of the scale were tested using a correlated-factor model, a bifactor model, and a second-order model within both the confirmatory factor analysis and exploratory structural equation modeling (ie, Full-ESEM and Set-ESEM) frameworks Overall, results provided strong evidence of construct validity and reliability, suggesting the 15-item CAPS as a practical research and formative assessment tool for checking alignment between coaching purpose and athlete-centered outcomes
In most cases, teachers are the main implementers of educational reforms. These reforms, however, cannot be effectively accomplished unless schools create best-fit environments that enable teachers to better achieve educational improvements in their teaching. The influence of school contexts on perceived teacher professionalism in Tanzania has seldom been investigated. A qualitative approach was applied to explore the implications of school infrastructure on teacher identity. Interviews and documentary reviews were utilised to collect data from teachers and school principals. A critical shortage of teachers’ spaces and housing in newly built schools was observed. While the former forced schools to turn classrooms into shared offices, the latter prompted teachers to rent poor quality houses or rooms off-school premises. The poor state of classrooms was also revealed. These three issues had the effect of reducing the respect of communities for teachers, and lowering the confidence of teachers in their ability to teaching. My research adds to a small, but growing body of knowledge that enhances better understanding about the significance of school infrastructure on developing teacher identity to influence effective student learning.
Antrenör öz yeterliği, antrenörlerin sporcularının öğrenme ve performansını hangi ölçüde etkileyebileceklerine ilişkin, mesleki yetenek ve kapasitelerine yönelik inancı olarak açıklanabilir. Antrenör verimliliği üzerinde etkisi olan psikolojik yapılardan olan antrenör öz yeterliğinin doğru yöntemlerle ölçülebilmesi gerekir. Bu araştırmada, antrenörlerin öz yeterlik inançlarını ölçebilecek psikometrik özelliklerde bir ölçek geliştirilmesi amaçlanmıştır. Araştırmaya Türkiye'de çeşitli spor dallarında faal olarak antrenörlük yapan 320 antrenör (32,43± 8.06 yaş) katılmıştır. Ölçeğin geçerlik ve güvenirlik analizinde madde toplam puan ilişkisi, örneklem uygunluk katsayısı, açımlayıcı ve doğrulayıcı faktör analizleri ile Croanbah's Alfa Güvenirlik Katsayısı kullanılmıştır. Elde edilen bulgulara göre ölçek, toplam varyansın %61,487'sini açıklayan 21 madde, 5 faktörlü bir yapı olarak ortaya çıkmıştır. Ölçeğin birinci düzey DFA uyum indeksi değerleri madde-faktör yapısını doğrulamıştır. Ölçeğin bütününün Croanbah's Alfa Güvenirlik Katsayısı değeri .86'dır. Sonuç olarak, Antrenör Öz Yeterlik Ölçeği'nin (AÖYÖ) geçerli ve güvenilir bir ölçme aracı olduğu ve antrenörlerin öz yeterlik düzeylerini belirlemek için kullanılabileceği söylenebilir.
In this study, it was aimed to examine the relationship between the narcissistic personality traits of coaching and their education level. The working group consists of a total of 202 trainers, 122 of whom are men, 80 of whom are women, working in different branches. In the study, Narcissistic Personality Inventory [NPI] and Personal Information Form, which were adapted into Turkish by Atay, [2009] were used. During the analysis process, the t-test was used to compare paired groups, and ANOVA and Post Hoc Tukey Test were used to compare three or more independent groups. Pearson Corelation analysis was used to reveal the differences between coaching experience years, coaching seniority and education level and narcissistic personality traits. According to the obtained research findings, it was determined that the exploitation feature, which is the sub-dimension of the narcissist personality, is more dominant in women than in men [p<0.05]. On the other hand, the claiming right dimension was found to be more dominant in males than females. In addition, a statistically significant relationship was found between coaching seniority and education level and exploitation sub-dimension [p<0.05], education level and general narcissistic personality [p <0.05] characteristics. However, there were no statistically significant differences between the years of coaching experience (experience) and the personality traits of narcissism, the level of coaching seniority and education, and the other sub-dimensions except exploitation sub-dimension [p> 0.05]. In the study, it was concluded that the higher the education level, the higher the narcissistic personality traits.
Keywords: Narcissism, narcissistic personality traits, coaches, education level
The aim of this study is to adapt Trainers' Pedagogical Competencies Scale in Young Athletes (Pädagogischer Kompetenzmaßstab des Trainers im Nachwuchsleistungssport-PKTN), developed by Zetter (2008), to the sample of Turkish young athletes and examine pedagogical competency perceptions of young athletes taking place in the different branches related to their trainers according to the different variables. Davis technique was used for language and content validity in the analysis of the data. Confirmatory factor analysis (CFA) was used for construct validity, and t-test and one-way analysis of variance were used for comparison between groups. In the results of the confirmative factor analysis (DFA) of Turkish form made though the data obtained from 461 young athletes taking place in 4 different branches (X2 /sd =3,89 RMSEA=0.079), although data compliance with 6-factors model of PKTN consisting of the sub-dimensions of "empathy and attention", "hindering support or solidarity", "positive feedback", "social support", "democratic training climate", and" target-oriented training" is seen to be supported, it is seen that it has a similar structure to original scale. As a result, it is seen that PRTN is a valid and reliable measuring scale that is suitable for using in the relevant studies in measuring the pedagogical perceptions of Turkish athletes. In the second stage of the study, 505 young athletes taking place again in 4 different branches were reached, and young athletes were examined according to the variables of gender, age and gender of trainers. As a result of analyses, in the perceptions of young athletes related to pedagogical competencies of their trainers, a significant difference was seen in favor of the female athletes in their behavior related to empathy and attention, positive feedback, social support, and target-oriented training.
OUTBOND TRAINING TO INCREASE SELF EFFICACY IN VOCATIONAL SCHOOL STUDENT This study aims to see the effect of outbound training in increasing self-efficacy of vocational students. Data collection using a self-efficacy scale, interviews and observations. The research design used was The one Group Pretest-postest Design. The analysis used two related sample tests with the Wilcoxon test and qualitative analysis to describe the effect of outbound training to increase self-efficacy in vocational students. The results showed that there was an effect of outbound training on the self-efficacy of vocational students. The influence is positive, which means that when vocational students receive outbound training, the self-efficacy of vocational students will get positive changes related to self-efficacy. Keywords: Outbond Training, Self efficacy, Vocational Students Penelitian ini bertujuan untuk melihat pengaruh pelatihan outbound dalam meningkatkan self efficacy siswa SMK. Pengumpulan data menggunakan skala self efficacy, wawancara dan observasi. Desain penelitian yang digunakan adalah The one Group Pretest-postest Design. Analisis menggunakan two related sample test dengan uji Wilcoxon dan analisis kualitatif untuk mendeskripsikan pengaruh pelatihan outbound untuk meningkatkan self efficacy pada siswa SMK. Hasil penelitian menunjukkan bahwa ada pengaruh pelatihan outbound terhadap self efficacy siswa SMK. Adapun bentuk pengaruhnya adalah positif, yang artinya ketika siswa SMK mendapatkan pelatihan outbound maka self efficacy siswa SMK akan mendapatkan perubahan yang positif terkait self efficacynya. Kata kunci: Pelatihan Oubound, Self Efficacy, Siswa SMK
In this study, the validity and reliability of Empowering and Disempowering Motivational Climate Questionnaire (EDMCQ-C) which measures the motivational climate created by the coach based on a multi-dimensional and hierarchical model were tested. The research consists of two separate studies. In the first study, the construct validity of the scale was examined by Exploratory Factor Analysis and convergent validty. Cronbach’s Alpha internal consistency coefficient was calculated to test reliability. In the second study, the five-factor and two-factor structure of the scale were examined at the first order confirmatory factor analysis; while the five-sub factors with two-upper factor structure were examined at the second order confirmatory factor analysis. Average Variance Extracted (AVE), Maximum Shared Variance (MSV), Average Shared Variance (ASV) and Composite Reliability (CR) values were calculated for the scale's convergent-divergent validity and reliability. One hundred eighty girls (Mage=14.97; Sd=1.75), 180 boys (Mage=15.02; Sd=1.85), 360 adolescent (Mage=15.00; Sd=1.80) athletes voluntarily participated in the first study and 113 girls (Mage= 15.32; Sd=1.46) and 183 boys (Mage= 15.67; Sd=1.59), totally 296 adolescent (Mage= 15.54; Sd=1.55) athletes participated in the second study. The results of Principle Components Factor Analysis with Varimax Rotation supported the five-factor structure of the scale and the items explained 68.70% of the total variance; with the DFA performed within the scope of the second study, acceptable compliance values were achieved. The correlation between the Empowering and Disempowering Motivational Climate Questionnaire and Perceived Autonomy Support Scale supports the convergent validity of the inventory; AVE, MSV, ASV and CR values calculated within the scope of the second study also support convergent and divergent validity. While the internal consistency coefficients calculated within the scope of the first study regarding the reliability of the scale varied between .76 and .94; the internal consistency coefficients calculated within the scope of the second study took the value between .73 and .87 for the five-factor structure of the scale and .92 in both sub-dimensions the two-factor structure. CR coefficients were also calculated within the scope of the second study to determine the reliability of the scale; the CR coefficients calculated for the five-factor structure of the scale are between .79 and .87, for its two-factor structure, it is seen that it takes .93 and .92 values. The results of the study suggest that the Empowering and Disempowering Motivational Climate Questionnaire is a valid and reliable tool for the evaluation of the coach creadted motivational climate in adolescents interested in individual sports.
Sport coaches are critical human resources in sport organizations. Thus factors such as leadership style and mental and performance properties of the coaches play important role in athletes’ success. The objective of the present study was to determine the relation between emotional intelligence and leadership style with mediating role of efficacy among female coaches participating in female college Olympiad. The required data were collected by questionnaires of emotional intelligence (Shout, 1998), coaching efficacy (Myers et al, 2011) and leadership style (Chelladurai and Saleh, 1980) submitted to 90 female coaches participating in sport Olympiad. Although reliability and validity of these questionnaires had been already confirmed in many studies; their facial and content validity was approved by many university professors and their reliability was calculated by Cronbach’s alpha as 0.84, 0.77 and 0.91. Data were analyzed using multiple and double regression methods based on four-step model proposed by Baron and Kenny (1986). Results indicated that perceived ability of coaches regarding emotional intelligence including evaluation and exact monitoring of excitement changes during training and match time and the ability for optimal control and regulation of these excitements have positive influence on coaching confidence and their efficacy beliefs; and this relation results in taking a leadership style and behavior proportional to match and athlete’s condition and hence, enhances effectiveness of total coaching process. Moreover, this interaction can also promote athlete’s attitude and relation with his/her coach and thus their learning and performance.
This chapter reviews the various leadership theories and models, as well as empirical investigations within the sport leadership context. It traces the development and application of leadership theories in a sport context and reviews this substantial amount of work. Within the leadership and sport coaching literature there have been a few strands of research such as: models and theories of leadership within sport (e.g., multidimensional model of leadership and mediational model of leadership); and application of leadership theories in sport context (e.g., transformational leadership in Organizational Behavior and Industrial Organization). Researchers have also observed “great coaches” and drawn learnings from them (coaching efficacy and competency model) and have developed measures of coach behaviors. The chapter discusses the notions of causality and endogeneity and explains why the latter impedes the development of sport research. It offers solutions in the forms of research designs, statistical methods (e.g. instrumental variable estimation) and coding of behavior.
Youth’s likelihood of participating in sport increases when they maintain a focus on enjoyment, learning, and effort (i.e., task goal orientation) rather than how they compare to others and norms (i.e., ego goal orientation). Achievement goal theory research consistently illustrates the significant influence of leader-created motivational climates on their participants’ goal orientation adoption. However, the influence of caring climate perceptions by highly competitive adolescent athletes on their goal orientation adoption has yet to be examined. Thus, this study assessed how competitive, adolescent soccer players’ perceptions of the climate as caring, task-, and ego-involving predicted their adoption of task and ego goal orientations. Players ( N = 152, 62% female, 12–14 years of age) in the Olympic Development Program completed a survey that included measures of the caring climate, task-involving and ego-involving motivational climates, and task and ego goal orientations in soccer. Path analyses revealed males’ task goal orientation was significantly predicted by caring and task-involving climate perceptions. Females’ task goal orientation was significantly predicted by their task-involving climate perceptions. Ego goal orientation was significantly predicted by all athletes’ ego-involving climate perceptions. This is the first study to support the importance of fostering a high caring, as well as high task-involving, and low ego-involving climate when working with highly competitive adolescent athletes to keep their task goal orientation high. Research replicating this study is warranted to provide further support for these relationships longitudinally and across ages and sexes.
Bu çalışma; sporcuların duygusal zekâsını olumlu yönde etkileyebilmeleri amacıyla
antrenörlere ve bu yönde, ileride yapılacak olan çalışmalara duygusal zekâ kullanımının
nitelikleri ve değerleri hakkında yararlı olacak önerilerde bulunmak üzere hazırlanmıştır.
Araştırma betimsel tarama modeli olarak tasarlanmış olup, doküman analizi yöntemi
kullanılarak ilgili mevcut kaynakların derinlemesine incelenmesi yoluyla veriler elde
edilmiştir. İlgili literatür incelemeleri sonucunda edinilen bilgilere göre; duygusal zekânın,
performans, psikolojik beceriler, bazı diğer olumlu faktörler, fizyolojik unsurlar ve etkili
antrenörlük ile ilişkisinin olduğu söylenebilir. Sporcuların, bireysel anlamda duygusal zekâ
düzeylerinin arttırılması sâyesinde takım içerisinde meydana getirilen sinerji ve olumlu
güdü, takımdaki negatif duyguların pozitif duygulara dönüşmesine yardımcı olacaktır.
Sporda anksiyete, öfke ve depresyon gibi olumsuz duygular performansı büyük oranda
bozabilir. Öte yandan duygusal zekânın etkin kullanımı; sporcuların rekabet gücünü ve
takıma bağlılıklarını arttırarak onları daha donanımlı bir konuma getirecektir.
Objectives: With a view to understanding and explaining human behavior, Bandura developed social cognitive theory (SCT; 1986, 2001). This theory articulates the causal mechanisms through which efficacy beliefs, outcome expectations, sociostructural factors, and goals influence behavior. The purpose of this review is to critically appraise the current state of knowledge in the physical activity domain, as it relates to the core tenets of Bandura's SCT, and in particular those aspects of the theory that have received less attention. Method: A state-of-the-art review. Results and conclusions: The review highlights five major critiques and contentions related to SCT, and also provides an overview of the legacy of this framework within the physical activity domain. Implications for theory refinement, future research, and knowledge mobilization are discussed.
The authors present a conceptual model of coaching efficacy and develop a reliable and valid instrument to measure the concept and to examine its hypothesized sources and outcomes. Coaching efficacy is defined as the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes. Using high school coaches, confirmatory factor analysis supported 4 dimensions of the Coaching Efficacy Scale: game strategy, motivation, teaching technique, and character building. Marginal support was also found for 1 general coaching efficacy factor that explained the correlations among the 4 first-order factors. Using a separate sample of high school basketball coaches, coaching efficacy was predicted by a coach's past success, coaching experience, perceived player talent, and social support. In turn, coaching efficacy predicted coaching behavior, player satisfaction, and current success. Results establish preliminary support for the conceptual model of coaching efficacy.
This study examined the effect of participation in a coaching education program compared to a control group on coaches' perceived coaching efficacy. The program consisted of two 6-hour sessions. The Coaching Efficacy Scale was used to determine the impact of the program on perceived coaching efficacy. Forty-six Michigan high school coaches and 14 coaching preparation students were recruited for the experimental (n = 36) and control groups (n = 24) for this study. The participants were asked to respond to pretest and posttest CES questionnaires that examined how confident they were in influencing the learning and performance of their athletes in four dimensions of coaching: character building, motivation, strategy, and technique. Results showed a significant effect for a coaching education program on the perceived efficacy levels of the trained coaches compared to control coaches.
Levels of analysis issues have attracted a lot of attention in group psychology research. Despite assertions pertaining to the value of multilevel models, most researchers focus on either the individual within groups or the group as a whole, but seldom on both. A multilevel approach may be helpful to group psychologists. This article addresses levels of analysis issues that are an inherent part of group research, and a number of methods that can be used to analyze multilevel data are presented. The methods fall into 3 categories: (a) assessing the extent of agreement within a single group, (b) contrasting within-group and between-groups variance, and (c) conducting multiple-level analyses. Finally, recommendations are offered for future multilevel research. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Presents methods for assessing agreement among the judgments made by a single group of judges on a single variable in regard to a single target. For example, the group of judges could be editorial consultants, members of an assessment center, or members of a team. The single target could be a manuscript, a lower level manager, or a team. The variable on which the target is judged could be overall publishability in the case of the manuscript, managerial potential for the lower level manager, or a team cooperativeness for the team. The methods presented are based on new procedures for estimating interrater reliability. For such situations, these procedures furnish more accurate and interpretable estimates of agreement than estimates provided by procedures commonly used to estimate agreement, consistency, or interrater reliability. The proposed methods include processes for controlling for the spurious influences of response biases (e.g., positive leniency and social desirability) on estimates of interrater reliability. (49 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The purpose of this study was to examine whether male and female swimmers exhibit gender biases toward male and female coaches who vary in status. Subjects were 18 male and 20 female competitive swimmers from the Thunder Bay Thunderbolt Swim Club, Ontario, Canada. Each subject responded to a questionnaire that included a coaching philosophy statement of either a high- or low-status coach and four questions using Likert format. These pertained to the knowledge of the coach, ability of the coach to motivate, the athlete's personal desire to swim for that coach, and the anticipated future success of the coach. The swimmers were asked to decide by which coach they would prefer to be coached. Analysis indicated that male and female athletes do not rate male coaches differently from each other. Both groups preferred and rated same-sex coaches higher in ability to motivate, desire to swim for, and anticipated future success. The gender of the athletes' present coach had a significant effect on whether the athlet...
This report presents data from a longitudinal study of women in intercollegiate sports, highlighting: participation opportunities for female athletes and the status of women as head coaches, assistant coaches, administrators, sports information directors, and athletic trainers. The average number of teams for women offered per school is at an all-time high of 8.14 (in 1978, following implementation of Title IX, the number was 5.61). Soccer exhibits the greatest growth of any sport. The same five sports remain the most popular (basketball, volleyball, tennis, cross country, and softball). The representation of females as head coaches of women's teams is the lowest in history (45.6 percent). When Title IX was enacted in 1972, over 90 percent of women's teams were coached by women. Women hold 58.1 percent of the 7,751 paid assistant coaching jobs within women's NCAA intercollegiate athletic programs. A total of 17.8 percent of women's programs are directed by females, a decrease from 1998, and 23 percent of women's athletic programs have no females in the athletic administrative structure. A total of 856 institutions have full-time sports information directors (up from 1998), and 899 institutions have full-time head athletic trainers (also up from 1998). (SM)
This paper presents data from a 25-year study of women in intercollegiate sports. The opportunity for female athletes to participate in intercollegiate athletics generally increased over time. The same six sports continue to be the most popular: basketball, volleyball, soccer, tennis, cross country, and softball, with soccer exhibiting the greatest growth of any sport. About 44 percent of the coaches of women's teams are female, down from 45.6 percent in 2000. When Title IX was enacted in 1972, most women's teams were coached by women. Most of the new coaching jobs in women's athletics since 2000 have been filled by males. Women hold just over half of the paid assistant coaching jobs within the women's NCAA intercollegiate programs and just under half of the unpaid positions. Nearly 18 percent of women's programs are directed by females, and nearly 19 percent have no females anywhere in the athletic administrative structure. When Title IX was enacted, most women's programs were directed by a female head administrator. About 12 percent of full time sports information directors are females, and over 27 percent of full time head athletic trainers are females. (SM)
A definition of the construct of teacher sense of efficacy is proposed, a model relating it to other variables is provided. Also presented is a review of literature not only on teacher sense of efficacy but on other constructs which afford indirect insight into the phenomenon of teacher sense of efficacy. (Author/AL)
The present study tested whether sex bias favoring males exists in the evaluation of basketball coaching ability for male and female coaches varying in professional status (defined by won/loss records and coaching honors). Subjects were male (n = 80) and female (n = 80) high school basketball athletes. Subjects evaluated written coaching philosophy statements from a hypothetical male and female coach described as having either high or low professional status based upon won/loss record and coaching honors. The coaches were evaluated with semantic differential scales which assessed knowledge of coaching, ability to motivate, player's desire to play for, and predicted future success. A forced preference procedure in which subjects had to select which of the two coaches they would prefer to play for was also employed. A sex of athlete by sex of coach interaction effect on the four unforced dependent variables indicated strong sex bias favoring males. Overall, male and female subjects rated the male coach the same and always higher than the female coach while male subjects rated the female coach even lower than did female subjects. The forced preference log-linear analyses also indicated sex bias in that both male (89%) and female (71%) athletes preferred a male coach. This 'male is better' sex bias diminished only when the forced preference was between an unsuccessful male coach and a successful female coach. The potential impact that the more masculine nature of basketball might have on this bias is discussed. Future needs for testing the extent and generalizability of sex bias and its potential causes are identified. The advantage of log-linear analyses over traditional statistical procedures is also presented.
Two studies assessed the degree to which elite coaches use 13 strategies to influence self-efficacy in athletes and coaches' evaluations of the effectiveness of those strategies. Study 1 included 101 intercollegiate wrestling coaches and Study 2 included 124 national team coaches. Questionnaire data from both studies indicate that the performance based techniques of instruction-drilling and hard physical conditioning drills were 2 of the highest-rated strategies. Nonperformance based techniques such as utilizing peer models, imagery, reattributions, and relaxation received lower ratings. However, the nonperformance techniques of modeling confidence in oneself, liberal use of reward statements, and encouraging positive self-talk received high effectiveness ratings. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This study aimed to examine gender differences in sources of competence information and the resultant perceptions of competence among male and female interscholastic coaches. 102 female and 138 male coaches of girls' sports completed self-report measures that assessed preferences for sources of coaching competence information, perceptions of general and specific coaching competence, and potential reasons for withdrawal from coaching. Multivariate analyses revealed significant gender differences among sources of competence information, with women showing greater preference for athletes' improvement and for improvement of their own coaching skills. Gender differences between coaching competence perceptions were also found. Males and females were similar in most self-perceptions, but women perceived themselves to be more competent at teaching sport skills. Contrary to theoretical predictions, canonical correlations between sources and perceptions of competence did not indicate a strong link between these two constructs for male or female coaches. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The authors present a conceptual model of coaching efficacy and develop a reliable and valid instrument to measure the concept and to examine its hypothesized sources and outcomes. Coaching efficacy is defined as the extent to which coaches believe they have the capacity to affect the learning and performance of their athletes. Using high school coaches, confirmatory factor analysis supported 4 dimensions of the Coaching Efficacy Scale: game strategy, motivation, teaching technique, and character building. Marginal support was also found for 1 general coaching efficacy factor that explained the correlations among the 4 first-order factors. Using a separate sample of high school basketball coaches, coaching efficacy was predicted by a coach's past success, coaching experience, perceived player talent, and social support. In turn, coaching efficacy predicted coaching behavior, player satisfaction, and current success. Results establish preliminary support for the conceptual model of coaching efficacy. (P
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