Coaching Efficacy Theory

How coaching efficacy affects the Athlete

The theory of coaching efficacy was advanced by Feltz and colleagues, who used Bandura’s (1986, 1997) theory of self-efficacy as their guiding basis, and clear coaching efficacy as the amount to which coaches trust that they have the ability to effect the learning and performance of their athletes (Feltz, Chase, Moritz, & Sullivan, 1999). Coaching efficacy can be defined as multidimensional in nature, containing of four dimensions: motivation, game plan, technique, and character building (Feltz et al., 1999). Motivation efficacy is the coaches having the ability to impact the psychological skills and conditions of their athletes. Game plan efficacy looks at the coaches’ confidence to have ability to

This is not unexpected if considering the origins of the coaching efficacy theory. The theory was developed by recognizing key stages of effective coaching frequently talk about in the coaching education works and also through talking with coaches (Feltz et al., 1999). Therefore, the stages of coaching efficacy link to important area of effective coaching. Furthermore, high-efficacy coaches are more likely to be valuable in their career and consequently more effective in coaching their athletes. Without a doubt, the greater performance levels (Feltz et al., 1999) and the winning percentages (Myers et al., 2005) have been shown in the teams of high-efficacy coaches when matched against teams of low-efficacy

The coaching efficacy model suggests that increased levels of coaching efficacy would result in higher levels of athlete happiness (Feltz et al., 1999). Due to the fact that both happiness and enjoyment share a positive affective reaction to the sport experience, it’s likely the beliefs of the coaching efficacy model spread over to athletes’ happiness which also related for their enjoyment. Sport enjoyment was observed in the existing study as a result adjustable of perceived coaching effectiveness. Constructed on previous study’s (Myers, Wolfe, et al., 2006), they hypothesized that athletes’ perceptions of their coach is effective in motivation it can be associated with their enjoyment. The theory of sport enjoyment is vital not only because an enjoyable experience is more important but because of its reliable links with athlete e assurance in sport (Carpenter et al., 1993; Weiss, Kimmel, & Smith,