Self-efficacy beliefs related to the performance of a task have been identified as strong predictors of performance success. Research has hypothesized that the most influential contextual factor in athlete self-efficacy development is the athlete-coach relationship, yet there is little research on this relationship. The purpose of this study was to examine collegiate athletes’ perceptions of the prevalence of transformative and destructive coaches, the teaching methods athletes perceive to be transformative (strengthening self-efficacy belief), and the influence of coaching methods on sport self-efficacy belief. Just over two-thirds of the athletes expressed having transformative coaches while over one-third experienced coaches they defined as destructive, with many of these coaches utilizing overtly abusive tactics. This positive and negative exposure was significantly related to athlete self-efficacy belief. Transformative coaching methods were highlighted which add to the body of sport management research by highlighting how coaches influence performance beliefs of their athletes.
Institutions are required to conduct exit interviews and surveys (EIS) with departing athletes, however, these instruments are currently an untapped data source for further understanding the college athlete experience. This study examined 17 FBS institutions’ exit interviews and surveys with 528 athletes, focusing on athletes’ academic experiences. Analyses revealed that EIS questions pertaining to educational experiences focused on the following areas: academic services, overall academic experiences, time demands, coach support of academics, and faculty support. Athletes in this sample expressed overall positive academic experiences and gratitude for the academic services provided. Additionally, the majority of athletes noted few issues with time demands, strong coach support for their academic progress, and positive faculty interactions. These findings challenge some of the current literature noting negative educational experiences and opportunities for college athletes. Implications and recommendations for the field are discussed.
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