Research on the conceptual model of coaching efficacy (Feltz, Chase, Moritz, & Sullivan, 1999) has increased dramatically over the past few years. Utilizing this model as the guiding framework, the current study examined: (a) coaching experience and sex as predictors of coaches' coaching efficacy; (b) sport experience, sex, and the match/mismatch in sex between coach and athlete as predictors of athletes' perceptions of their coach's effectiveness on the four coaching efficacy domains; and (c) whether coaches' reports of coaching efficacy and athletes' perceptions of coaching effectiveness differed. Coaches (N = 26) and their athletes (N = 291) from 8 individual and 7 team sports drawn from British university teams (N = 26) participated in the study. Coaches completed the Coaching Efficacy Scale (CES), while athletes evaluated their coach's effectiveness using an adapted version of the CES; coaches and athletes also responded to demographic questions. Results indicated that, in coaches, years of coaching experience positively predicted technique coaching efficacy, and males reported higher game strategy efficacy than females. In athletes, sport experience negatively predicted all perceived coaching effectiveness dimensions, and the mismatch in sex between athletes and their coach negatively predicted perceived motivation and character building coaching effectiveness. Finally, on average, coaches' ratings of coaching efficacy were significantly higher than their athletes' ratings of coaching effectiveness on all dimensions. The findings are discussed in terms of their implications for coaching effectiveness.Coaches are considered influential individuals in athletes' lives. Coaches can positively affect athletes' performance, behavior, and psychological and emotional well being (see Horn, 2002). The main medium through which coaches exert their influence on sport participants is their own behaviors, and coaches who have a positive impact on athletes engage in effective behaviors. Effective coaching behaviors are those that result in successful performance and positive psychological Kavussanu, Boardley, Jutkiewicz, Vincent, and outcomes in athletes such as high perceived ability, self esteem, and enjoyment (see Horn, 2002). Thus, effective coaches can have an influence on different aspects of the athletic experience. The Coaching Efficacy ModelA construct that has implications for coaching effectiveness is coaching efficacy (Feltz et al., 1999). Coaching efficacy has been defined as the extent to which coaches believe that they have the capacity to influence the learning and performance of their athletes and consists of four dimensions: motivation, game strategy, technique, and character building (Feltz et al., 1999). Motivation efficacy refers to coaches' confidence in their ability to influence the psychological skills and states of their athletes. Game strategy efficacy is the coaches' belief in their ability to coach and lead their team to a successful performance during competition. Technique efficacy pertai...
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