Deborah L. Feltz

The Relation of Self-Efficacy Measures to Sport Performance: A Meta-Analytic Review

Abstract This meta-analysis examined the relationship between self-efficacy and performance in sport. Based on 45 studies (102 correlations), the average correlation between self-efficacy and sport performance was .38. Given the heterogeneity of findings, follow-up univariate and multivariate moderator analyses were conducted. Results indicated that the most important moderator was concordance, thereby highlighting the importance of matching the self-efficacy and performance measures. Additional moderators we examined included the types of self-efficacy measures, the types of performance measures, the nature of the task, and the time of assessments. These variables accounted for approximately 44% of the variance in the self-efficacy-performance relationship. Practical implications of the findings are discussed.

A conceptual model of coaching efficacy : Preliminary investigation and instrument development

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 coachs 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.

Collective Efficacy and Team Performance: A Longitudinal Study of Collegiate Football Teams

University of North DakotaThis study examined the reciprocal relationship between collective efficacy and teamperformance over a season of competition in American football. Efficacy beliefs ofoffensive football players from 10 teams were assessed prior to 8 consecutive games toform 2 team-level measures of collective efficacy: aggregated self-efficacy and aggre-gated collective efficacy. Game-level performance indexes produced a team-levelmeasure of offensive performance for each game. Within teams and across games,aggregated collective efficacy prior to performance was a positive predictor of subse-quent offensive performance; however, previous offensive performance was a negativepredictor of subsequent aggregated collective efficacy. Within weeks and across teams,aggregated collective efficacy prior to performance also was a positive predictor ofsubsequent offensive performance, and previous offensive performance was a positive,rather than negative, predictor of subsequent aggregated collective efficacy.

Development and Preliminary Validation of the Collective Efficacy Questionnaire for Sports

This study presents the development and preliminary validation of the Collective Efficacy Questionnaire for Sports (CEQS). The study was conducted in 3 phases. In Phase 1, a 42-item questionnaire was developed and tested with 271 college-aged student-athletes. An exploratory factor analysis revealed 5 collective efficacy factors with 27 items retained. In Phase 2, again using college-aged student-athletes (N = 286), confirmatory factor analysis (CFA) supported a 5-factor, 20-item measure. These factors were named Ability, Effort, Preparation, Persistence, and Unity. In Phase 3, preliminary support for the construct validity (i.e., convergent, predictive, and discriminant validity) of the CEQS was obtained by examining correlations among the CEQS subscales and a measure of team cohesion (Group Environment Questionnaire; Widmeyer, Brawley, & Carron, 1985). A second CFA was conducted on the CEQS to cross-validate the measure. Combined results establish preliminary support for the CEQS.

Athletes' Evaluations of Their Head Coach's Coaching Competency

This study provided initial validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS). Data were collected from intercollegiate mens (n = 8) and womens (n = 13) soccer and womens ice hockey teams (n = 11). The total number of athletes was 585. Within teams, a multidimensional internal model was retained in which motivation, game strategy, technique, and character building comprised the dimensions of coaching competency. Some redundancy among the dimensions was observed. Internal reliabilities ranged from very good to excellent. Practical recommendations for the CCS are given in the Discussion section.

Teacher versus Peer Models Revisited: Effects on Motor Performance and Self-Efficacy

This study reinvestigated and extended the findings of Landers and Landers (1973), which examined the influence of skilled and unskilled teacher and peer models on motor performance. Sixth grade females (N = 100) were randomly assigned to groups in a 2 x 2 (Model Type x Model Skill) factorial design or to a no-model group. In the treatment groups, subjects observed one of four unfamiliar models--(a) a skilled teacher, (b) an unskilled teacher, (c) a skilled peer, or (d) an unskilled peer--perform on the Bachman ladder task. Subjects performed 30 trials of the task and also completed self-efficacy questionnaires on three occasions. Results showed that subjects who watched a skilled model performed better than subjects who watched an unskilled model. Unlike the Landers and Landers study, no model type by model skill interaction was found. In addition, the skilled model group reported higher efficacy beliefs than the control group after performing and were more efficacious than the unskilled model subjects both after watching the model and after performing. These results suggest when students view unfamiliar models, the skill rather than the status of the model may be more salient.

Imagery use in sport: Mediational effects for efficacy

The factors that influence whether an athlete chooses to engage in imagery are largely unknown. One reason may be the amount of confidence athletes have in their ability to image. The aim of this study was to examine the relationships among efficacy in using imagery, imagery use and imagery ability. Consistent with Banduras (1986, 1997) theory, it was hypothesized that there would be a positive correlation between efficacy in using imagery and imagery use, and that efficacy in using imagery would mediate the relationship between imagery ability and imagery use. Participants were 74 female athletes from various sports. The instruments we used were the Movement Imagery Questionnaire – Revised (Hall & Martin, 1997) for imagery ability, the Sport Imagery Questionnaire (Hall, Mack, Paivio, & Hausenblas, 1998) for imagery use, and a modified version of the latter questionnaire for efficacy in using imagery. Correlations showed that the more athletes were confident in their ability to use a certain image, the more they used it. Efficacy in using imagery was found to mediate only the relationship between imagery ability and cognitive imagery use.

An Evaluation of the Psychometric Properties of the Coaching Efficacy Scale for Coaches From the United States of America

This study extends validity evidence for the Coaching Efficacy Scale (CES; Feltz, Chase, Moritz, & Sullivan, 1999) by providing an evaluation of the psychometric properties of the instrument from previously collected data on high school and college coaches from United States. Data were fitted to a multidimensional item response theory model. Results offered some supporting evidence concerning validity based on the fit of a multidimensional conceptualization of coaching efficacy (i.e., motivation, game strategy, technique, and character building) as compared to a unidimensional conceptualization of coaching efficacy (i.e., total coaching efficacy), the fit of the majority of items to the measurement model, the internal consistency of coaching efficacy estimates, and the precision of total coaching efficacy estimates. However, concerns exist relating to the rating scale structure, the precision of multidimensional coaching efficacy estimates, and misfit of a couple of items to the measurement model. Practical recommendations for both future research with the CES and for the development of a revised instrument are forwarded.

The influence of dispositional and situational tendencies on adolescent girls' sport confidence sources.

Abstract Objectives : To examine the influence of female athletes’ goal orientations and perceptions of motivational climate on sources of sport confidence. We hypothesized that task orientation and perceptions of mastery climate would be positively associated with adaptive or self-referenced sources of sport confidence. Ego orientation and perceptions of performance climate were expected to be positively associated with maladaptive or normative sources of confidence. Design : A field correlational study design was used to examine the relationships among goal orientations, motivational climate, and sport confidence sources, and to test both mediator and moderator effects of motivational climate on the relationship between goal orientations and sport confidence sources. Method : Participants were 180 competitive female volleyball players aged 12–18 years. Athletes completed three questionnaires assessing goal orientations, perceptions of motivational climate, and sources of sport confidence. Results : Task orientation and perceptions of mastery climate were positively associated with adaptive sources of sport confidence as well as social/environmental sources. Ego orientation was positively associated with maladaptive sources of confidence. Perceptions of mastery climate supported a mediational rather than a moderational role for motivational climate in predicting the social support and coach’s leadership sources of sport confidence. Conclusion : The significant mediating influence of a mastery climate established by the coach provides important implications for coaches who want to build self-confidence in adolescent female athletes.

The Effects of Age and Number of Demonstrations on Modeling of Form and Performance

Abstract This study was designed to investigate the effects of age and number of demonstrations on both form (strategy employed) and physical performance on a Bachman ladder-balance task. College age (n = 60) and elementary age females (n = 60) were compared under four modeling conditions consisting of no, four, eight, and 12 demonstrations in an Age Group × Demonstration Group (2 × 4) MANOVA. Results indicated that college age students had higher performance and form scores than elementary age students. Only form differentiated the four demonstration groups. Participants receiving 12 demonstrations had higher form scores than the control participants. Form scores were analyzed in a discriminant function analysis to determine which of five form components differentiated the four demonstration groups. Results also revealed that climbing quickly was the component of form that differentiated the groups the most. It was concluded that matching form by the learner may be a more effective measure of modeling ef...