Melissa A. Chase

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.

Children's Self-Efficacy, Motivational Intentions, and Attributions in Physical Education and Sport

Abstract The purpose of this study was to examine how differences in childrens self-efficacy, age, and gender impact motivational intentions, future self-efficacy, and attributions following perceptions of failure. Children, ages 8–14 years (N = 289), were assigned to either high or low self-efficacy groups, and measures of intended effort, persistence, choice, future self-efficacy, and attributions for failure were collected following a failure scenario. Results indicated that children with higher self-efficacy chose to participate and had higher future self-efficacy scores than those with lower self-efficacy. Higher efficacy children attributed failure to lack of effort, whereas, those with lower efficacy attributed failure to lack of ability. Age-related differences were also found with choice to participate, effort, and future self-efficacy.

The effects of equipment modification on children's self-efficacy and basketball shooting performance

The purpose of this study was to examine the effects of modification of basketball size and basket height on shooting performance and self-efficacy of girls and boys 9 to 12 years of age. Subjects (N = 74) completed a self-efficacy questionnaire before and after shooting 10 baskets under four conditions. Shooting conditions were a combination of basketball size (womens or mens) and basket height (10 or 8 ft). Repeated measures analyses of variance indicated that children made more baskets and had higher shooting scores at the 8-ft basket than the 10-ft basket. This was especially evident for girls and 9- and 10-year-old children. Self-efficacy was higher prior to shooting, and boys had higher self-efficacy than girls. Self-efficacy was highest when children shot at the 8-ft basket. These results indicated that basket height modification can positively influence childrens shooting performance and self-efficacy.

Sources of collective and individual efficacy of collegiate athletes

Abstract The purpose of this study was to examine sources of information athletes select for self‐efficacy and collective efficacy information, the potential for additional categories of efficacy information, and patterns of sources among individual players or teams. Information was collected from 34 women collegiate basketball players prior to 12 basketball games. Results indicated that players do not choose the same sources for collective efficacy judgments as they choose for self‐efficacy judgments. The main difference between individual and collective efficacy sources occurs for sources outside of basketball, with these sources being more important than social comparisons for self‐efficacy, but less important than social comparisons for collective efficacy. Past performance was the most important source of information for both personal and collective efficacy. Players referred to previous practice performance more often than previous game performance. Discussion focuses on theoretical implications and practical application for coaches and athletes.

Sources of coaching efficacy: The coaches’ perspective

Abstract The purpose of this study was to identify sources of coaching‐efficacy information to compare with those presented in the Coaching‐Efficacy model (Feltz, Chase, Moritz, & Sullivan, 1999). Using a structured interview format with 12 of the coaches of high‐school boys’ basketball used in the Feltz et al. study, the coaches were asked to identify the information they select to form their coaching efficacy beliefs. An inductive content analysis of the sources of coaching efficacy indicated that coaches selected Player Development most often, followed by Coaches’ Development, Knowledge/Preparation, Leadership Skills, Player Support, and Past Experience. These sources were found to be similar to the proposed sources in the Coaching‐Efficacy model (Feltz, et al.) and previous work in self‐efficacy theory (Bandura, 1977).

The Coaching Efficacy Scale II—High School Teams

The purpose of this validity study was to improve measurement of coaching efficacy, an important variable in models of coaching effectiveness. A revised version of the coaching efficacy scale (CES) was developed for head coaches of high school teams (CES II-HST). Data were collected from head coaches of 14 relevant high school sports (N = 799). Exploratory factor analysis (n = 250) and a conceptual understanding of the construct of interest led to the selection of 18 items. A single-group confirmatory factor analysis (CFA; n = 549) provided evidence for close model-data fit. A multigroup CFA provided evidence for factorial invariance by gender of the coach (n = 588).

Relationship between decision-making self-efficacy, task self-efficacy, and the performance of a sport skill

Abstract The purpose of this study was to examine the relationships between decision-making self-efficacy and task self-efficacy and subsequent decision-making and task performance. Sixty undergraduate students (30 males, 30 females) participated in this study, which involved infield defensive plays in softball. The physical task required participants to throw a ball at a target. The decision-making task required participants to watch video scenes depicting different infield defensive situations and decide where to throw the ball in each situation. Both tasks used manipulated failure. Self-efficacy was assessed before performance. Strength of decision-making and task self-efficacy predicted physical performance, but not decision-making performance.

The role of sport as a social status determinant for children: thirty years later.

The purpose of this study was to examine the role of sport as a social status determinant among racially diverse children. Participants were 1,233 fourth- to seventh-grade children. Results indicated there were gender, grade, and racial differences for the selection of social status determinants. Boys placed more importance than girls on being good at sports and wealth. Girls placed more importance than boys on getting good grades and being attractive. Fourth- and fifth-grade students ranked getting good grades as most important, while sixth- and seventh-grade students ranked being attractive as most important. Non-Hispanic Caucasian students ranked being good at sports and being attractive as most important, while African American students ranked getting good grades and wealth as most important.

Athletes' Perceptions of Coaching Competency Scale II-High School Teams.

The purpose of this validity study was to improve measurement of athletes’ evaluations of their head coach’s coaching competency, an important multidimensional construct in models of coaching effectiveness. A revised version of the Coaching Competency Scale (CCS) was developed for athletes of high school teams (APCCS II-HST). Data were collected from athletes (N = 748) of seven relevant sports. Athlete observations were clustered within teams (G = 74). Multigroup confirmatory factor analyses of the asymptotic within-teams covariance matrix provided evidence for factorial invariance, except for one residual variance, by athlete gender (n male = 427, n female = 321). An exploratory multilevel confirmatory factor analysis provided evidence for close fit of an oblique five-factor within-teams structure and a one-factor between-teams structure.

Proposed Modifications to the Conceptual Model of Coaching Efficacy and Additional Validity Evidence for the Coaching Efficacy Scale II-High School Teams

The purpose of this study was to determine whether theoretically relevant sources of coaching efficacy could predict the measures derived from the Coaching Efficacy Scale II-High School Teams (CES II-HST). Data were collected from head coaches of high school teams in the United States (N = 799). The analytic framework was a multiple-group confirmatory factor analysis with ordered-categorical indicators and observed covariates. Applying this framework to the conceptual model of coaching efficacy (CMCE) resulted in a statistical model equivalent to a multiple-group multivariate regression with latent outcomes. Results provided evidence for the ability of measures derived from the CES II-HST to be predicted by theoretically relevant sources of coaching efficacy and suggested modifications to the CMCE.