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

The authors present a conceptual model of coaching efficacy and develop a r eliable and valid instrument to measure the concept and to examine its hypo thesized sources and outcomes. Coaching efficacy is defined as the extent t o which coaches believe they have the capacity to affect the learning and p erformance of their athletes. Using high school coaches, confirmatory facto r analysis supported 4 dimensions of the Coaching Efficacy Scale: game stra tegy, motivation, teaching technique, and character building. Marginal supp ort was also found for 1 general coaching efficacy factor that explained th e correlations among the 4 first-order factors. Using a separate sample of high school basketball coaches, coaching efficacy was predicted by a coach' s past success, coaching experience, perceived player talent, and social su pport. In rum, coaching efficacy predicted coaching behavior, player satisf action, and current success. Results establish preliminary support for the conceptual model of coaching efficacy.