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dc.contributor.authorHorrell, Andrew
dc.contributor.authorLane, Andrew M.
dc.contributor.authorO'Leary, Nick
dc.contributor.authorBarber, Alison
dc.date.accessioned2006-08-02T10:51:31Z
dc.date.available2006-08-02T10:51:31Z
dc.date.issued2004
dc.identifier.citationCELT Learning and Teaching Projects 2003/04
dc.identifier.isbn0954211642
dc.identifier.urihttp://hdl.handle.net/2436/3666
dc.descriptionReport of a CELT project on supporting students through innovation and research
dc.description.abstractThis study investigates self-efficacy perceptions among Level 1 Sports students and Level 1 Physical Education (P.E.) students. Consistent with previous research (Bandura, 1997), we hypothesised that self-efficacy would be associated with course selection, and that efficacy expectations would be associated with performance accomplishments. An outcome of the present study is to aid module development in P.E. and coaching modules, and thereby enhance the student experience by improving the quality of provision. Further, we suggest that findings from the study could also help identify competencies that incoming students should seek to acquire, and therefore, could help develop guidelines to appropriately market the different degree pathways.
dc.format.extent111306 bytes
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherUniversity of Wolverhampton
dc.relation.urlhttp://www.wlv.ac.uk/celt
dc.subjectStudents
dc.subjectSelf-efficacy
dc.subjectPhysical education
dc.subjectSports coaching
dc.subjectUndergraduate students
dc.subjectDegree choice
dc.subjectCourse selection
dc.titleSelf-efficacy and degree choice among sports coaching and physical education students
dc.typeChapter in book
refterms.dateFOA2018-08-20T13:13:48Z
html.description.abstractThis study investigates self-efficacy perceptions among Level 1 Sports students and Level 1 Physical Education (P.E.) students. Consistent with previous research (Bandura, 1997), we hypothesised that self-efficacy would be associated with course selection, and that efficacy expectations would be associated with performance accomplishments. An outcome of the present study is to aid module development in P.E. and coaching modules, and thereby enhance the student experience by improving the quality of provision. Further, we suggest that findings from the study could also help identify competencies that incoming students should seek to acquire, and therefore, could help develop guidelines to appropriately market the different degree pathways.


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