Beyond Traditional Training: Football Coaches’ Self-Efficacy in Using Educational Games

Beyond Traditional Training: Football Coaches’ Self-Efficacy in Using Educational Games | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Beyond Traditional Training: Football Coaches’ Self-Efficacy in Using Educational Games Meric Odemis, Yavuz Yıldız, Akan Bayrakdar, Murat Gökhan Çelebi, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-9472475/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 9 You are reading this latest preprint version Abstract Backgrounds : Coaches' proficiency in planning and implementing educational games directly shapes young players' development. Because the quality of these games determines skill growth, researching coaches' self-efficacy and knowledge in this area is essential for optimizing training outcomes and ensuring high-quality athletic education for children and adolescents. Educational games are considered effective tools for learning and skill development in many fields, particularly those aimed at educational improvement. This study aimed to examine football coaches’ self-efficacy regarding the implementation of educational games. Methods : A total of 155 male coaches with UEFA licenses voluntarily participated in this study. The educational game implementation self-efficacy scale was used as the data collection tool. Descriptive statistical information, such as frequency distribution, percentage, arithmetic mean, and standard deviation of the data, was analyzed using the SPSS 24 statistical program. Because the data did not conform to a normal distribution, the Mann–Whitney U test was performed for pairwise comparisons, and the Kruskal–Wallis test was performed for multiple comparisons. Regression analysis was used of educational game self-efficacy total score according to age, game preference and coaching level. Results : A statistically significant difference was found in the self-efficacy levels of coaches in the application and assessment sub-dimensions, favoring coaches working in lower age categories. When the participants' self-efficacy in playing educational games was compared according to the group in which they were trained, a statistically significant difference was found in the application and assessment sub-dimensions. Furthermore, it was observed that coaching level affected self-efficacy in the implementation of educational games. Conclusions : The results show that football coaches in Türkiye are sufficiently competent in theoretically planning and evaluating the results of educational games; however, their practical skills in the field need to be improved. In order to improve coaches' evaluation skills regarding educational games, providing training on feedback techniques, performance analysis, and observation skills may be beneficial. self-efficacy games educational games football Figures Figure 1 Figure 2 Figure 3 Figure 4 Figure 5 Figure 6 Introduction Self-efficacy judgments are concerned not with what a person possesses, but with what they believe they can do. These judgments are the product of a complex process of self-assessment and self-persuasion based on the cognitive processing of various sources of competency knowledge [ 1 ]. Bandura (1997) defined self-efficacy as “beliefs in one’s ability to organize and execute action plans required to produce specific achievements.” Beliefs of competence are formed through self-evaluation and self-convincing via the cognitive processing of competence information derived from performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Performance accomplishments and vicarious experiences involve observing and comparing oneself to others. Self-efficacy is consistently and positively correlated with athletic performance, motivational behavior, and other achievement-related cognitions and emotions [ 2 , 3 ]. Successful performance has a significant impact on self-efficacy [ 4 – 6 ]. An athlete's success is essential for the development of self-efficacy, as it is a factor that enhances it. Feedback given by a coach to a successful athlete should be constructive and realistic [ 7 ]. Therefore, coaches' training processes should aim to develop their ability to provide constructive and realistic feedback and self-efficacy. Coaching should influence the scope of theoretical procedures before self-efficacy is determined. Therefore, improvement can be expected in the coache's ability to analyze goals, assess their own capacities related to the task, set better goals related to the task, and develop and implement better strategies to achieve the goal[ 8 ]. Self-efficacy development is not just an individual process; it is a phenomenon shaped through social interactions within professional learning communities that include coaches and role models [ 9 ]. In today's education system, which is constantly evolving in terms of content, quality, purpose, and functionality, educational games have emerged as a new and alternative teaching technique. Educational games, which can be applied to different situations, have many definitions because of this characteristic [ 10 ]. A game is a learning tool that positively impacts the physical, cognitive, social, and mental development of children, students, or individuals in general, with or without materials [ 11 – 14 ]. Defined as a physical and/or mental process played according to specific rules for entertainment or reward, games generally involve the application of ideas and objects in appropriate environments. Games can also be considered effective teaching and educational tools for all age groups of students [ 15 ]. Educational games are considered effective tools for learning and skill development in many fields, particularly those aimed at educational improvement. These types of games contain elements that serve an educational purpose in addition to being entertaining. In an educational context, it is important to consider both the entertainment and educational effects when evaluating a game [ 16 ]. Educational games that make learning fun [ 17 ] are an important complement that strengthens teaching methods. With good design and implementation, game-based learning has the potential to create an environment that encourages collaborative learning [ 18 ]. The planning and implementation of games and activities are of great importance. A game planned with the intended purpose may lose its educational and entertaining qualities for the individual when used in inappropriate methods and environments [ 19 ]. Numerous studies have indicated that educational games positively contribute to cognitive [ 20 ], affective [ 21 ], and motor development [ 22 ]. Football performance requires children to develop both technical skills and tactical awareness [ 23 ]. However, the use of educational games is beneficial in terms of technical skills and tactical awareness. The variety in the use of competitive educational games had a positive effect on learning dribbling and goal-scoring skills in football for the experimental group [ 24 ] Educational games are important in preventing the risk of injury and accidents in children playing football and are fundamentally a useful, comprehensive, and powerful tool for enhancing their physical, social, cognitive, emotional, and motor development [ 17 ]. Injuries in lower age categories also negatively affect the development of footballers. Football matches, due to the intense physical struggles and variable and high tempo, put physical and mental strain on footballers and lead to sports injuries [ 25 ] The injury rate decreases as footballers age and mature. As footballers gain experience with age, the risk of injury may decrease. However, in lower age categories (grassroots), insufficient muscle strength, lack of athletic skills, and inadequate endurance and coordination often increase the risk of injury [ 25 – 27 ]. In training sessions that include educational games, the risk of injury is low. Investigating the effects of using educational games in the implementation of the FIFA 11 + warm-up protocol, which is used to reduce the likelihood of injury and increase the physical fitness levels of footballers, educational games applied during the warm-up phase increased the directional running performance of footballers and positively affected their psychological motivation [ 28 ]. Coaches can increase the motivation of young footballers with educational games and make training processes more efficient [ 17 ]. Coaches' constructive communication skills have a positive impact on athlete performance and happiness, especially in team sports [ 29 ]. Therefore, it can be said that coaches establishing constructive communication while implementing educational games is important and valuable for athlete development. Planned and implemented by football coaches in a purposeful, comprehensive, and high-quality manner, educational games directly influence the development of children's skills. From this perspective, the knowledge, planning, and implementation levels and abilities of coaches regarding educational games are significant determinants in the development of young football players; therefore, researching the self-efficacy of coaches in conducting educational games is valuable. Accordingly, this study aimed to examine the self-efficacy of football coaches in Türkiye regarding the conduct of educational games. Material and Method The research was designed using a relational model. The relational model is a research approach that aims to describe a past or present situation as it is [ 30 ]. The individual, object, or event under investigation is defined within its own context and as it is. A convenient sampling method was used to determine the research group. The participation criterion was that participants must have been actively coached in youth teams for at least one year. Accordingly, the research population consisted of football coaches working under the Turkish Football Federation and holding a UEFA license, and the sample consisted of UEFA-licensed coaches reached through convenient sampling. A power analysis was performed using G*Power software to determine the sample size [ 31 ]. The two-tailed independent samples t-test model was used in the analysis, and the effect size was determined as 0.37 according to Cohen's d coefficient [ 32 ]. The significance level was set at α = .05, and the total sample size was determined to be 150. Participants The study involved 155 male football coaches from different regions and age groups across Türkiye who actively work as youth coaches and participated voluntarily. The average age of the participants was 39 ± 9.42 years. Data collection instrument The "Educational Game Playing Self-Efficacy" scale was used to collect data [ 33 ]. In addition to the scale used as a data collection tool, questions containing the demographic information of the participants (age, coaching level, group trained and game type) were also included. The Educational Game Playing Self-Efficacy Scale developed by Altınkök and Yılmaz (2018) consists of 11 items and three sub-dimensions: planning (four items, 1, 2, 3, and 4), implementation (four items, 5, 6, 7, and 8), and evaluation (three items, 9, 10, and 11), and is a 5-point Likert-type scale. The reliability coefficient of the scale was 0.88 [ 33 ]. In this study, Cronbach’s alpha value was 0.72. The score range table was used to evaluate the levels of playing games (Score ranges: 1-1.8 points; Very weak. 1.9–2.6 points; Weak. 2.7–3.4 points; Medium. 3.5–4.2 points; High. 4.3-5 points; Very High.) [ 33 ]. Data analysis Descriptive statistical information, such as frequency distribution, percentage, arithmetic mean, and standard deviation of the participant data, was analyzed using the SPSS 24 statistical program. The Kolmogorov–Smirnov test was applied to test whether the data obtained from the research conformed to a normal distribution. As the test result did not show a normal distribution, the Mann–Whitney U test was performed for pairwise comparisons, and the Kruskal–Wallis test was performed for multiple comparisons. The significance level was set at p < 0.05. Graphs were created using GraphPad Prism 8.4. Results Table 1 Demographic information of the participants Variable N % Age 21–25 years 10 6.4 26–30 years 25 16 31–35 years 25 16 36–40 years 27 17.3 41 and over years 68 44.2 Total 155 100 Coaching level UEFA A 30 19.2 UEFA B 81 51.9 UEFA C 44 28.2 Total 155 100 Group trained Less than 20 years (age) 113 73.1 More than 20 years (age) 42 26.9 Total 155 100 Game type Educational game 30 19.9 Struggle-competition 125 80.1 Total 155 100 According to Table 1 , most participants are over 41 years old, with 51.9% holding UEFA B status and 28% holding UEFA C status. Furthermore, 73.1% officiate in under 20 age groups, and 80.1% prefer competitiv Certainly. Here is an expanded version of the sentence emphasizing the involvement with adolescent football players: According to Table 1 , the majority of coaches are over 41 years old, with 51.9% holding UEFA B certification and 28% holding UEFA C certification. This academic and technical background demonstrates the coaches' mastery of modern football methodologies. Importantly, a substantial 73.1% regularly do exercises and games within under-20 age groups, highlighting their significant engagement with adolescent football players. This high percentage shows that the group is particularly "specialized" in working with adolescent athletes. 19.9% of these coaches express a preference for educational games. This preference shows that even in highly competitive top-level youth leagues, coaches prioritize the players' developmental and game intelligence. Participants' self-efficacy levels were high in the planning dimension, moderate in the implementation dimension, and very high in the evaluation dimension. As shown in Fig. 2 , no statistically significant difference was found in the participants' self-efficacy scale for playing games according to age (p > 0.05). Figure 3 shows that when participants' self-efficacy regarding playing games was examined according to their coaching levels, a statistically significant difference was found in terms of total score (p 0.05). According to results of the Mann-Whitney U test, there is a significant difference between UEFA A and UEFA B, UEFA C. Self-efficacy scores were significantly higher for UEFA A level coaches compared to UEFA B (U = 877, p=.02) and UEFA C (U = 447, p=.01) coaches. A statistically significant difference was found in the self-efficacy levels of coaches in the application and assessment sub-dimensions, favoring coaches working in lower age categories (p 0.05). As shown in Fig. 5 , when the participants' self-efficacy in playing educational games was compared according to their game preferences, a statistically significant difference was found in the assessment sub-dimension (p 0.05). The regression analysis results indicated that the model was significant (R 2 = 0.10), age and game preference had no effect on self-efficacy in playing educational games; however, coaching level influenced self-efficacy in playing educational games (t = − 2.26, p<.05). Coaches' self-confidence in implementing educational games is determined by the professional training system and coaching levels. According to the results of the multiple regression analysis conducted to determine the effect of coaching level and age group on self-efficacy in educational game playing, the created model was found to be statistically significant (F 2,152 ​=9.53; p<.01). The findings show that an increase in coaching level positively affects the level of self-efficacy in educational game playing (β = .20; t = 2.72; p<.01); while as the age group receiving training increases, the coaches' self-efficacy perceptions in this regard decrease significantly (β=−.27; t = − 3.62; p<.01). The negative influence of age group (β=−.27) is stronger than the positive influence of coaching level (β = .20). In other words, regardless of how well-trained a coach is, their confidence in applying educational games erodes as the age of the players they are working with increases. Discussion This study, which aimed to examine the educational game-playing competencies of football coaches in Turkey, determined that participants had very high self-efficacy levels in the planning dimension, moderate levels in the implementation dimension, and very high levels in the evaluation dimension. In this respect, it can be concluded that while coaches are aware of the importance of the implementation phase of educational games, they do not frequently conduct them. In a study comparing the self-efficacy levels of coaches and primary school teachers regarding educational games, it was stated that coaches had high levels in the planning dimension while teachers had very high levels; coaches had very high levels in the implementation dimension while teachers had high levels; and coaches had moderate levels while teachers had very high levels in the evaluation dimension [ 34 ]. Physical education teachers' self-efficacy levels in playing educational games were found to be moderate in the planning dimension, weak in the implementation dimension, and moderate in the evaluation dimension [ 35 ]. In Çintesun's (2020) study, it was determined that prospective physical education teachers had very high self-efficacy in the planning and evaluation dimensions and high self-efficacy in the implementation dimension [ 14 ]. Other studies showed that self-efficacy levels were also found to be high [ 36 , 37 ]. It was observed that coaches' self-efficacy regarding playing games did not differ significantly according to age group. It can thus be stated that despite age differences among coaches, their educational game-playing situations were the same. Similar findings were obtained in a study by Koçak (2019) covering coaches in different sports branches [ 37 ], covering volleyball coaches, where coach competencies were found not to differ according to age [ 35 , 36 ]. In another study, differences in self-efficacy levels were found among primary school teachers and trainers in different age groups. The study revealed that in both groups, as the age range increased, the self-efficacy level in conducting educational games decreased inversely [ 35 ]. When participants' self-efficacy in conducting educational games was examined according to their coaching levels, a significant difference was found in the planning sub-dimension and the total score. This can be interpreted as the self-efficacy level increasing proportionally with the coaching level. In other study, there was no significant difference in self-efficacy levels in conducting educational games in terms of education level for both groups [ 34 ]. Another study also found that there was no statistically significant difference in the self-efficacy level of physical education teachers regarding conducting educational games according to their years of service [ 35 ]. There are problems of inexperience and lack of training regarding the competence of youth coaches, and the creation of a working environment under the supervision of experienced coaches is recommended as a solution. [ 39 ] According to Bozat and Güvendi (2024), coaches' belief that their self-efficacy improves as their experience increases also increases [ 37 ]. When participants' self-efficacy regarding conducting educational games was compared according to the group they trained, a statistically significant difference was found in the application and evaluation sub-dimensions, but no significant difference was found in the planning sub-dimension. The lack of a significant difference in the planning dimension according to the group they trained suggests that coaches conduct their planning processes regarding educational games in accordance with general training principles and independently of age group. In contrast, the significant differences observed in the application and evaluation dimensions indicate that the use of educational games in the field is closely related to the developmental level, motivational characteristics, and performance expectations of athletes. Gabbett et al. (2009) stated that the use of educational games in team sports showed improvement in athletes' cognitive skills related to decision-making and independent application of skills compared to other models using repetitive technical instructions [ 40 ]. Furthermore, Böke and Aygün (2023) revealed that the use of game-based models in school sports provided significant improvements in multidimensional areas, such as critical thinking, motivation, and skill expertise [ 41 ]. In a study on the self-efficacy levels of physical education teachers regarding conducting educational games, no significant difference was found according to the group they trained [ 35 ]. Harvey and Jarrett (2014) reported that game-based application and evaluation processes can vary depending on the developmental level of athletes [ 42 ]. When participants' self-efficacy in playing educational games was compared according to their game preferences, a statistically significant difference was found in the evaluation sub-dimension, while no significant difference was found in other sub-dimensions. This may be due to the fact that the evaluation processes vary depending on the individual pedagogical approaches of the coaches. The effectiveness of educational games will increase if coaches can realize and implement innovative designs that can be played on a modified field with designated areas for different game types and encourage players to develop versatile skills and adapt to various playing surfaces [ 43 ]. The use of web-based educational games to teach basic football techniques increases participation and motivation [ 44 ]. In the age of developing technology, web-based applications can be useful in designing and implementing educational games in football. Coaches who preferred educational games over struggle-competition games were found to have a lower self-efficacy sub-dimension, namely the evaluation level. This may stem from the fact that coaches who prioritize educational games focus more on the content and application of the games rather than evaluating the effectiveness of the training sessions. The regression analysis results showed that the model was significant, and that age and game preference had no effect on self-efficacy in playing educational games; however, coaching level influenced self-efficacy in playing educational games. Low-level negative correlations between the teaching and learning understandings of physical education teacher candidates and the planning and evaluation sub-dimensions of self-efficacy in playing educational games. Furthermore, teaching–learning understandings adopted by teacher candidates were found to have a significant predictive effect on self-efficacy in playing educational games [ 45 ]. This can be interpreted as coaching level being a greater determinant than age or personal game preferences. As a coach's license level (UEFA C, B, A) or seniority increases, their self-perception of competence in planning and implementing educational games also changes. Higher-level coaches likely feel more competent in managing these games due to the technical training they have received. Advanced coaching programs (such as UEFA licenses) equip coaches with methodological skills in designing and managing games. As coaches gain experience, they become stronger in using educational games as tools; however, as the player group progresses from childhood to adolescence or from adolescence to adulthood, their belief in effectively applying these tools on the field weakens. This situation demonstrates the need to modernize educational games not only in children's football but also in youth/performance football. Conclusion The results show that football coaches are sufficiently competent in theoretically planning and evaluating the results of educational games; however, their practical skills in the field need to be improved. While the study found no significant difference in self-efficacy levels based on age, significant differences were found in some sub-dimensions based on the athlete groups coaches worked with and the types of games they preferred. Furthermore, coaching level was found to be a significant predictor of self-efficacy in conducting educational games. The decline in self-efficacy among coaches as the age group increases may stem from their perception of educational games as merely "entertainment" for young children. However, in modern training methodologies, even in top-level (professional) teams, these games are used to build tactical awareness. The role of educational games within tactic-oriented games should be emphasized more in coach training. Based on the findings, it is recommended that in-service training programs focusing on improving the practical skills of football coaches be organized so that they can use educational games more effectively in training processes. In this context, it is believed that applied training encompassing game design, implementation strategies, feedback techniques, performance analysis, and systematic observation skills can increase coaches’ competency levels. Young soccer players (12–18 years old) are physically and mentally very different from children. A decrease in self-efficacy in this group indicates that coaches struggle to create games that suit the competitive spirit and complex tactical needs of adolescent athletes. Coaches should develop the skills to modify games (increasing difficulty, adding strategic depth) to suit the cognitive capacities of adolescent athletes. Future research comparing the self-efficacy of coaches in different sports branches regarding educational game playing, examining different age and experience groups, and using qualitative data collection methods in addition to quantitative data will contribute to a more comprehensive understanding of the subject. Limitations This study was limited to UEFA (A-B-C) licensed men's football coaches in Türkiye. Furthermore, variables, such as academic education level, number of clubs worked for, and league level, were not included in the study. The data collected in the study were limited to the measurement level of the educational game self-efficacy scale. Declarations Ethics approval and consent to participation The study followed the guidelines of the Helsinki Declaration. It was approved by the Alanya Alaaddin Keykubat University Social and Human Sciences Field Scientific Research Ethics Committee (approval number 2024/08). Participants gave consent via informed consent form before completing the survey. Coaches could only participate when agreed to participate and signed the informed consent. Consent for publication No applicable. Availability of data and materials The data that support the findings of this study are available from the corresponding author upon reasonable request. The dataset will be accessible only for academic purposes, and any use of the data will recognize the original study and maintain the confidentiality of the participants. Competing interest The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The authors received no financial support for the research, authorship, and/or publication of this article. Author contributions Meric Odemis: Methodology, Formal Analysis, Investigation, Writing – Original Draft, Writing – Review & Editing. 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Mediterr J of Sport Science 2023; 6: 1045-1059. https://doi.org/10.38021/asbid.1374634 Koçak ÇV. Antrenör adaylarının antrenör öz yeterlik düzeylerinin incelenmesi [Investigation of coaching self-efficacy levels of coach candidates]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi 2019; 17: 55-62. https://doi.org/10.33689/spormetre.520507 Kubat A, Yıldız Ö. Futbol altyapı antrenörlerinin altyapi eğitiminde karşılaştıkları sorunlar ve çözüm önerileri [Problems encountered by football youth coaches in youth training and solution suggestions]. Beden Eğitimi ve Spor Bilimleri Dergisi 2022; 16: 128-148. Gabbett T, Jenkins D, Abernethy B. Game-based training for improving skill and physical fitness in team sport athletes. Int J of Sports Science & Coaching 2009; 4: 273-283. https://doi.org/10.1260/174795409788549553 Böke H, Aygun Y. Effects of tactical game model on multidimensional developmental domains: a systematic review and meta-analysis. Actualidades Pedagógicas, 2023; 82: e1775-e1775. https://doi.org/ 10.19052/ap.vol1.iss82.7 Harvey S, Jarrett K. A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy 2014; 19: 278-300. Bagayas JCS, Malayao JrSO. & Sumando GA. Futenvol: an innovative game for physical education students. Journal of Education and Learning (EduLearn) 2026; 20: 532-541. https://doi.org/10.11591/edulearn.v20i1.22299 Mukti JAK, Akhyar M, Santosa, EB. Web-based educational games for teaching basic football techniques in secondary school physical education. JTP-Jurnal Teknologi Pendidikan 2025; 27: 260-276. https://doi.org/10.21009/jtp.v27i1.53117 Mallı AY, Zorlu G. Beden eğitimi öğretmen adaylarının öğretme ve öğrenme anlayışları ile eğitsel oyun oynatma öz yeterlilikleri arasındaki ilişkinin incelenmesi. [Investigation of the relationship between teaching and learning conceptions and educational game self-efficacy of physical education teacher candidates]. Anatolia Sport Research, 2025; 6: 19–30. http://dx.doi.org/10.29228/anatoliasr.83 Additional Declarations No competing interests reported. Cite Share Download PDF Status: Under Review Version 1 posted Reviews received at journal 14 May, 2026 Reviewers agreed at journal 14 May, 2026 Reviewers agreed at journal 12 May, 2026 Reviewers agreed at journal 03 May, 2026 Reviewers invited by journal 28 Apr, 2026 Editor assigned by journal 28 Apr, 2026 Editor invited by journal 27 Apr, 2026 Submission checks completed at journal 27 Apr, 2026 First submitted to journal 27 Apr, 2026 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Yıldız","email":"data:image/png;base64,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","orcid":"","institution":"Alanya Alaaddin Keykubat University","correspondingAuthor":true,"prefix":"","firstName":"Yavuz","middleName":"","lastName":"Yıldız","suffix":""},{"id":633797668,"identity":"bbf93c8c-44e3-4bec-afa9-2cbebfe71c78","order_by":2,"name":"Akan Bayrakdar","email":"","orcid":"","institution":"Alanya Alaaddin Keykubat 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12:53:43","currentVersionCode":1,"declarations":"","doi":"10.21203/rs.3.rs-9472475/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-9472475/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":108955357,"identity":"3eae42c4-6481-4912-97dd-387f84579e78","added_by":"auto","created_at":"2026-05-11 08:07:06","extension":"png","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":59159,"visible":true,"origin":"","legend":"\u003cp\u003eAverage game-playing self-efficacy scores and levels of participants according to their coaching levels.\u003c/p\u003e","description":"","filename":"image1.png","url":"https://assets-eu.researchsquare.com/files/rs-9472475/v1/df508d317e317ff22301c7d2.png"},{"id":108977766,"identity":"b37a2544-5c71-48d3-949d-d202154e3075","added_by":"auto","created_at":"2026-05-11 11:32:50","extension":"png","order_by":2,"title":"Figure 2","display":"","copyAsset":false,"role":"figure","size":115735,"visible":true,"origin":"","legend":"\u003cp\u003eComparison of participants' educational games playing self-efficacy according to age\u003c/p\u003e","description":"","filename":"image2.png","url":"https://assets-eu.researchsquare.com/files/rs-9472475/v1/9a0d350b551a2a0e14eb3f57.png"},{"id":108955352,"identity":"5687333b-0b5d-4639-b8f2-fe514f8f619a","added_by":"auto","created_at":"2026-05-11 08:07:06","extension":"png","order_by":3,"title":"Figure 3","display":"","copyAsset":false,"role":"figure","size":93621,"visible":true,"origin":"","legend":"\u003cp\u003eComparison of participants' self-efficacy in playing educational games according to their coaching level.\u003c/p\u003e","description":"","filename":"image3.png","url":"https://assets-eu.researchsquare.com/files/rs-9472475/v1/bfc37a7e1b44c90baa188cc3.png"},{"id":108955358,"identity":"d63dfb53-decb-47fa-9a7f-642813e73bbf","added_by":"auto","created_at":"2026-05-11 08:07:06","extension":"png","order_by":4,"title":"Figure 4","display":"","copyAsset":false,"role":"figure","size":56707,"visible":true,"origin":"","legend":"\u003cp\u003eComparison of participants' self-efficacy in playing educational games according to the group they trained\u003c/p\u003e","description":"","filename":"image4.png","url":"https://assets-eu.researchsquare.com/files/rs-9472475/v1/2d116590a9a24002087dbce4.png"},{"id":108955353,"identity":"ef81b658-034f-4361-b6d8-415525f3a5fd","added_by":"auto","created_at":"2026-05-11 08:07:06","extension":"png","order_by":5,"title":"Figure 5","display":"","copyAsset":false,"role":"figure","size":56610,"visible":true,"origin":"","legend":"\u003cp\u003eComparison of participants' self-efficacy in playing educational games according to the game styles played\u003c/p\u003e","description":"","filename":"image5.png","url":"https://assets-eu.researchsquare.com/files/rs-9472475/v1/dbbfcba9dc71f620f5cca75a.png"},{"id":108955355,"identity":"760cb9b1-afb6-4230-b3e6-3161f72b0928","added_by":"auto","created_at":"2026-05-11 08:07:06","extension":"png","order_by":6,"title":"Figure 6","display":"","copyAsset":false,"role":"figure","size":18807,"visible":true,"origin":"","legend":"\u003cp\u003eResults of regression analysis of educational game self-efficacy total score according to age, game preference and coaching level\u003c/p\u003e","description":"","filename":"image6.png","url":"https://assets-eu.researchsquare.com/files/rs-9472475/v1/80a9dbc9d15a01a9398c2500.png"},{"id":108979778,"identity":"838b4292-b5db-4470-8f2a-405bf1cc2119","added_by":"auto","created_at":"2026-05-11 12:01:31","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":639628,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-9472475/v1/839783a7-4f54-4d4a-a51a-33456b172491.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Beyond Traditional Training: Football Coaches’ Self-Efficacy in Using Educational Games","fulltext":[{"header":"Introduction","content":"\u003cp\u003eSelf-efficacy judgments are concerned not with what a person possesses, but with what they believe they can do. These judgments are the product of a complex process of self-assessment and self-persuasion based on the cognitive processing of various sources of competency knowledge [\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e1\u003c/span\u003e]. Bandura (1997) defined self-efficacy as \u0026ldquo;beliefs in one\u0026rsquo;s ability to organize and execute action plans required to produce specific achievements.\u0026rdquo; Beliefs of competence are formed through self-evaluation and self-convincing via the cognitive processing of competence information derived from performance accomplishments, vicarious experiences, verbal persuasion, and emotional arousal. Performance accomplishments and vicarious experiences involve observing and comparing oneself to others. Self-efficacy is consistently and positively correlated with athletic performance, motivational behavior, and other achievement-related cognitions and emotions [\u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2\u003c/span\u003e, \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e3\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eSuccessful performance has a significant impact on self-efficacy [\u003cspan additionalcitationids=\"CR5\" citationid=\"CR4\" class=\"CitationRef\"\u003e4\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e6\u003c/span\u003e]. An athlete's success is essential for the development of self-efficacy, as it is a factor that enhances it. Feedback given by a coach to a successful athlete should be constructive and realistic [\u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e7\u003c/span\u003e]. Therefore, coaches' training processes should aim to develop their ability to provide constructive and realistic feedback and self-efficacy. Coaching should influence the scope of theoretical procedures before self-efficacy is determined. Therefore, improvement can be expected in the coache's ability to analyze goals, assess their own capacities related to the task, set better goals related to the task, and develop and implement better strategies to achieve the goal[\u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e8\u003c/span\u003e]. Self-efficacy development is not just an individual process; it is a phenomenon shaped through social interactions within professional learning communities that include coaches and role models [\u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e9\u003c/span\u003e]. In today's education system, which is constantly evolving in terms of content, quality, purpose, and functionality, educational games have emerged as a new and alternative teaching technique. Educational games, which can be applied to different situations, have many definitions because of this characteristic [\u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e10\u003c/span\u003e]. A game is a learning tool that positively impacts the physical, cognitive, social, and mental development of children, students, or individuals in general, with or without materials [\u003cspan additionalcitationids=\"CR12 CR13\" citationid=\"CR11\" class=\"CitationRef\"\u003e11\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Defined as a physical and/or mental process played according to specific rules for entertainment or reward, games generally involve the application of ideas and objects in appropriate environments. Games can also be considered effective teaching and educational tools for all age groups of students [\u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e15\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eEducational games are considered effective tools for learning and skill development in many fields, particularly those aimed at educational improvement. These types of games contain elements that serve an educational purpose in addition to being entertaining. In an educational context, it is important to consider both the entertainment and educational effects when evaluating a game [\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e16\u003c/span\u003e]. Educational games that make learning fun [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e] are an important complement that strengthens teaching methods. With good design and implementation, game-based learning has the potential to create an environment that encourages collaborative learning [\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e18\u003c/span\u003e]. The planning and implementation of games and activities are of great importance. A game planned with the intended purpose may lose its educational and entertaining qualities for the individual when used in inappropriate methods and environments [\u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e19\u003c/span\u003e]. Numerous studies have indicated that educational games positively contribute to cognitive [\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e20\u003c/span\u003e], affective [\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e21\u003c/span\u003e], and motor development [\u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e22\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eFootball performance requires children to develop both technical skills and tactical awareness [\u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e23\u003c/span\u003e]. However, the use of educational games is beneficial in terms of technical skills and tactical awareness. The variety in the use of competitive educational games had a positive effect on learning dribbling and goal-scoring skills in football for the experimental group [\u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e24\u003c/span\u003e] Educational games are important in preventing the risk of injury and accidents in children playing football and are fundamentally a useful, comprehensive, and powerful tool for enhancing their physical, social, cognitive, emotional, and motor development [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eInjuries in lower age categories also negatively affect the development of footballers. Football matches, due to the intense physical struggles and variable and high tempo, put physical and mental strain on footballers and lead to sports injuries [\u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e] The injury rate decreases as footballers age and mature. As footballers gain experience with age, the risk of injury may decrease. However, in lower age categories (grassroots), insufficient muscle strength, lack of athletic skills, and inadequate endurance and coordination often increase the risk of injury [\u003cspan additionalcitationids=\"CR26\" citationid=\"CR25\" class=\"CitationRef\"\u003e25\u003c/span\u003e\u0026ndash;\u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e27\u003c/span\u003e]. In training sessions that include educational games, the risk of injury is low. Investigating the effects of using educational games in the implementation of the FIFA 11\u0026thinsp;+\u0026thinsp;warm-up protocol, which is used to reduce the likelihood of injury and increase the physical fitness levels of footballers, educational games applied during the warm-up phase increased the directional running performance of footballers and positively affected their psychological motivation [\u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e28\u003c/span\u003e]. Coaches can increase the motivation of young footballers with educational games and make training processes more efficient [\u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e17\u003c/span\u003e]. Coaches' constructive communication skills have a positive impact on athlete performance and happiness, especially in team sports [\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e29\u003c/span\u003e]. Therefore, it can be said that coaches establishing constructive communication while implementing educational games is important and valuable for athlete development.\u003c/p\u003e \u003cp\u003ePlanned and implemented by football coaches in a purposeful, comprehensive, and high-quality manner, educational games directly influence the development of children's skills. From this perspective, the knowledge, planning, and implementation levels and abilities of coaches regarding educational games are significant determinants in the development of young football players; therefore, researching the self-efficacy of coaches in conducting educational games is valuable. Accordingly, this study aimed to examine the self-efficacy of football coaches in T\u0026uuml;rkiye regarding the conduct of educational games.\u003c/p\u003e"},{"header":"Material and Method","content":"\u003cp\u003eThe research was designed using a relational model. The relational model is a research approach that aims to describe a past or present situation as it is [\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e30\u003c/span\u003e]. The individual, object, or event under investigation is defined within its own context and as it is. A convenient sampling method was used to determine the research group. The participation criterion was that participants must have been actively coached in youth teams for at least one year. Accordingly, the research population consisted of football coaches working under the Turkish Football Federation and holding a UEFA license, and the sample consisted of UEFA-licensed coaches reached through convenient sampling. A power analysis was performed using G*Power software to determine the sample size [\u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e31\u003c/span\u003e]. The two-tailed independent samples t-test model was used in the analysis, and the effect size was determined as 0.37 according to Cohen's d coefficient [\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e32\u003c/span\u003e]. The significance level was set at α\u0026thinsp;=\u0026thinsp;.05, and the total sample size was determined to be 150.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003eParticipants\u003c/h2\u003e \u003cp\u003eThe study involved 155 male football coaches from different regions and age groups across T\u0026uuml;rkiye who actively work as youth coaches and participated voluntarily. The average age of the participants was 39\u0026thinsp;\u0026plusmn;\u0026thinsp;9.42 years.\u003c/p\u003e \u003c/div\u003e\n\u003ch3\u003eData collection instrument\u003c/h3\u003e\n\u003cp\u003eThe \"Educational Game Playing Self-Efficacy\" scale was used to collect data [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. In addition to the scale used as a data collection tool, questions containing the demographic information of the participants (age, coaching level, group trained and game type) were also included. The Educational Game Playing Self-Efficacy Scale developed by Altınk\u0026ouml;k and Yılmaz (2018) consists of 11 items and three sub-dimensions: planning (four items, 1, 2, 3, and 4), implementation (four items, 5, 6, 7, and 8), and evaluation (three items, 9, 10, and 11), and is a 5-point Likert-type scale. The reliability coefficient of the scale was 0.88 [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e]. In this study, Cronbach\u0026rsquo;s alpha value was 0.72. The score range table was used to evaluate the levels of playing games (Score ranges: 1-1.8 points; Very weak. 1.9\u0026ndash;2.6 points; Weak. 2.7\u0026ndash;3.4 points; Medium. 3.5\u0026ndash;4.2 points; High. 4.3-5 points; Very High.) [\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e33\u003c/span\u003e].\u003c/p\u003e \u003cdiv id=\"Sec5\" class=\"Section2\"\u003e \u003ch2\u003eData analysis\u003c/h2\u003e \u003cp\u003eDescriptive statistical information, such as frequency distribution, percentage, arithmetic mean, and standard deviation of the participant data, was analyzed using the SPSS 24 statistical program. The Kolmogorov\u0026ndash;Smirnov test was applied to test whether the data obtained from the research conformed to a normal distribution. As the test result did not show a normal distribution, the Mann\u0026ndash;Whitney U test was performed for pairwise comparisons, and the Kruskal\u0026ndash;Wallis test was performed for multiple comparisons. The significance level was set at p\u0026thinsp;\u0026lt;\u0026thinsp;0.05. Graphs were created using GraphPad Prism 8.4.\u003c/p\u003e \u003c/div\u003e"},{"header":"Results","content":"\u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e \u003ccaption language=\"En\"\u003e \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e \u003cdiv class=\"CaptionContent\"\u003e \u003cp\u003eDemographic information of the participants\u003c/p\u003e \u003c/div\u003e \u003c/caption\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVariable\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eN\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003e\u003cb\u003eAge\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e21\u0026ndash;25 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e6.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e26\u0026ndash;30 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e31\u0026ndash;35 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e36\u0026ndash;40 years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e27\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e17.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e41 and over years\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e68\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e44.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e155\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e \u003cp\u003e\u003cb\u003eCoaching level\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUEFA A\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e19.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUEFA B\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e81\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e51.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eUEFA C\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e44\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e155\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eGroup trained\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 20 years (age)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e73.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMore than 20 years (age)\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e42\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e26.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e155\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003e\u003cb\u003eGame type\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEducational game\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e19.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStruggle-competition\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e125\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e155\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003eAccording to Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, most participants are over 41 years old, with 51.9% holding UEFA B status and 28% holding UEFA C status. Furthermore, 73.1% officiate in under 20 age groups, and 80.1% prefer competitiv Certainly. Here is an expanded version of the sentence emphasizing the involvement with adolescent football players:\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eAccording to Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e, the majority of coaches are over 41 years old, with 51.9% holding UEFA B certification and 28% holding UEFA C certification. This academic and technical background demonstrates the coaches' mastery of modern football methodologies. Importantly, a substantial 73.1% regularly do exercises and games within under-20 age groups, highlighting their significant engagement with adolescent football players. This high percentage shows that the group is particularly \"specialized\" in working with adolescent athletes. 19.9% of these coaches express a preference for educational games. This preference shows that even in highly competitive top-level youth leagues, coaches prioritize the players' developmental and game intelligence.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eParticipants' self-efficacy levels were high in the planning dimension, moderate in the implementation dimension, and very high in the evaluation dimension.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eAs shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig2\" class=\"InternalRef\"\u003e2\u003c/span\u003e, no statistically significant difference was found in the participants' self-efficacy scale for playing games according to age (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eFigure \u003cspan refid=\"Fig3\" class=\"InternalRef\"\u003e3\u003c/span\u003e shows that when participants' self-efficacy regarding playing games was examined according to their coaching levels, a statistically significant difference was found in terms of total score (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). However, no significant difference was found in the other sub-dimensions (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05). According to results of the Mann-Whitney U test, there is a significant difference between UEFA A and UEFA B, UEFA C. Self-efficacy scores were significantly higher for UEFA A level coaches compared to UEFA B (U\u0026thinsp;=\u0026thinsp;877, p=.02) and UEFA C (U\u0026thinsp;=\u0026thinsp;447, p=.01) coaches.\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eA statistically significant difference was found in the self-efficacy levels of coaches in the application and assessment sub-dimensions, favoring coaches working in lower age categories (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05). However, no significant difference was found in the planning sub-dimension (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eAs shown in Fig.\u0026nbsp;\u003cspan refid=\"Fig5\" class=\"InternalRef\"\u003e5\u003c/span\u003e, when the participants' self-efficacy in playing educational games was compared according to their game preferences, a statistically significant difference was found in the assessment sub-dimension (p\u0026thinsp;\u0026lt;\u0026thinsp;0.05), with no significant difference found in the other sub-dimensions (p\u0026thinsp;\u0026gt;\u0026thinsp;0.05).\u003c/p\u003e \u003cp\u003e \u003c/p\u003e \u003cp\u003eThe regression analysis results indicated that the model was significant (R\u003csup\u003e2\u003c/sup\u003e\u0026thinsp;=\u0026thinsp;0.10), age and game preference had no effect on self-efficacy in playing educational games; however, coaching level influenced self-efficacy in playing educational games (t\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;2.26, p\u0026lt;.05). Coaches' self-confidence in implementing educational games is determined by the professional training system and coaching levels.\u003c/p\u003e \u003cp\u003eAccording to the results of the multiple regression analysis conducted to determine the effect of coaching level and age group on self-efficacy in educational game playing, the created model was found to be statistically significant (F\u003csub\u003e2,152\u003c/sub\u003e​=9.53; p\u0026lt;.01). The findings show that an increase in coaching level positively affects the level of self-efficacy in educational game playing (β\u0026thinsp;=\u0026thinsp;.20; t\u0026thinsp;=\u0026thinsp;2.72; p\u0026lt;.01); while as the age group receiving training increases, the coaches' self-efficacy perceptions in this regard decrease significantly (β=\u0026minus;.27; t\u0026thinsp;=\u0026thinsp;\u0026minus;\u0026thinsp;3.62; p\u0026lt;.01). The negative influence of age group (β=\u0026minus;.27) is stronger than the positive influence of coaching level (β\u0026thinsp;=\u0026thinsp;.20). In other words, regardless of how well-trained a coach is, their confidence in applying educational games erodes as the age of the players they are working with increases.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study, which aimed to examine the educational game-playing competencies of football coaches in Turkey, determined that participants had very high self-efficacy levels in the planning dimension, moderate levels in the implementation dimension, and very high levels in the evaluation dimension. In this respect, it can be concluded that while coaches are aware of the importance of the implementation phase of educational games, they do not frequently conduct them. In a study comparing the self-efficacy levels of coaches and primary school teachers regarding educational games, it was stated that coaches had high levels in the planning dimension while teachers had very high levels; coaches had very high levels in the implementation dimension while teachers had high levels; and coaches had moderate levels while teachers had very high levels in the evaluation dimension [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Physical education teachers' self-efficacy levels in playing educational games were found to be moderate in the planning dimension, weak in the implementation dimension, and moderate in the evaluation dimension [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. In \u0026Ccedil;intesun's (2020) study, it was determined that prospective physical education teachers had very high self-efficacy in the planning and evaluation dimensions and high self-efficacy in the implementation dimension [\u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e14\u003c/span\u003e]. Other studies showed that self-efficacy levels were also found to be high [\u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eIt was observed that coaches' self-efficacy regarding playing games did not differ significantly according to age group. It can thus be stated that despite age differences among coaches, their educational game-playing situations were the same. Similar findings were obtained in a study by Ko\u0026ccedil;ak (2019) covering coaches in different sports branches [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e], covering volleyball coaches, where coach competencies were found not to differ according to age [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e36\u003c/span\u003e]. In another study, differences in self-efficacy levels were found among primary school teachers and trainers in different age groups. The study revealed that in both groups, as the age range increased, the self-efficacy level in conducting educational games decreased inversely [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eWhen participants' self-efficacy in conducting educational games was examined according to their coaching levels, a significant difference was found in the planning sub-dimension and the total score. This can be interpreted as the self-efficacy level increasing proportionally with the coaching level. In other study, there was no significant difference in self-efficacy levels in conducting educational games in terms of education level for both groups [\u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e34\u003c/span\u003e]. Another study also found that there was no statistically significant difference in the self-efficacy level of physical education teachers regarding conducting educational games according to their years of service [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. There are problems of inexperience and lack of training regarding the competence of youth coaches, and the creation of a working environment under the supervision of experienced coaches is recommended as a solution. [\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e39\u003c/span\u003e] According to Bozat and G\u0026uuml;vendi (2024), coaches' belief that their self-efficacy improves as their experience increases also increases [\u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e37\u003c/span\u003e].\u003c/p\u003e \u003cp\u003e When participants' self-efficacy regarding conducting educational games was compared according to the group they trained, a statistically significant difference was found in the application and evaluation sub-dimensions, but no significant difference was found in the planning sub-dimension. The lack of a significant difference in the planning dimension according to the group they trained suggests that coaches conduct their planning processes regarding educational games in accordance with general training principles and independently of age group. In contrast, the significant differences observed in the application and evaluation dimensions indicate that the use of educational games in the field is closely related to the developmental level, motivational characteristics, and performance expectations of athletes. Gabbett et al. (2009) stated that the use of educational games in team sports showed improvement in athletes' cognitive skills related to decision-making and independent application of skills compared to other models using repetitive technical instructions [\u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e40\u003c/span\u003e]. Furthermore, B\u0026ouml;ke and Ayg\u0026uuml;n (2023) revealed that the use of game-based models in school sports provided significant improvements in multidimensional areas, such as critical thinking, motivation, and skill expertise [\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e41\u003c/span\u003e]. In a study on the self-efficacy levels of physical education teachers regarding conducting educational games, no significant difference was found according to the group they trained [\u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e35\u003c/span\u003e]. Harvey and Jarrett (2014) reported that game-based application and evaluation processes can vary depending on the developmental level of athletes [\u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e42\u003c/span\u003e].\u003c/p\u003e \u003cp\u003eWhen participants' self-efficacy in playing educational games was compared according to their game preferences, a statistically significant difference was found in the evaluation sub-dimension, while no significant difference was found in other sub-dimensions. This may be due to the fact that the evaluation processes vary depending on the individual pedagogical approaches of the coaches. The effectiveness of educational games will increase if coaches can realize and implement innovative designs that can be played on a modified field with designated areas for different game types and encourage players to develop versatile skills and adapt to various playing surfaces [\u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e43\u003c/span\u003e]. The use of web-based educational games to teach basic football techniques increases participation and motivation [\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e44\u003c/span\u003e]. In the age of developing technology, web-based applications can be useful in designing and implementing educational games in football. Coaches who preferred educational games over struggle-competition games were found to have a lower self-efficacy sub-dimension, namely the evaluation level. This may stem from the fact that coaches who prioritize educational games focus more on the content and application of the games rather than evaluating the effectiveness of the training sessions.\u003c/p\u003e \u003cp\u003eThe regression analysis results showed that the model was significant, and that age and game preference had no effect on self-efficacy in playing educational games; however, coaching level influenced self-efficacy in playing educational games. Low-level negative correlations between the teaching and learning understandings of physical education teacher candidates and the planning and evaluation sub-dimensions of self-efficacy in playing educational games. Furthermore, teaching\u0026ndash;learning understandings adopted by teacher candidates were found to have a significant predictive effect on self-efficacy in playing educational games [\u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e45\u003c/span\u003e]. This can be interpreted as coaching level being a greater determinant than age or personal game preferences.\u003c/p\u003e \u003cp\u003eAs a coach's license level (UEFA C, B, A) or seniority increases, their self-perception of competence in planning and implementing educational games also changes. Higher-level coaches likely feel more competent in managing these games due to the technical training they have received. Advanced coaching programs (such as UEFA licenses) equip coaches with methodological skills in designing and managing games. As coaches gain experience, they become stronger in using educational games as tools; however, as the player group progresses from childhood to adolescence or from adolescence to adulthood, their belief in effectively applying these tools on the field weakens. This situation demonstrates the need to modernize educational games not only in children's football but also in youth/performance football.\u003c/p\u003e"},{"header":"Conclusion","content":"\u003cp\u003eThe results show that football coaches are sufficiently competent in theoretically planning and evaluating the results of educational games; however, their practical skills in the field need to be improved. While the study found no significant difference in self-efficacy levels based on age, significant differences were found in some sub-dimensions based on the athlete groups coaches worked with and the types of games they preferred. Furthermore, coaching level was found to be a significant predictor of self-efficacy in conducting educational games. The decline in self-efficacy among coaches as the age group increases may stem from their perception of educational games as merely \"entertainment\" for young children. However, in modern training methodologies, even in top-level (professional) teams, these games are used to build tactical awareness. The role of educational games within tactic-oriented games should be emphasized more in coach training.\u003c/p\u003e \u003cp\u003eBased on the findings, it is recommended that in-service training programs focusing on improving the practical skills of football coaches be organized so that they can use educational games more effectively in training processes. In this context, it is believed that applied training encompassing game design, implementation strategies, feedback techniques, performance analysis, and systematic observation skills can increase coaches\u0026rsquo; competency levels. Young soccer players (12\u0026ndash;18 years old) are physically and mentally very different from children. A decrease in self-efficacy in this group indicates that coaches struggle to create games that suit the competitive spirit and complex tactical needs of adolescent athletes. Coaches should develop the skills to modify games (increasing difficulty, adding strategic depth) to suit the cognitive capacities of adolescent athletes.\u003c/p\u003e \u003cp\u003eFuture research comparing the self-efficacy of coaches in different sports branches regarding educational game playing, examining different age and experience groups, and using qualitative data collection methods in addition to quantitative data will contribute to a more comprehensive understanding of the subject.\u003c/p\u003e"},{"header":"Limitations","content":"\u003cp\u003eThis study was limited to UEFA (A-B-C) licensed men's football coaches in T\u0026uuml;rkiye. Furthermore, variables, such as academic education level, number of clubs worked for, and league level, were not included in the study. The data collected in the study were limited to the measurement level of the educational game self-efficacy scale.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participation\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study followed the guidelines of the Helsinki Declaration. It was approved by the Alanya Alaaddin Keykubat University Social and Human Sciences Field Scientific Research Ethics Committee (approval number 2024/08). Participants gave consent via informed consent form before completing the survey. Coaches could only participate when agreed to participate and signed the informed consent.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for publication\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eNo applicable.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data that support the findings of this study are available from the corresponding author upon reasonable request. The dataset will be accessible only for academic purposes, and any use of the data will recognize the original study and maintain the confidentiality of the participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors received no financial support for the research, authorship, and/or publication of this article.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eMeric Odemis: Methodology, Formal Analysis, Investigation, Writing \u0026ndash; Original Draft, Writing \u0026ndash; Review \u0026amp; Editing. Yavuz Yıldız: Methodology, Formal Analysis, Investigation, Writing \u0026ndash; Original Draft, Writing \u0026ndash; Review \u0026amp; Editing. Akan Bayrakdar: Methodology, Formal Analysis, Writing \u0026ndash; Review \u0026amp; Editing. Murat G\u0026ouml;khan \u0026Ccedil;elebi: Data Collection, Writing \u0026ndash; Review \u0026amp; Editing. Erden M\u0026uuml;\u0026ccedil;teba Or: Data Collection, Writing \u0026ndash; Review \u0026amp; Editing.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBandura, A. (1990). Perceived self-efficacy in the exercise of personal agency. Journal of App Sport Psy 1990; 2, 128-163.\u003c/li\u003e\n\u003cli\u003eBandura, A. Self-efficacy: the exercise of control. W.H. Freeman: New York. 1997\u003c/li\u003e\n\u003cli\u003eRamesh N, Klaiber P. Belief and achievement: Examining the interplay between academic self-efficacy and weekly academic experiences. 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Differences in technical and tactical learning of football according to the teaching methodology: A study in an educational context. Sustainability 2020; 12: 6554. https://doi.org/10.3390/su12166554\u003c/li\u003e\n\u003cli\u003eMurad B, Rashid MH, Hidayat NK. The effect of competitive educational games on learning the skills of dribbling and scoring in football for middle school students. Retos, 2025; 65: 589\u0026ndash;599. https://doi.org/10.47197/retos.v65.110924\u003c/li\u003e\n\u003cli\u003eBuruş M, Orhan \u0026Ouml;, Futbolda alt extremite yaralanmaları ve risk fakt\u0026ouml;rleri [Lower extremity injuries and risk factors in football]. In: sporda araştırma ve değerlendirmeler (Ed. Durukan Ed.). Gece Kitaplığı. 2022\u003c/li\u003e\n\u003cli\u003eLe Gall F, Carling C, Reilly T. Biological maturity and injury in elite youth football. Scand J Med Sci Sports, 2007; 17: 564- 572.\u003c/li\u003e\n\u003cli\u003ePorter T, Rushton, A. The efficacy of exercise in preventing injury in adult male football: a systematic review of randomised controlled trials. Sports Med Open 2015; 1: 1- 12.\u003c/li\u003e\n\u003cli\u003e\u0026Uuml;\u0026ccedil;\u0026uuml;nc\u0026uuml; H, Edis \u0026Ccedil;. Isınma seanslarında uygulanan eğitsel oyunların fiziksel ve psikolojik performansa etkileri [The effects of educational games applied in warm-up sessions on physical and psychological performance]. Int J Sport Exerc Train Sci., 2024; 10: 54-61. https://doi.org/10.18826/useeabd.1443127\u003c/li\u003e\n\u003cli\u003eSağ S, Polat E. Coaches from the perspective of athletes: The impact of coaches\u0026rsquo; communication skills on the general self-efficacy and happiness levels of team and individual athletes. Int J of Sports Science \u0026amp; Coaching, 2026; https://doi.org/10.1177/17479541261426716\u003c/li\u003e\n\u003cli\u003eKarasar N. Bilimsel araştırma y\u0026ouml;ntemi [Scientific research method]. Nobel Yayıncılık. 2005 \u003c/li\u003e\n\u003cli\u003eFaul F, Erdfelder E, Lang AG, Buchner A. G*Power 3: A flexible statistical power analysis program for social, behavioral, and biomedical sciences. Behav Res Methods 2007; 39: 175\u0026ndash;191.\u003c/li\u003e\n\u003cli\u003eCohen, J. Statistical power analysis for the behavioral sciences (2nd ed). Lawrence Erlbaum Associates. 1988\u003c/li\u003e\n\u003cli\u003eAltınk\u0026ouml;k M, Yılmaz A. Eğitsel oyun oynatma \u0026ouml;z yeterlilik \u0026ouml;l\u0026ccedil;eği ge\u0026ccedil;erlik ve g\u0026uuml;venirlik \u0026ccedil;alışması [Educational game playing self-efficacy scale validity and reliability study]. In: spor bilimleri alanında yenilik\u0026ccedil;i yaklaşımlar. K. Pepe, \u0026Ouml;. Karataş (editors), (1. baskı). Ankara: Gece Akademi. 2018\u003c/li\u003e\n\u003cli\u003eG\u0026uuml;ndoğdu HM. Comparing the self-efficacy of trainers and primary school teachers in conducting educational games. Pakistan Journal of Life \u0026amp; Social Sciences 2025; 23: 6166-6177 https://doi.org/10.57239/pjlss-2025-23.1.00480\u003c/li\u003e\n\u003cli\u003eKaymaz U. Beden eğitimi \u0026ouml;ğretmenlerinin eğitsel oyun oynatma \u0026ouml;z yeterlikleri ile mesleki doyumlarının incelenmesi. [Investigation of physical education teachers\u0026apos; educational game playing self-efficacy and professional satisfaction] Master Thesis. Mersin University. 2022\u003c/li\u003e\n\u003cli\u003eBozat HS, G\u0026uuml;vendi, B. Alt yapı antren\u0026ouml;rlerinin \u0026ouml;z yeterliklerinin incelenmesi. [Investigation of the self-efficacy of infrastructure coaches]. Iğdır \u0026Uuml;niversitesi Spor Bilimleri Dergisi 2024; 7: 59-67. https://doi.org/10.48133/igdirsbd.1508186\u003c/li\u003e\n\u003cli\u003eAteş H, Ateş N. Voleybol antren\u0026ouml;rlerinin psikolojik iyi oluş d\u0026uuml;zeyleri ile \u0026ouml;z yeterlik d\u0026uuml;zeyleri arasındaki ilişkinin incelenmesi. [Investigation of the relationship between psychological well-being levels and self-efficacy levels of volleyball coaches]. Mediterr J of Sport Science 2023; 6: 1045-1059. https://doi.org/10.38021/asbid.1374634\u003c/li\u003e\n\u003cli\u003eKo\u0026ccedil;ak \u0026Ccedil;V. Antren\u0026ouml;r adaylarının antren\u0026ouml;r \u0026ouml;z yeterlik d\u0026uuml;zeylerinin incelenmesi [Investigation of coaching self-efficacy levels of coach candidates]. Spormetre Beden Eğitimi ve Spor Bilimleri Dergisi 2019; 17: 55-62. https://doi.org/10.33689/spormetre.520507\u003c/li\u003e\n\u003cli\u003eKubat A, Yıldız \u0026Ouml;. Futbol altyapı antren\u0026ouml;rlerinin altyapi eğitiminde karşılaştıkları sorunlar ve \u0026ccedil;\u0026ouml;z\u0026uuml;m \u0026ouml;nerileri [Problems encountered by football youth coaches in youth training and solution suggestions]. Beden Eğitimi ve Spor Bilimleri Dergisi 2022; 16: 128-148.\u003c/li\u003e\n\u003cli\u003eGabbett T, Jenkins D, Abernethy B. Game-based training for improving skill and physical fitness in team sport athletes. Int J of Sports Science \u0026amp; Coaching 2009; 4: 273-283. https://doi.org/10.1260/174795409788549553\u003c/li\u003e\n\u003cli\u003eB\u0026ouml;ke H, Aygun Y. Effects of tactical game model on multidimensional developmental domains: a systematic review and meta-analysis. Actualidades Pedag\u0026oacute;gicas, 2023; 82: e1775-e1775. https://doi.org/ 10.19052/ap.vol1.iss82.7\u003c/li\u003e\n\u003cli\u003eHarvey S, Jarrett K. A review of the game-centred approaches to teaching and coaching literature since 2006. Physical Education and Sport Pedagogy 2014; 19: 278-300.\u003c/li\u003e\n\u003cli\u003eBagayas JCS, Malayao JrSO. \u0026amp; Sumando GA. Futenvol: an innovative game for physical education students. Journal of Education and Learning (EduLearn) 2026; 20: 532-541. https://doi.org/10.11591/edulearn.v20i1.22299\u003c/li\u003e\n\u003cli\u003eMukti JAK, Akhyar M, Santosa, EB. Web-based educational games for teaching basic football techniques in secondary school physical education. JTP-Jurnal Teknologi Pendidikan 2025; 27: 260-276. https://doi.org/10.21009/jtp.v27i1.53117\u003c/li\u003e\n\u003cli\u003eMallı AY, Zorlu G. Beden eğitimi \u0026ouml;ğretmen adaylarının \u0026ouml;ğretme ve \u0026ouml;ğrenme anlayışları ile eğitsel oyun oynatma \u0026ouml;z yeterlilikleri arasındaki ilişkinin incelenmesi. [Investigation of the relationship between teaching and learning conceptions and educational game self-efficacy of physical education teacher candidates]. Anatolia Sport Research, 2025; 6: 19\u0026ndash;30. http://dx.doi.org/10.29228/anatoliasr.83\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true},"keywords":"self-efficacy, games, educational games, football","lastPublishedDoi":"10.21203/rs.3.rs-9472475/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-9472475/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e \u003cb\u003eBackgrounds\u003c/b\u003e: Coaches' proficiency in planning and implementing educational games directly shapes young players' development. Because the quality of these games determines skill growth, researching coaches' self-efficacy and knowledge in this area is essential for optimizing training outcomes and ensuring high-quality athletic education for children and adolescents. Educational games are considered effective tools for learning and skill development in many fields, particularly those aimed at educational improvement. This study aimed to examine football coaches\u0026rsquo; self-efficacy regarding the implementation of educational games.\u003c/p\u003e \u003cp\u003e\u003cb\u003eMethods\u003c/b\u003e: A total of 155 male coaches with UEFA licenses voluntarily participated in this study. The educational game implementation self-efficacy scale was used as the data collection tool. Descriptive statistical information, such as frequency distribution, percentage, arithmetic mean, and standard deviation of the data, was analyzed using the SPSS 24 statistical program. Because the data did not conform to a normal distribution, the Mann\u0026ndash;Whitney U test was performed for pairwise comparisons, and the Kruskal\u0026ndash;Wallis test was performed for multiple comparisons. Regression analysis was used of educational game self-efficacy total score according to age, game preference and coaching level.\u003c/p\u003e \u003cp\u003e \u003cb\u003eResults\u003c/b\u003e: A statistically significant difference was found in the self-efficacy levels of coaches in the application and assessment sub-dimensions, favoring coaches working in lower age categories.\u003c/p\u003e \u003cp\u003eWhen the participants' self-efficacy in playing educational games was compared according to the group in which they were trained, a statistically significant difference was found in the application and assessment sub-dimensions. Furthermore, it was observed that coaching level affected self-efficacy in the implementation of educational games.\u003c/p\u003e \u003cp\u003e \u003cb\u003eConclusions\u003c/b\u003e: The results show that football coaches in T\u0026uuml;rkiye are sufficiently competent in theoretically planning and evaluating the results of educational games; however, their practical skills in the field need to be improved. In order to improve coaches' evaluation skills regarding educational games, providing training on feedback techniques, performance analysis, and observation skills may be beneficial.\u003c/p\u003e","manuscriptTitle":"Beyond Traditional Training: Football Coaches’ Self-Efficacy in Using Educational Games","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-05-11 08:06:54","doi":"10.21203/rs.3.rs-9472475/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"editorInvitedReview","content":"","date":"2026-05-14T07:42:16+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"36556502061412825470954163607475995689","date":"2026-05-14T06:10:28+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"242210389556840591441783620702851988781","date":"2026-05-12T07:25:18+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"189127999840917220173418433466670920144","date":"2026-05-04T02:51:39+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2026-04-28T18:36:37+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2026-04-28T18:35:22+00:00","index":"","fulltext":""},{"type":"editorInvited","content":"","date":"2026-04-27T14:57:29+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2026-04-27T14:13:56+00:00","index":"","fulltext":""},{"type":"submitted","content":"BMC Psychology","date":"2026-04-27T12:34:39+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"bmc-psychology","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"psyo","sideBox":"Learn more about [BMC Psychology](http://bmcpsychology.biomedcentral.com/)","snPcode":"","submissionUrl":"","title":"BMC Psychology","twitterHandle":"BMC_series","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"BMC Series","inReviewEnabled":true,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"1e7136bb-e1ec-43de-a15e-5778838ecc79","owner":[],"postedDate":"May 11th, 2026","published":true,"recentEditorialEvents":[{"type":"editorInvitedReview","content":"","date":"2026-05-14T07:42:16+00:00","index":38,"fulltext":""},{"type":"reviewerAgreed","content":"36556502061412825470954163607475995689","date":"2026-05-14T06:10:28+00:00","index":37,"fulltext":""},{"type":"reviewerAgreed","content":"242210389556840591441783620702851988781","date":"2026-05-12T07:25:18+00:00","index":35,"fulltext":""},{"type":"reviewerAgreed","content":"189127999840917220173418433466670920144","date":"2026-05-04T02:51:39+00:00","index":29,"fulltext":""}],"rejectedJournal":[],"revision":"","amendment":"","status":"under-review","subjectAreas":[],"tags":[],"updatedAt":"2026-05-11T08:06:54+00:00","versionOfRecord":[],"versionCreatedAt":"2026-05-11 08:06:54","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-9472475","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-9472475","identity":"rs-9472475","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}