Coaches from the perspective of athletes: The impact of coaches’ communication skills on the general self-efficacy and happiness levels of team and individual athletes

This study examines, from athletes’ perspectives, the effects of coaches’ communication skills on athletes’ general self-efficacy and happiness. The sample consisted of 340 actively participating athletes, of whom 204 were team-sport athletes and 136 were individual-sport athletes. Data were collected using the Coach Communication Skills Scale, the General Self-Efficacy Scale, and the Oxford Happiness Questionnaire–Short Form. Four hypotheses (H1–H4) were tested using structural equation modeling. In addition, additional hypotheses (H5–H8) were explored through a comparative multi-group framework to examine potential sport-type (team vs. individual) differences in structural paths. Among team-sport athletes, all four main hypotheses were supported: coaches’ communication skills had significant positive effects on both general self-efficacy and happiness, and general self-efficacy positively influenced happiness and mediated the relationship between communication skills and happiness. These findings highlight the complex and multidimensional impact of coach–athlete communication in team sports. For individual-sport athletes, only two hypotheses were supported: coach’ communication skills positively affected both general self-efficacy and happiness. However, general self-efficacy did not directly affect happiness among individual athletes and did not mediate the relationship between communication skills and happiness. Regarding the additional hypotheses (H5–H8), the overall pattern of findings suggests potential sport-type differences; notably, the GSE-based mechanism (GSE→Happiness and CCS→GSE→Happiness) appears more evident among team-sport athletes in this sample. Overall, the results indicate that coaches’ communication skills significantly enhance athletes’ general self-efficacy in both sport types; however, the contribution of general self-efficacy to happiness emerges only in team sports. These differences underscore the critical role of coach communication and coach education in sport psychology.