Abstract
Bandura (1994), the seminal scholar of self-efficacy theory, posited individuals who possess a strong sense of self-efficacy demonstrate resilience in the face of adversity, exhibit heightened intrinsic motivation and engagement, continue to persist after failure experiences, and maintain a sense of control in challenging situations. Despite these findings, there has been a paucity of qualitative research exploring exercise science students’ lived experiences with self-efficacy development. I used an Interpretative Phenomenological Analysis (IPA) design for this study to uncover the essence of the exercise science students lived experiences. The overarching research question for this study was: What are the contributing and hindering factors of self-efficacy development in entry-level professional skills of undergraduate exercise science students completing their practicum experiences? Participant selection for this study was based on a convenience-criterion sample, made up of nine participants. The data collected for this study included one-on-one interviews, observations, site supervisor check-ins, and Experiential Learning Assessment Tool (ELAT) documentation. Through thematic analysis the following themes emerged from this study Prior Knowledge in the Field; Observation; Relationships, Rapport, and Trust; Feedback and Collaboration; and Application and Practice. The findings of this study present a multitude of implications for exercise science programs, site supervisors, faculty, students, and the workforce.