This study explores the relationship between self-efficacy and physical activity levels among college athletes and proposes a development framework for improving their management and training. Employing a mixed- method approach, the research used standardized questionnaires – the General Self-Efficacy Scale (GSE) and the International Physical Activity Questionnaire (IPAQ) – to quantitatively assess self-efficacy and physical activity among college athletes at Hunan Institute of Technology. Results indicate that athletes' self-efficacy is at a moderate level with room for improvement, while their physical activity levels are relatively high. The study found significant gender and grade differences in self-efficacy and physical activity levels, and a positive correlation between self-efficacy and physical activity intensity. Through qualitative interviews with professional teachers, the research identifies various influencing factors on athletes’ self-efficacy from the perspectives of schools, teachers, and athletes themselves. School-related factors include discipline settings, teaching staff, policies, and management systems; teacher-related factors include professional quality and communication skills; athlete-related factors include personal experiences and psychological influences. Based on these findings, a comprehensive framework is developed to enhance self-efficacy by improving school management, teacher capabilities, and athletes’ self-regulation and mutual support. This study contributes a new perspective to educational and sports psychology by linking self-efficacy theory with practical management strategies to promote the physical and mental development of college athletes and improve their competitive performance.

Keywords: athlete development framework, college athletes, physical activity, self-efficacy, sports management