Introduction. The rapid change in the conditions and content of the professional activity of specialists in the field of physical culture and sports requires them to improve the ability of a professional to realize their own actions. This gives relevance to the problem of metacognitive skills of coaches, physical education teachers, sports functionaries as a resource for the formation of a realistic idea of their own professional effectiveness. The purpose of the study was to identify metacognitive skills that act as predictors of selfefficacy in the professional activities of specialists in the field of physical culture and sports. Methodology and organization of the study. The study involved coaches (n=170) and physical education teachers (n=56) different sex and age. In the course of the study, the method "Reflexive skills (metacognitive level)" by E.V. Savchenko and the method of diagnosing the level of self-efficacy (J. Maddux and M. Scheer) were used. Research results and discussion. It has been established that the predictor of increasing self-efficacy in objective activity is metacognitive skills aimed at self-regulation of the emotional state, early search for a solution to the problem, and analysis of one's own behavior. The coach's skills aimed at organizing the process of solving the problem and regulating the level of significance of the problem, taking into account the current state, reduce self-efficacy in objective activities to varying degrees. The predictor of self-efficacy both in objective activity and in the sphere of interpersonal communication of physical education teachers is the ability to regulate one's own emotional state. Coaches' self-efficacy in objective activity is due to a large set of metacognitive skills compared to physical education teachers. Conclusions. It was revealed that coaches and teachers, in view of the differences in the specifics of activities, use different metacognitive skills in order to increase self-efficacy. The significance of metacognitive skills as a resource of self-efficacy in professional activities is higher for coaches than for physical education teachers
metacognitive skills, metacognition, metacognitive processes, self-efficacy, teacher, coach, professional activity
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