Coaching creativity of Physical Education (PE) teachers is low. I explored the coaching creativity shaped by expectancy and value beliefs amid limited resources. Descriptive qualitative research design, purposive sampling, in-depth interviews, and thematic analysis were the methods I used. Listening to the perceptions of five secondary Physical Education teacher-coaches, I was informed that strong expectancy beliefs and values beliefs promote coaching creativities. PE teacher‑coaches’ reflective practice and peer support, school‑based mentorship and professional learning initiatives are proposed towards optimal outcome in coaching creativity. Expectancy–value interactions using correlation, mediation and longitudinal studies in resource‑limited contexts is also proposed.