The psychology of coaching Are today’s coaches getting it right?

Today’s coaches need to be aware of every orientation concerning each athlete that comes under his or her wing  

• Is the players’ mental aspect factored enough when designing coaching structures?
• Why does the neglect of the mental aspect of coaching continue to challenge the sporting fraternity?
• Coaches are under constant scrutiny and endure immense pressure to deliver results to ensure their contracts are extended 

Great teams, with a new team every new season, still find a way to win. Sure, they recruit the best players but, we’ve all seen examples of teams with better talent lose to those without it. So, is it the coach the ‘miracle worker’ who stands in between your team claiming that esteemed championship? If so, what is his playbook or ‘secret sauce’ enabling him to stay on top year after year? This evokes our curiosity and forces us to inquire about what common characteristics great coaches possess that set them apart. Is there more to a coach’s role besides up skilling, strategy formulation, physical strength conditioning, etc., if so, what is it? Can that be the psychological aspect of the training template? Is the players’ mental aspect factored enough when designing coaching structures? If so, then why do we continue to observe psychological-related incidents involving athletes making the headlines far too frequently? Why does the neglect of the mental aspect of coaching continue to challenge the sporting fraternity? Can we attribute this lack of appreciation for the science even denial to the mere absence of intelligence on the application significance of psychology in coaching or can it be a misinterpretation of what constitutes ‘sport psychology’? These are all valid questions. 

Current sporting climate

How often do we hear incidents in the news of coaching techniques gone wrong where a laundry list of accusations ranging from player abuse, extreme training templates, player safety concerns, and burnouts to surging drop-out rates from sports? As with everything life has to evolve and sports is no exception. This progression for the better or worse should not go against the very essence of why we play sports in the first place, hence this is a rabbit hole I do not wish to pursue, a topic for another day. However, we can all agree there are intelligence gaps in coaching sports teams to make the whole experience more effective to all stakeholders’ concerns in particular for the athlete. Today you find a lot at stake especially involving so-called ‘glamour sports’ both at school and club levels with ever-growing interest groups in sponsors, parents, school authorities, sports committees, old boys’ associations (OBAs) support staff, etc. Hence coaches are under constant scrutiny and endure immense pressure to deliver results to ensure their lucrative contracts are extended to another season. So, how do coaches today navigate to get the best out of their teams? Often these pressures are channelled directly toward the athlete by coming up with extreme training guides based on the misconception that to prepare for today’s game you need to go hard on the players, it’s ‘tough love’. This includes withholding positive feedback, pushing physical limits, lack of paying attention to player behaviours and responses, use of reverse psychology, etc. This will only build anxiety, fear, and intimidation as players become over-conscious about making mistakes. This kills confidence and disables athletes from overcoming specific performance problems often leading to an upsurge in choking. One thing we cannot ignore is the facts, it is estimated approx. 30-35 of youth who take up any form of sport will drop out before they complete their high school or secondary school career. Reasons include parental pressures with undue performance expectations, pressures from coaches, hostile training environments, conflicting priorities like studies, financial constraints, etc. This could lead to developing a sense of resentment, anxiety, and lack of enjoyment for the sport they once felt passionate about. The challenges are multifaceted more than we can comprehend. So, what is the way forward? How can we optimise coaching efforts while protecting both the athlete and saving the sport? Understanding Player Motivation: Unfortunately, most associate sports psychology with player motivation and this cannot be any further from the truth. It has been a common feature within the sporting fraternity where teams invite some person of significance or relevance either the day prior or on game day to share some words of wisdom and encouragement. They see this as a “quick-fix” antidote for all things mental aspects of the game. No doubt ‘player motivation’ is key to an athlete’s mental journey but not the sole solution. So, what is motivation, and more importantly how it is manifested? Motivation is the direction and intensity of one’s efforts. So, how do coaches set up training climates that promote motivational vibes, and responsibility? Coaches need to know what drives human behaviour at the individual athlete level. Players are motivated in three ways. Firstly, what is termed a trait-centered view which the individual’s motivation, and it is a function of the individual’s own internal characteristics—personality, needs, interests, goals. Athletes driven by these mentalities often have long careers and carry a high probability of becoming successful. Secondly, a situation-centered view is when the athlete is motivated by the surrounding environment and circumstances where external factors like the training climate, facilities, rewards, recognitions, fame, etc. Thirdly the interactional which is the most widely endorsed motivation view suggests that motivation is a result of both internal (personality, beliefs) and external (situations) factors interacting. 

Unresolved feelings 

Today’s coaches need to be aware of these orientations concerning each athlete. The underlying foundation for these three views stems from each individual’s need to feel competent (that they are skilled), autonomous (having control over choices and actions), and social connectedness or sense of belonging in the team. Great coaches pay attention to these delicate mental shifts and ensure their training climates stimulate these conditions. These conversations could avoid the psychological condition refers as ‘Introjected regulation’ where athletes internalize and carry unresolved feelings, and negative experiences that continue to manifest subconsciously which impact future performance behaviours. This involves anxieties, guilt, shame, self-ego, pride, or self-worth where they consistently seek external sanctions to perform. Coaching behaviours: Coaching is more than giving instructions, regimenting player physicality, driving extreme endurance challenges, or instilling fear induce winning at any cost temperaments. Sadly, for a lot of coaches today this seems to be the one-dimensional playbook they hold. Coaching sporting teams or individual athletes is both an art and a science that can shape athletes’ performance, personal growth, and overall experience. Whether you’re an aspiring transformational coach, a rookie coach taking up your first assignment, or a seasoned professional, embracing these psychological intricacies can elevate your coaching prowess both on and off the field. Great coaches connect with their athletes, they eliminate the negative voice inside the athlete’s mind so that he is ‘liberated’ to perform and achieve breakthrough results. This connectivity process involves in between the tournaments, watching the recorded tapes together with the players, giving feedback, retraining, and shadow coaching them. He sits down with the players and asks questions about their performances – questions about what went well and what can be better next time. Further, make an effort to understand what motivates each player and what they need to perform better in the next game. Clear lines of communication, even on one side have to be maintained. Coaching leadership styles have advanced significantly over the years, shaped by modern sports psychology and evolving needs in athletic performance. In 1930 German-American social psychologist Kurt Lewin was the first to offer some structure to the different styles of coaching and group dynamics. His studies indicated three coaching styles namely autocratic, democratic, and laissez-faire. Autocratic coaching style the coach makes decisions and directs the players without much input. This rigid coaching style is often effective in high-pressure environments, where quick decisions and strict discipline are critical but should not be the core orientation in any training regime. However, if not managed well could lead to over-aggressive mentalities advocating “win at all cost” extreme temperaments. Autocratic coaches like Vince Lombardi (NFL) or Bela Karolyi (Gymnastics) have achieved unparalleled success by keeping within limits by focusing on structure and accountability. More suited for mature athletes, this style however can be damaging for young athletes who thrive on collaboration or self-expression. Secondly, the democratic coaching style emphasises collaboration, giving athletes a voice in decision-making. This approach nurtures trust, accountability, and a sense of ownership among team members and promotes inclusivity. Ideally suited for individual sports, like tennis or track and field which mandates greater control and self-training. Thirdly laissez-faire coaching prioritises self-direction and minimal intervention providing greater autonomy for decision making. This approach works best with highly motivated, self-disciplined athletes who thrive under minimal supervision. A prime example of this coaching style is Phil Jackson who is known for fostering long team teamwork and mindfulness within iconic NBA teams. While this style can foster independence, it creates a risk through its lack of structure. This may lead to inconsistency in performance Other coaching styles such as holistic coaching the main focus is on the interconnectedness of various aspects of life where it emphasises overall well-being and growth of the athlete. The holistic coaching style is best suited to mature players who have already developed the creativity and self-awareness to be self-guided. Modern examples of holistic coaching include Jill Ellis, who led the U.S. Women’s National Soccer Team to two World Cup victories. Some coaches opt for another approach termed as developmental coaching style where the coach uses questions and feedback to understand the athlete’s past experiences and assess their development journey. In Game-based coaching, coaches use simulated games and real-world scenarios to enhance athletes’ decision-making and skill development. By mimicking competitive conditions during coaching sessions, this method helps players adapt to the unpredictable nature of sports. This is widely used in soccer, rugby, and basketball as it builds tactical awareness and fosters a deeper understanding of gameplay. 

Creating performance advantages 

Today, studies emphasise that any transformational coaching style that integrates mindfulness, motivation, and adaptability creates performance advantages. Hence the rise of mindful coaching styles reflects a broader cultural shift toward balancing high performance with emotional well-being. These findings underscore the importance of tailoring the coaching process to individual athletes and team dynamics, thereby enabling coaches to better adapt to the diverse challenges discussed above. Training Climate: Considered one of the greatest coaches in history with 11 NBA Championship titles (Chicago Bulls 1989 – 1998, Los Angeles Lakers 1999 -2004), Phil Jackson’s famous quote “The most we can hope for is to create the best possible conditions for success, then let go of the outcome” resonates with today’s psychological aspects of coaching. At minimum coaches should design their training environments to promote strong relationships between themselves and athletes by establishing trust and transparency. Further, a growth mindset should be an integral part of the training climate where continuous learning is encouraged. Hence setbacks will be viewed as opportunities for growth. The training culture must support the athlete to transition into a higher level of competition, meaning to explore the passion beyond the sport. At all times training template should reflect the level of the sport. At the secondary level (high school) or teen years, the focus is on skill development while establishing a fun environment. However, it is also important to provide space for athletes to sharpen their craft, and build mental resilience to prepare for opportunities to play at the next level. Next at the college level, most athletes have dedicated their upbringing to their sport. Coaches at this level are professionals and their focus is on getting the most out of their teams, hence their job security is based on results. Players at this level are expected to have a very high level of skill and knowledge of the game and is the final outlet for athletes to improve before deciding to take up the sport professionally or hang up altogether. Professional teams (clubs, franchise teams) coaching is about team cohesion and player management where coaches are expected to put their athletes’ needs and goals first. Coaches also have to be aware of training climate-related reasons why athletes disengage or at worse drop out. Common explanations range from lack of fun, feelings of non-inclusion, lack of readiness for stringent rules, demanding training routines, early specialisation resulting in subsequent burn-out, prejudices, injuries, poor training facilities, etc. Ultimately, a good coach models fairness and good sportsmanship consistently, this would enable them to build a certain brand persona associated with specific values. Coach-Athlete Relationship: The coach-athlete relationship is critical to sporting success and it does not happen instantly, instead it needs to develop over time. This involves investing time and effort mostly by the coach. Building a better relationship is about conversations, observing, and learning about each other. From a sports psychology perspective, it means understanding the athlete’s behavioural patterns and their personality. All coaches already do this to some extent, while the great coaches do this to a deep level. This provides a window into how to communicate and build an effective environment where players can confront and overcome their weaknesses, hence your coaches need to be approachable. In all phases of the game, success depends on individual players not only executing their roles flawlessly but also believing that their roles are equally or more important than any other. This phenomenon is called “social loafing”, it’s when there’s a reduction in individual effort within a group setting when an athlete tends to perceive his contribution and impact on the team’s outcome as redundant and offer less than 100% effort potentially leading to reduced team performance. Great coaches find ways to convince every player that victory is not possible without them. When every player fully understands how their role is critical to the team’s success you end up with inspired effort. This also could avoid what is termed the “learned helplessness syndrome” where an athlete could feel he has no control over outcomes, leading to a perceived inability to avoid negative situations. “Reward Approximation” is another psychological technique used by great coaches, especially in the development phase where you reward small improvements in individual athletes in the process leading up to mastering a new skill. Great coaches see athletes for not who they are but for who they can be. The coach who refuses to accept their player’s potential as reached and continues to challenge them to become more is the coach who gets their players to reach beyond their own perceived limitations. Finally, the influence of culture could have a bearing on how athletes view training methodologies. For example, in some regions, athletes may respond better to structured, bureaucratic coaching styles, while others might thrive under more collaborative methods. Recognising these differences is key to becoming a versatile and successful coach. To be successful, a coach should learn to recognise the difference between effort and results and between physical and mental mistakes and which coaching style resonates with the players, the team as a whole, and the organisation. Hence to remain effective as coaches, they must continue learning and expand their knowledge, especially in the area of sports psychology. The scientific literature on the mental aspect of sports is constantly evolving to keep pace with the ever-changing nature of sport dynamics. Coaches who stay updated in the area of their sporting interest are at an advantage to offer the most effective training template not just on performance outcomes but also on the athlete’s overall psychological well-being. 

(The writer is a Sports Psychology Coach and Mental Trainer (Schools, Clubs, National) CSPC (USA) Certified Sports Psy. Coach, Dip Sports Psy. (Gibraltar). MBA (UK), BSc (USA), NLP Practitioner, Yoga Master)