A message to coaches: Our athletes are watching

If an athlete struggles on the field or court, questions immediately surface regarding what is wrong with the athlete. Why is he or she struggling? Could it be for physical reasons? What about the mental side? The athlete is probably overthinking things—at least that is what coaches might think.

Rarely do we look at outside influences that contribute to successes or setbacks. Often overlooked, the relationships athletes have with coaches play a critical role in the way the athlete performs—especially when it comes to confidence, anxiety, and emotions.

Coach to build confidence

Sport confidence is defined as a general belief in one’s own ability to succeed in sport. It would make sense, then, that aside from teammates, the individual an athlete leans on most for support and encouragement in the sport environment would be the coach.

Sport confidence has been noted as a critical component in building both resilience and mental toughness. In order to ensure athletes are confident in what they are doing, coaches have to create an environment conducive to building confidence. Research suggests that creating a nurturing positive environment, developing effective practices, and developing positive relationships with those athletes will lead to a higher level of confidence, and in this case, sport confidence.

 While it may be true that each athlete is different in the way they want to be coached, there are some traits that hold true for nearly all athletes. Generally speaking, athletes perform best when being led by coaches who:

·         Are supportive and positive

·         Recognize and reward good performances

·         Give constructive feedback

·         Talk to them about setting and achieving goals

·         Demonstrate they believe in their athletes

·         Communicate effectively

 It is also important to remember that athletes respond to the way their coaches act. For example, if a coach overreacts to a bad call by an official or a mistake by the athlete, the athlete will respond accordingly.

Game Situtation

Imagine this scenario. It is a critical moment in a tournament championship game, and a ground ball is hit to shortstop. All the athlete has to do is pick up the ball and toss it to third base for the force out and the team is out of the inning. Instead, the athlete bobbles the ball, everyone is safe, and now the bases are loaded with two outs. The coach immediately throws his hat to the ground, throws his hands in the air, and responds with, “You are horrible! It was a simple ground ball! Can’t you make a play?”

 In this scenario, the athlete doesn’t appreciate being yelled at and criticized in front of the entire team and fans watching in the stands.

It’s ok, though. There are two outs. One more out and the game is over. The very next pitch is hit to the exact same spot. Again, if the athlete fields the ball cleanly and gets one of the runners out, no one remembers the previous play. But the athlete’s confidence was destroyed by the coach, so anxiety hits and the ball rolls through his legs.

Let’s rewind to the initial play. Instead of the coach getting mad at the athlete for making a mistake, he is able to steady the situation and show he has confidence in his shortstop by saying, “It’s ok! We’re still in the game. You’ll get the next one. I believe in you!”

The next pitch is hit to the exact same spot, and this time the athlete has full confidence to field the ball cleanly. He scoops up the ball, fires it to first base, and the game is over.

In both situations, the fielder has the same opportunity to make the play. The difference was in the confidence he received from his coach that he was fully capable of making the next play.

It is easy for coaches to respond unfavorably in some situations. We are all emotional beings. The ability to regulate our emotions as coaches in tough situations has a big impact on how athletes perceive coaching leadership, and in the ability to have sport confidence.