From Court to Career: How Coachable Athletes Become Top Employees

When an athlete takes a step back after their career to reflect, they will have a clear memory of coaches that made an impact on their development in athletics and on them as a human being. On the other side of that coin, coaches often reflect on athletes that were a joy to work with and have gone on to do great things in the adult world. Anyone who’s been a strength & conditioning coach or a sport coach for athletes below the age of 25, knows that it’s not until the athlete has stepped away from their pursuit of turning pro and transitioned into life in the real world, that they come back to visit or text you to thank you for sounding like a broken record about the little details of their growth.

Those “littles things” are instantly not so little anymore when you’re applying/interviewing for a job, working towards a big promotion, or even vying for a limited spot for med-school or law-school. Suddenly that coach that was always giving you a hard time about showing up on time and with your shoes is the voice of reason when the competition for the job you want is going above and beyond to stand out and focus on the details.

Being coachable is inherently subjective, and each coach may define it differently. However, certain traits commonly define an athlete as coachable. These traits can help determine how well an athlete is likely to respond to coaching and develop in their sport.

A coachable athlete demonstrates attention to detail, showing that they are engaged and focused during training sessions. Common issues that arise, like forgetting details of a program or not following instructions correctly, can signal a lack of attentiveness. Athletes who excel in this area:

• Make eye contact when instructions are given
• Ask insightful questions about the training program
• Understand the “why” behind the drills and exercises
• Are active listeners and apply coaching effectively to improve their performance

Time management is an essential skill that plays a significant role in an athlete’s coachability. Athletes who are consistently early and organized with their schedules have made training a priority. The ability to manage time effectively extends beyond just being on time for training; it reflects how athletes handle their overall commitments. Coachable athletes are:

• Consistently early to training sessions and practices
• Able to balance academic, social, and training commitments
• Responsible for staying on top of nutrition, academic deadlines, and communication
• Focused and not easily distracted or scattered in team environments

This skill can be taught and improved through accountability and setting high standards.

A growth mindset is one of the most important characteristics of a coachable athlete. In a college or professional setting, athletes may have been top performers in previous environments but struggle when faced with new challenges. Those with a growth mindset are open to learning, self-reflection, and improvement. Athletes who demonstrate a growth mindset:

• Regularly seek feedback from coaches and peers
• View discomfort and mistakes as opportunities for growth
• Are self-aware and continuously look for areas to improve
• Willingly embrace the challenge of becoming better, even in areas of weakness

These athletes understand that success is built upon constant learning and adapting.

As coaches, it’s easy to become complacent and assume that athletes who are not naturally coachable cannot improve. However, by adapting our coaching methods and investing time and effort into understanding each athlete’s needs, we can create opportunities for growth. Below are some strategies to enhance an athlete’s coachable qualities:

Not all athletes respond to feedback in the same way, and it’s important to understand how each athlete prefers to receive it. By adapting your approach to meet their needs, you can foster a better learning environment and improve their coachability. Some ways to deliver feedback effectively include:

• Pulling an athlete aside for concise coaching
• Calling out an athlete in front of the group to motivate improvement
• Providing notes or follow-up messages for those who prefer less direct interaction

Being adaptable in our feedback style can encourage athletes to be more receptive and engaged in their training.

Establishing clear expectations helps athletes understand what is required of them and how to be successful. Consistency is key in reinforcing these standards across the board, ensuring everyone, from sport coaches to support staff, is on the same page. Examples of setting standards include:

• Timeliness: Set a rule where athletes who are late complete an additional conditioning set at the end of practice (with safety in mind).
• Growth Mindset: Encourage self-reflection at the end of each session through group discussions or questionnaires.
• Respect for Space: Emphasize that how athletes treat equipment reflects their respect for the team and coaching staff.

By upholding these standards consistently, athletes will understand their role in fostering a productive, professional environment.

To encourage growth, athletes need to be placed in challenging situations that push them outside of their comfort zones. Physical challenges are important, but cognitive and team-building challenges are equally valuable. Consider these strategies to challenge athletes in new ways:

• Cross-Training: Have athletes engage in different sports during warm-ups (e.g., hockey players play soccer to improve agility and teamwork).
• Team Building: Create obstacle courses or activities that require unique forms of communication. For example, a blindfolded athlete navigating a course with verbal guidance from teammates.

By creating opportunities for athletes to grow both physically and mentally, you help them develop into more well-rounded individuals, ready for both athletic and life challenges.

Even with the best intentions, our message to these athletes can fall on deaf ears. In our Gryphon Performance Centre at the University of Guelph, when we are met with resistance to these standards and expectations we refer to these posters on our walls with the “coaching vs coddling” concept from Jeff Janssen (see below). This is often a good reminder that what the athlete might WANT isn’t what they NEED. It’s our responsibility to make them aware of how their behaviour comes across to coaches and their peers. Just as the coach doesn’t want to be a babysitter, neither does your future employer.