Coaches are Teachers

Coaches are Teachers: How to Create an Optimal Learning Environment

One of my all-time favorite quotes about teaching comes from Alexandra K. Trenfor: "The best teachers are those who tell you where to look, but don’t tell you what to see.” This quote highlights an essential quality of effective teaching—guiding learners to discover knowledge themselves rather than simply providing the answers. A great teacher is a facilitator, showing students the resources or areas of exploration to focus on, while allowing them the freedom to interpret, analyze, and form their own conclusions.

This method of teaching empowers students to become active participants in their own learning. It fosters critical thinking, creativity, and a deeper understanding of the subject matter. When students are encouraged to engage with content, ask questions, and test their ideas, they gain ownership of their learning. This not only builds their confidence but also equips them with valuable skills—skills they can carry with them throughout their lives. It’s about creating learners who are self-reliant, capable of thinking for themselves, and confident in their ability to problem-solve, adapt, and improve.

Every time I read this quote, I think of coaches and how we should see ourselves first as teachers. While our classrooms may look different—be it a basketball court, football field, weight room, or pool—the core principles of teaching remain universal. Just like a teacher in a classroom, a coach must create a learning environment where athletes feel free to explore, question, and improve. The difference lies in the specific context, but the goal is the same: to help learners grow.

As coaches, we hold a unique responsibility. We aren’t just there to instruct athletes on drills or strategies; we’re also there to help them develop the mental skills necessary to perform at their best. It’s not enough to just focus on physical conditioning or technical skills. We must also cultivate an environment where athletes are learning how to think critically, make decisions on the fly, and manage pressure—all essential components of success in sports. These elements go hand-in-hand with physical training and should be considered just as important.

I once heard a podcast interview with John Kessel, a leading expert in sports performance for Team USA Volleyball, where he shared a perspective that has stuck with me ever since. He said that the best teams aren’t necessarily those with the most talented players, but those that learn the fastest. In essence, we’re in a constant learning race with our opponents. The teams that can absorb new information, adapt, and adjust quicker than their rivals will likely come out on top. This idea has profound implications for us as coaches. We aren’t just teaching plays or skills; we are teaching athletes how to learn, adapt, and evolve. And when we make learning our priority, we set our athletes—and ourselves—up for greater success.

The idea of learning quickly extends beyond simply acquiring new skills. It involves continuous growth, both individually and as a team. Learning is a dynamic process, one that requires feedback, reflection, and repetition. But how can we, as coaches, facilitate this process most effectively? How can we create an environment where learning isn’t just happening sporadically but is consistently taking place, both in practice and in competition?

One of the keys to creating an optimal learning environment is to understand that learning looks different for every athlete. Some athletes might need more repetition to master a skill, while others might need more tactical understanding. Some may learn best by watching, while others need to physically experience the task. As coaches, it’s crucial to recognize and adapt to these differences. By creating a space that encourages individualized learning, we can better support each athlete’s journey.

Feedback also plays a pivotal role in the learning process. But it’s important to understand that feedback isn’t just about correcting mistakes—it’s about creating opportunities for growth. The most effective feedback is constructive, specific, and actionable. In a recent interview I conducted with Ashley Merryman ((Two-Time New York Times Best Selling Author) further explained that the purpose of feedback “is to catalyze new thinking in the person receiving feedback.” When athletes know what they did right and what needs improvement, they are more likely to make adjustments and keep improving. It’s also important to create an environment where athletes feel safe to make mistakes. Failure isn’t something to be afraid of; it’s a natural part of the learning process. Coaches should celebrate mistakes as learning opportunities and encourage athletes to experiment, take risks, and push their boundaries.

Another crucial aspect of fostering an optimal learning environment is creating a sense of trust and respect. Athletes need to feel that they are supported not only as players but as individuals. When there is mutual trust between coach and athlete, learning becomes more effective. Athletes will be more willing to try new things, admit their weaknesses, and challenge themselves because they know they have their coach’s support and belief in their potential.

Ultimately, a coach’s role as a teacher goes far beyond just strategy and skill-building. It’s about developing well-rounded individuals who are capable of thriving both on and off the field. The best coaches are the ones who invest in their athletes’ growth, not just in terms of physical ability, but in their mental toughness, emotional intelligence, and ability to navigate challenges. This kind of holistic development is what sets great teams apart from good ones.

As I continue to reflect on these ideas, I find myself constantly asking: How can we, as coaches, create an environment where athletes feel empowered to learn, grow, and adapt? How do we ensure that the learning process is truly taking place? What does a successful learning environment look like in the context of sports? These are the ongoing questions that drive my work as a coach and inspire me to constantly look for ways to improve my own teaching methods. In the end, it’s about creating an environment where learning is not just the goal—it’s the journey.