Philosophy

Introduction

A coaching philosophy is the foundational compass that guides every decision, interaction, and intervention a coach makes within their practice (Gilbert, 2017). It represents a framework that integrates personal values, educational principles, and a deep understanding of your purpose and responsibilities inherent in the coaching profession. Developing a coaching philosophy is essential due to a coach's influence in creating positive sport environments for their athletes (Ferner et al., 2023). In this paper, I will explore the eight dimensions of coaching philosophy as stated by Gilbert 2017.

Motivation for Coaching

Why one chooses to coach is possibly the most fundamental aspect of developing a coaching philosophy (Gilbert, 2017). My motivation to coach stems from the belief that sports play a crucial role in building character, fostering personal growth, and developing physical strength. Zhang, Du, and Tao (2025), demonstrate that coaching style significantly influences youth athlete development through psychological pathways such as resilience and optimism. I coach because the positive relationships that I have made with athletes have changed the trajectory of many of their lives. For example, one of my former athletes admitted he would not have gone to college without my influence and assistance in receiving a scholarship. Positive relationships with coaches can help young people maximize their potential and overcome adversity. The opportunity to contribute to a human being's lifelong journey is my motivation for work every day. I love sharing my story of success as an undersized athlete with the players that I coach.

Values

Values represent the non-negotiable principles that anchor coaching behavior and decision making (Gilbert, 2017). My core values are integrity, respect, and a growth mindset. Integrity demands consistency between stated beliefs and actual behaviors, ensuring that athletes can trust their coaches' words and actions (Gilbert, 2017). Research indicates that coaching approaches that respect athletes' perspectives significantly enhance their psychological resilience and overall development (Zhang et al., 2025). I believe that showing athletes' respect is the easiest way for me to receive that same respect. Coaches who disrespect athletes often see that behavior reciprocated. A growth mindset value emphasizes effort, learning, and improvement over innate talent or fixed outcomes (Gilbert, 2017). Ferner et al. (2023) emphasize that self-awareness is key to developing a coaching philosophy, requiring coaches to engage in self-reflective practices to identify their core values. These values help coaches navigate the many decisions they face, such as planning practice, having difficult conversations with athletes and parents, and disciplining athletes.

Desired Athlete Experiences

I would love for athletes to experience both challenge and support in an environment that fosters their complete development as people, not merely as performers (Gilbert, 2017). Zhang et al. (2025) found that coaching approaches emphasizing support create psychologically supportive environments that foster resilience and optimism in youth athletes. Gilbert (2017) speaks of athletes experiencing the joy of pursuing excellence, the satisfaction of overcoming obstacles, and the confidence that comes from mastering new skills through dedicated effort. As a linebacker coach, I want my athletes to feel safe taking risks, making mistakes, and learning from failure without fear of harsh judgment. Outside of sports, athletes need to balance academics and athletics through effective time management, lead younger teammates, and demonstrate social awareness as they engage with diverse communities (Gilbert, 2017).

Athletic Success

Success for me as a coach is seeing an athlete leave my program in better shape than when they entered, both mentally and physically. Gilbert 2017 says they should leave the program better equipped for life's challenges. I agree with this. For example, the player who told me he would never have gone to college now has a Master's Degree and is a productive citizen. Many don't go on to college but are staying out of trouble and are raising families. Another athlete of mine is thankful for my influence and currently owns and operates a lawn service. Research demonstrates that athlete development involves psychological capacities, including resilience and optimism, contributing to long-term success within and beyond sport (Zhang et al., 2025). Success includes athletes setting and achieving personal goals, demonstrating consistent improvement, and maximizing their individual potential regardless of comparison to others (Gilbert, 2017). Coaching in an atmosphere of recruiting and transferring athletes, I believe it is critical to maximize the potential of the homegrown players that you have. That is success to me, not wins and losses.

Purpose of Sport

Sports serve multiple purposes within society and individuals (Gilbert, 2017). I believe that the most essential purposes sports give to an individual are mental, physical, and social growth. Sports provide a context for human development, opportunities to pursue greatness, test limits, and discover capabilities. As the strength and conditioning coach, I utilize six-week cycles that add 15 pounds to athletes' maximum weights. I believe in using progressive overload to strengthen athletes. Sports teach valuable life lessons about effort, perseverance, teamwork, and handling success and failure gracefully (Gilbert, 2017). The autonomy-supportive coaching approach recognizes that the purpose of sports extends beyond immediate performance, fostering psychological development and long-term athlete growth (Zhang et al., 2025). Force develop physical literacy and promote lifelong health and fitness habits (Gilbert, 2017). Perhaps most importantly, sport serves as a laboratory for character development, where athletes learn transferable skills, including goal setting, communication, leadership, and resilience, that benefit them throughout their lives (Gilbert, 2017). Understanding these multifaceted purposes ensures coaching approaches align with sports' broader developmental potential (Ferner et al., 2023).

Responsibilities to Athletes

Coaches bear significant responsibilities toward the athletes entrusted to their care (Gilbert, 2017). My most important responsibility involves creating safe environments. Athletes must feel safe physically, mentally, and emotionally. They must be able to train and compete with limited risk of harm. As the strength and conditioning coach, I must implement proper safety protocols, recognize signs of overtraining and burnout, and protect athletes from abusive behaviors (Gilbert, 2017). Research emphasizes coaches' crucial role in fostering environments that support athletes' psychological needs and promote their holistic development (Zhang et al., 2025). Coaches must advocate for athletes' welfare even when it conflicts with organizational pressures or competitive demands (Gilbert, 2017). We are responsible for modeling appropriate behavior, demonstrating the values and character attributes we see to develop in athletes. Ferner et al. (2023) found that positive coach education experiences impact coaches' understanding of their responsibilities and lead to a better athlete comprehension of their coach's philosophy.

Disciplining Athletes

My current approach to discipline is very primitive and old school. I use physical punishment as a form of discipline for athletes. Athletes at their own pace must go the length of the football field, touching their chest every five yards. Gilbert 2017 states that discipline within coaching contexts should be educational rather than merely punitive, aimed at helping athletes learn from mistakes and develop self-regulation. Effective discipline begins with clearly established expectations and consequences that are communicated proactively, so athletes understand the boundaries. It should be consistent and applied fairly across all athletes regardless of status or ability level (Gilbert, 2017). Most of my discipline is done on a team level rather than individually. I firmly believe in a team concept. If one of us has discipline issues, it affects us all. I believe this approach helps others step up as leaders and call out teammates who are causing problems. Research indicates that coaches who implement their philosophies consistently create environments where athletes better understand expectations and behavioral standards (Ferner et al., 2023).

Ethical Standards

Ethical coaching requires unwavering commitment to principles that protect athlete welfare and maintain professional integrity (Gilbert, 2017). Coaches must maintain appropriate boundaries in relationships with athletes. This includes, but is not limited to, keeping communication professional, along with not being friends on social media. Many coaches are friends with athletes on social media, particularly X, formerly known as Twitter. This can be problematic, especially when dealing with the opposite sex. Ethical coaches prioritize athlete welfare over winning. These coaches refuse to compromise an athlete's health for a competitive advantage. Coaches must act honestly and transparently in all dealings, including recruiting, eligibility matters, and communication with athletes and families (Gilbert, 2017). I often hear coaches on my current staff discuss recruiting players due to the lack of talent that we have. This is very unethical. Ethical standards include respecting opponents, officials, and competition rules, modeling sportsmanship regardless of competitive outcomes. I also hear coaches tell athletes to do things that can cause harm to athletes and/or the opponent. This is also very unethical. Ferner et al. (2023) found that coach education experiences significantly influenced coaches' ethical decision-making and helped establish consistency between their stated philosophies and their actual coaching actions.

Conclusion

A comprehensive coaching philosophy integrates these eight dimensions into a coherent framework that guides daily practice and long-term athlete development (Gilbert, 2017). Coaching is an art and science that requires constant learning and professional development. The success of a coach extends beyond wins and losses, focusing on the athlete's success and well-being. Research increasingly demonstrates that coaching philosophies emphasizing autonomy support, psychological development, and athlete-centered approaches produce superior long-term outcomes, including enhanced resilience, optimism, and overall athlete development (Zhang et al., 2025). Furthermore, well-developed coaching philosophies lead athletes to understand their coach better, which may result in more positive sport experiences (Ferner et al., 2023).

References

Ferner, K., Ross-Stewart, L., & Dueck, D. (2023). The role of coach education in coaching philosophy development and implementation: A dual case study. The Sport Journal, 24. https://thesportjournal.org/article/the-role-of-coach-education-in-coaching-philosophy-development-and-implementation-a-dual-case-study/

Gilbert, W. (2017). Coaching better every season: A year-round system for athlete development and program success. Human Kinetics.

Zhang, N., Du, G., & Tao, T. (2025). Empowering young athletes: The influence of autonomy-supportive coaching on resilience, optimism, and development. Frontiers in Psychology, 15, 1433171. https://doi.org/10.3389/fpsyg.2024.1433171