WHEN respect is lessened, distrust increases. This is a consistent finding in relation to the emotional qualities of athletes who are labelled extraordinary, because they are coachable.
Further studies of athletes in all kinds of sports also show that there have been few exceptions to this observation that led to the conclusion that coachability is one of the most essential qualities for an athlete’s success.
These traits of athletes also are one of the most reliable attributes possessed by outstanding versus the under-achieving athletes. However, it is most unfortunate that exceptional athletes receive more publicity portrayed as unmanageable, delinquent in their responsibilities to the coach and the team. These behaviors also contribute unwittingly to the distorted picture the general spectator receives.
Coachability problems may result from uniqueness and individuality and not always from immature irrational defensive reactions that are prevalent in other athletic problems. Because the athlete’s coachability is primary to his athletic performance, thus, it is always possible to treat coachability problems of athletes and their causes.
Looking into the more important aspects of personalities of athletes who present coaching problems, the most significant trait is “trust.” Trust has significant signposts for determining this capacity, through the ability of the athlete to have a positive experience and developing an attitude of trust and respect, and the capacity to honour people’s roles as authorities or critics in an open, non-defensive manner. In such capacities trust must go from coach to athlete and back again.
Coaching success also is achieved when there is “partial differentialness” on the part of the athletes. Where there is an open reaction on the part of the athletes; not an uncritical acceptance, but a measured, thoughtful involvement in your counsel.
In such a way, the athlete retains his integrity as an individual and allows new knowledge and theories to blend with his defined notions or past learning experiences. A robot-like conformity would be the reaction of an over-dependent athlete and would be negatively related to learning and success.
Coachability also deals with one of the most important factor for achievement in every area of life, the aspect of personality, and these aspects may well be described as the need for order and organization in one’s life, where there is an essential need for orderliness and adjustment to routine, not only in avoiding chaos but in providing time for creative efforts.
In general, the athlete’s trait of coachability will be the result of three basic characteristics; the need for order or orderliness, the capacity to show appropriate deferentiality, and the need for self-direction, because the individual who exhibits a balance among these traits has the capacity to trust and respect the role of authority of his coach, is well organized, feels reasonably free, and presents few problems.