By Tyler Boone and Brad Strand
(November 12, 2026)

It was early evening and 10-year-old Caden had just started baseball practice. Players were positioned defensively, with Caden at second base, while one player was taking batting practice. A ground ball was hit towards Caden. He bent down to field the ball and it went under his glove. The coach sees it and yells at him to “start running.” Caden drops his glove and runs toward the soccer goal located deep in the outfield. While he is running, two balls are hit to where he would have been close to second base had he not been running. Two missed opportunities for Caden to improve his fielding had he not been punished with running.

It had been a long day at school for Ryan. He had two tests and had forgotten to clean his room last night, even though Mom had reminded him numerous times. He had skipped lunch because he was worried about the second test and had hoped to cram a bit before the test began. Not only that, but he had scored poorly on the first test and a second bad score could affect his eligibility for the remainder of the season. He arrived at swim practice hungry and with apprehension about his swim performance. Practice begins and wouldn’t you know it, the coach yells at Ryan for something he should have done on his previous lap. For the remainder of the practice, Ryan practiced with fear that his coach would call him out again.

College basketball player Brenda is engaged in a layup drill on the basketball court. When it comes her time to perform, she does what she thinks she is supposed to do but her coach yells, “You did it wrong; start running.” She runs the required two laps and gets back in line. She turns to a teammate and asks what she did wrong; her teammate just shrugs. It is her turn to perform again. With no correction, she does what she thinks is right, and then she hears, “You did it wrong again; start running.” She runs the laps and gets back in line, now really confused. Again, no teammate can tell her what she did wrong. Her time to perform comes and since nothing has been corrected, she tries again and again hears, “You did it wrong again; start running.” And now her coach is really mad.

 All three scenarios were witnessed by one of these authors, one in youth baseball, one in high school swimming, and one in college basketball. So often athletes play with a fear of making a mistake and this fear becomes self-fulfilling. The fear of making a mistake often leads to making a mistake and with that comes the scolding from the coach. All this combined leads to a negative culture that causes stress and mental anguish for athletes.

Dusty May, head coach of the Dallas Mavericks, takes an opposite approach and tries to create a culture of error (O’Sullivan, 2026). If players are afraid that every mistake will lead to criticism or punishment, they may become less willing to make decisions. May’s practice environment is designed to allow players to make mistakes and then learn from them. The mistakes are addressed as part of the teaching process rather than simply being treated as failure. Performance psychologist Dan Abrahams (O’Sullivan, 2026) goes on to say that players cannot be brave if they are not allowed to make mistakes in practice, they cannot be relentless if they get screamed at for taking a shot, and they cannot be dominant if they are punished for taking risks. Coaches must create an environment where athletes feel comfortable making mistakes, taking risks, learning, and competing freely. In simple terms, Gardner (2015) refers to this as education-based athletics (EBA).

A major tenet of EBA is that it provides a nearly consequence-free environment, as espoused by May and Abrahams, to grow, improve, and make mistakes without fear of negative coach responses or punishment (Kohler & Strand, 2021). An EBA approach to coaching and sport participation involves coaches who teach athletes how to handle mistakes and grow from those mistakes (Cohn, 2021). Every day in practices and games, coaches must provide an atmosphere of learning. When a mistake is made, for example, Brenda’s layup problem, the coach simply corrects the mistake and helps the athlete understand, improve, and move on in a way that makes athletes feel like it is okay to make a mistake.

An important aspect of creating a culture of error is to let players make mistakes in practice and then help them learn from those mistakes. Allowing mistakes to occur in practice provides coaches with an opportunity to address them there rather than in gameplay. In fact, in a culture of errors, one should be thankful when certain mistakes happen in practice, as it gives you, the coach, an opportunity to address them. By allowing players to make mistakes and learn from them, coaches build confidence, encourage development, and give players the freedom to compete without fear. To establish a culture of error, allow your athletes to play with freedom, promote a growth mindset, create a player-centered environment, give players authority, and assess your bench behavior.

Playing with Freedom

An important aspect of creating a culture of error is to have players play with freedom. Players are expected to learn from mistakes rather than be afraid of making them. Effective coaches create an environment where players can play more confidently without worrying about failure. They encourage players to use their individual strengths and abilities while contributing to the team’s overall system. Rather than viewing mistakes as failures, coaches should treat them as opportunities for growth and learning. Practices provide an ideal setting to identify errors, make corrections, and turn mistakes into teaching moments.

Growth Mindset

By helping athletes identify problem-solving skills, coaches are fostering a growth mindset. A growth mindset is the belief that abilities, skills, and knowledge can be developed through effort, practice, and learning from experiences (Dweck, 2006). Coaches play an important role in helping athletes understand that success is not determined solely by natural talent, but also by their willingness to learn, adapt, and persevere through challenges. By encouraging athletes to view mistakes as opportunities for improvement rather than failure, coaches can create an environment where athletes feel comfortable taking risks, asking questions, and trying new things. Providing constructive feedback and encouraging athletes to reflect on their performance can help them recognize areas for improvement and develop effective problem-solving skills.

When athletes encounter setbacks, coaches should encourage them to remain motivated, adjust their approach, and understand that improvement takes time. By promoting a growth mindset, coaches help athletes develop resilience, confidence, accountability, and a willingness to embrace challenges. These qualities not only contribute to athletic development but also help athletes build valuable life skills that extend beyond sports, allowing them to approach future challenges with a positive attitude and commitment to continuous growth.

Player-Centered Environment

When talking about a player-centered environment, Dusty May states he wants “Players to bring their own ‘special sauce’ to what a team does” (O’Sullivan, 2026).  A player-centered environment recognizes and values the unique strengths, abilities, and personalities each player brings to the team. Rather than expecting players to change who they are, coaches should help them develop their individual strengths while finding ways to contribute to the team’s overall success. When players understand the value they bring, they can play with confidence, embrace their individuality and become an important part of the team’s identity.

Giving players ownership rather than having every decision dictated by coaches helps build accountability, confidence, and investment in the team. Coaches can create opportunities for players to contribute ideas, make decisions, and take responsibility for their development and performance. Thus, by involving players in the process, coaches foster a sense of ownership that encourages them to think independently, support their teammates, and take greater pride in the team’s success.

Giving Players Authority

Phil Jackson learned that the more directly he tried to exert power, the less powerful he became (O’Sullivan, 2026). He learned to dial back his ego, to distribute power as widely as possible, but to also maintain final authority. Rather than controlling every aspect of the team, Jackson understood the importance of trusting his players and allowing them to take ownership. By sharing responsibility, he created opportunities for players to develop confidence and contribute to the team’s success while still providing the direction and leadership necessary to guide the team.

Even though players should be given a voice, the coach does not have to surrender the final decision. Giving players certain decisions provides them with authority and leadership qualities. When players are included in discussions and trusted with responsibility, they become more invested in the team’s goals. The coach can establish expectations, listen to input, and allow players to influence decisions while maintaining the authority to make the final call. This balance encourages accountability and helps players understand that their opinions and contributions matter.

One of the best things for a coach is when players become leaders themselves. When players begin holding one another accountable, setting expectations, and encouraging their teammates to put in the work, leadership becomes a shared responsibility. The coaching staff’s role is to help players buy into the process and create an environment where they trust one another and work towards a common goal. Ultimately, a coach’s success is not measured only by how well the team responds to the coach’s leadership, but also by how well the players learn to lead each other.

Bench Behavior

Maintaining a calm sideline demeanor creates a positive and supportive environment for athletes. Coaches should remain composed during stressful moments, communicate respectfully with officials, and respond to mistakes with constructive feedback. By modeling emotional control and sportsmanship, coaches teach athletes how to handle adversity and maintain focus through competition. A coach’s ability to stay calm under pressure also helps athletes feel more confident and secure, allowing them to focus on their performance rather than outside distractions. Maintaining a professional presence on the sideline reinforces the importance of respect, discipline, and accountability.

Think about how the coaches’ behaviors affect the environment on the sideline and bench. Athletes often look to their coaches for guidance on how to respond to pressure, mistakes, and difficult situations. Negative reactions, excessive criticism, or arguing with officials can create unnecessary tension and distract athletes from their performance. Coaches who demonstrate positivity, respect, and encouragement help build team unity and create an environment where athletes feel supported and motivated to improve. The way coaches communicate with athletes, officials, and other staff members sets the tone for the entire team. By consistently demonstrating positive behavior, coaches encourage athletes to treat others with respect and contribute a healthy team culture.

Conclusion

Coaches should continue learning rather than assuming they already have all the answers. Effective coaching requires a willingness to reflect on personal behavior, seek feedback, and explore new strategies for supporting athletes. By remaining open to learning and adapting, coaches can improve their communication, strengthen relationships with their teams, and set positive examples on and off the playing surface. Continuous growth allows coaches to better meet athletes’ needs and create a culture built on respect, accountability, and development. Seeking opportunities for professional development, learning from other coaches, and reflecting on past experiences can help coaches recognize areas of improvement. When coaches demonstrate a commitment to learning, they show athletes that growth is a lifelong process and that even leaders can continue to improve.

Radio host Paul Harvey had a news program he titled, The Rest of the Story. He would describe a situation and then provide a brief twist at the end, the so-called ‘rest of the story’. In the three opening scenarios, Caden quit baseball before he was 13, Ryan quit swimming after his freshman year of high school, and Brenda transferred to another university after her sophomore year.

References

Cohn, P. (2021). How to let go of mistakes and end dwelling. Peak Performance Sports. https://www.peaksports.com/sports-psychology-blog/how-to-let-go-of-mistakes-and-end-dwelling

Dweck, C. (2006).Mindset: The new psychology of success. Random House.

Gardner, B. (2015, Sept. 23). Defining education-based activity programs. National Federation of State High School Associations. https://www.nfhs.org/articles/defining-education-based-activity-programs/

Kohler, J., & Strand, B. (2021, September 21). Education-based athletics and the learning process. Sport Coach America. https://sportcoachamerica.org/education-based-athletics-and-the-learning-process/.

O’Sullivan, J. (Host). (2024, Oct 24). Phil Jackson (#400) [Audio podcast episode]. In The Way of Champions Podcast. https://changingthegameproject.com/podcast/400-phil-jackson/

O’Sullivan, J. (Host). (2026, May 6). Dan Abrahams (#480) [Audio podcast episode]. In The Way of Champions Podcast. https://changingthegameproject.com/podcast/480-dan-abrahams/

O’Sullivan, J. (Host). (2026, April 28). Dusty May (#479) [Audio podcast episode]. In The Way of Champions Podcast. https://changingthegameproject.com/podcast/479-dusty-may/

Editor’s Note: All articles in Sport Coach America are authentic and original work by the author(s).