Coachability

MUSINGS FROM A COACH - 24 MARCH '26

I recently read a very interesting article called "The Science of Coachability" by Alex Hutchinson, on Outside Online. I've summarized it below.  

As coaches, we spend a lot of time thinking about training plans, periodization models, recovery protocols and performance metrics. But there's a question that doesn't get nearly enough attention: are the athletes we work for actually set up to benefit from coaching in the first place?

A fascinating new study published in Sports Medicine, led by Stephen MacGabhann of the University of Canberra and Stephen Cobley of the University of Sydney, dives deep into a concept called coachability — and it's neatly put into words what I and many coaches have felt intuitively for a long time.

The researchers reviewed 50 years of research on the topic and define coachability as "an individual's willingness and ability to seek, receive, and act upon constructive feedback to foster self-development and enhance performance." Crucially, they no longer see it as a fixed personality trait. It's a set of skills - which means it can be developed. I just LOVE that. ;)

They identified six key components, and I want to walk you through each one:

1. Attentiveness. Are athletes actually listening when we give feedback, or is their minds already on the next workout? Absorbing information is the foundation of everything else.

2. Willingness to Learn. Overconfidence is the enemy here. If athletes believe their already doing everything right, no amount of expert guidance will move the needle.

3. Persistence Through Setbacks. Switching to a new coach or training approach almost always comes with a rough adaptation period. The athletes who bail after one disappointing season never find out whether the program would have worked.

4. Feedback Seeking. The best athletes I've worked with are hungry for knowledge. They don't just want to be told what to do, but want to know why. And they freely ask questions on other options.

5. Feedback Receptivity. There's a big difference between hearing feedback as criticism versus hearing it as information. More often than not, the athletes I work for don't want to give a reason why something went wrong for fear of "making an excuse". I WANT them to help find a reason! That way we can prevent it from happening again.

6. Feedback Implementation. This is where it all comes together. Knowledge without execution is worthless. Interestingly, research shows that endurance athletes systematically drift from prescribed training — easy sessions go too hard, hard sessions go too easy. That gap between what's coached and what's done is a coachability issue in itself.

Interesting for sure. What I would add is that it's the coach's responsibility to help teach these "coachable skills" to each athlete. For those that need it, some make take time while others adapt quickly.

But ultimately, a good coach is a good teacher and adjusts their teaching style to each individual athlete.

Gratefully,

Mark

CEO Team MPI