Great Coaches Teach—They Don't Command

# Great Coaches Teach—They Don't Command

There are two very different types of coaches.

One tells athletes what to do.

The other teaches athletes how to think.

At first glance, they can look very similar.

Both run practices.

Both correct mistakes.

Both prepare teams.

Both want to win.

But over time, the difference becomes obvious.

One creates athletes who constantly look at the bench for answers.

The other creates athletes who solve problems on their own.

The second coach is building something much more valuable.

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Coaching Is Teaching

The word "coach" is often misunderstood.

Many people think coaching means giving instructions.

I don't.

I believe coaching is teaching.

Teachers don't simply give answers.

They help students understand.

The same should be true in volleyball.

Our responsibility isn't to create athletes who memorize what to do.

Our responsibility is to help them understand why they're doing it.

Understanding creates independence.

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Resist the Urge to Give Every Answer

Young coaches often feel pressure to know everything.

Every mistake requires an immediate correction.

Every question deserves an immediate answer.

I've learned that sometimes the best answer is another question.

Instead of saying:

*"You should have tipped the ball."*

Ask:

*"What did you see?"*

Instead of saying:

*"Move your block inside."*

Ask:

*"Where was the setter trying to go?"*

Questions slow athletes down just enough to think.

Thinking leads to learning.

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Don't Rob Athletes of Discovery

One of the greatest joys in coaching is watching an athlete figure something out on their own.

Unfortunately...

Many coaches interrupt that process.

The moment an athlete struggles...

The coach steps in.

Explains everything.

Solves the problem.

The athlete improves...

For that drill.

But what happens next weekend?

Who solves the problem then?

Learning that athletes discover themselves usually lasts longer than learning that's simply given to them.

Sometimes our job isn't to provide the answer.

Sometimes our job is to create the opportunity for athletes to find it.

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Mistakes Are Part of Learning

Many coaches become uncomfortable when athletes make mistakes.

I understand.

Mistakes can cost points.

Matches.

Even championships.

But mistakes are also where learning happens.

If athletes become afraid of making mistakes...

They stop taking ownership.

They stop experimenting.

They stop growing.

Create an environment where mistakes become conversations instead of punishments.

Athletes learn faster when they know failure is part of the process.

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Teach Principles, Not Instructions

Instructions solve one situation.

Principles solve hundreds.

Instead of teaching:

*"Always set the outside."*

Teach:

*"Find the attacker with the greatest advantage."*

Instead of teaching:

*"Always hit cross-court."*

Teach:

*"Attack the space the defense gives you."*

Athletes who understand principles become adaptable.

Athletes who memorize instructions become dependent.

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Your Goal Is to Become Less Necessary

This may sound strange.

But one of the goals of great coaching is becoming less important during competition.

Not because your role matters less.

Because your teaching matters more.

When athletes begin making great decisions without looking to the bench...

That's evidence your coaching is working.

You've developed thinkers.

Not followers.

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The Best Practices Are Full of Questions

Walk into a great practice.

Listen carefully.

You probably won't hear a coach giving nonstop speeches.

You'll hear questions.

*"What did you notice?"*

*"Why did that work?"*

*"What options did you have?"*

*"How could we solve that differently?"*

Those questions turn athletes into active learners.

Active learners improve faster.

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From the Sideline

One of my favorite moments as a coach happened during a timeout.

I started explaining an adjustment.

Before I could finish...

One of our athletes spoke up.

*"Coach... I think they're leaving line open because our middle is holding their blocker too long."*

She was exactly right.

I smiled and closed my clipboard.

The team didn't need another speech.

They had already solved the problem.

Driving home that night, I realized something.

That wasn't evidence that I wasn't coaching.

That was evidence that I had been coaching.

The goal had never been for athletes to depend on my voice.

The goal was for them to eventually hear their own.

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Be Comfortable With Silence

Some coaches fill every second with instruction.

Great coaches know when to be quiet.

Silence gives athletes room to think.

To process.

To communicate.

To lead one another.

If coaches speak every moment...

Athletes rarely learn to solve problems themselves.

Sometimes the most powerful coaching happens after you've stopped talking.

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Common Mistakes Coaches Make

• Giving every answer immediately.
• Talking more than athletes think.
• Mistaking obedience for understanding.
• Correcting every mistake before athletes can self-evaluate.
• Creating dependence instead of independence.
• Believing teaching only happens while the coach is speaking.

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Key Takeaways

• Coaching is teaching, not commanding.
• Questions often teach more than instructions.
• Athletes should discover solutions whenever possible.
• Principles create adaptable players.
• Great coaching produces independent decision-makers.
• The ultimate goal is for athletes to think confidently without relying on constant direction.

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Frequently Asked Questions

Should coaches ever give direct instructions?

Absolutely.

There are moments when athletes need clear, immediate guidance.

The key is making sure those moments don't become every moment.

Won't asking questions slow practice down?

Sometimes.

But athletes who understand concepts deeply usually learn faster over the long term than athletes who simply memorize instructions.

How do I know if I'm teaching instead of commanding?

Ask yourself this:

If I wasn't allowed to speak during the match...

Would my athletes still know how to solve problems?

If the answer is yes...

You're building thinkers.

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Continue Learning

• The Power of Observation
• Coaching With Emotional Intelligence
• Building Volleyball IQ
• Listening Is Coaching
• Teaching Ownership Instead of Dependence

A coach's voice should guide athletes.

It should never replace their ability to think.

The greatest compliment a coach can receive isn't hearing,

*"Coach always had the answer."*

It's hearing,

**"Coach taught us how to find the answer ourselves."**