Why Soft Skills Are the Future of Coaching

TheCoachingMindsetOrg
Nov 12
4 min read

Coach communicating with athlete during training session, representing emotional intelligence and leadership in sport coaching.

Introduction

The landscape of sport coaching is evolving. Where once success was measured by technical expertise and tactical knowledge, today’s most effective coaches are increasingly defined by their ability to connect, communicate, and inspire. In an era marked by psychological awareness, individualisation, and player wellbeing, soft skills are emerging as the cornerstone of effective coaching practice.

Research consistently highlights that coaching effectiveness extends beyond the ability to instruct. It is fundamentally rooted in relational and interpersonal dynamics (Jowett & Cockerill, 2003). As The Coaching Mindset continues to develop coaches across multiple disciplines, understanding and developing these soft skills has become not just desirable but essential for long-term impact.

The Shift from Technical to Relational Coaching

Historically, coaching has prioritised the technical and tactical, skills associated with instruction, planning, and performance outcomes (Côté & Gilbert, 2009). However, the modern athlete requires more than prescriptive guidance. The growth of sports psychology, leadership theory, and holistic athlete development has repositioned the coach as an educator and mentor, not merely an instructor.

Soft skills such as communication, empathy, adaptability, and emotional intelligence are now key determinants of coaching effectiveness (Thelwell, Lane & Weston, 2010). They underpin the ability to build trust, foster motivation, and create psychologically safe environments where athletes can thrive.

This evolution represents a broader cultural shift within sport. Success is no longer measured solely by results but by the quality of the athlete’s experience and personal growth.

Emotional Intelligence: The Foundation of Modern Coaching

Daniel Goleman’s (1995) concept of emotional intelligence (EI), the ability to recognise, understand, and manage one’s own emotions and those of others, has profound implications for coaching. Coaches with higher levels of EI are better equipped to respond to the emotional demands of their athletes, manage conflict, and sustain motivation during periods of adversity (Chan & Mallett, 2011).

EI is particularly valuable in contexts involving youth or development-level sport, where coaches play a formative role in shaping attitudes, confidence, and resilience. Within The Coaching Mindset’s curriculum, emotional intelligence is positioned as a teachable and measurable competency that enhances leadership, communication, and reflective practice.

Communication and Empathy as Performance Drivers

Effective communication transcends instruction. It involves listening, understanding, and adapting to the individual. According to Cushion et al. (2010), communication in coaching is not merely the transmission of knowledge but a reciprocal exchange that shapes learning and motivation.

Empathetic communication enables coaches to see beyond performance metrics and understand the human behind the athlete. This human-centred approach aligns with The Coaching Mindset’s philosophy: that effective coaching begins with connection, and that performance outcomes are a by-product of positive, trusting relationships.

Soft Skills as Career Capital for Coaches

In a rapidly professionalising industry, soft skills have also become a form of career capital for coaches. Employers and governing bodies now prioritise interpersonal competence, adaptability, and leadership as indicators of employability (Lara-Bercial & Mallett, 2016).

Developing these competencies can distinguish a coach in competitive environments and expand career opportunities beyond traditional team roles, into mentoring, education, and consultancy. For learners undertaking NCFE qualifications through The Coaching Mindset, mastery of soft skills is therefore both a personal and professional investment in future success.

Developing Soft Skills through Reflective Practice

Developing soft skills requires intentional effort. Reflective practice frameworks such as Gibbs’ Reflective Cycle (1988) enable coaches to analyse their interpersonal effectiveness and identify growth areas. Embedding reflection into training programmes not only enhances coaching behaviours but promotes self-awareness and lifelong learning.

The Coaching Mindset integrates reflective models into its qualifications, encouraging learners to evaluate not just what they coach but how they coach. This process of reflection, feedback, and self-assessment cultivates the empathy, communication, and leadership required for sustainable coaching excellence.

Conclusion

As the future of sport coaching unfolds, the competitive edge will increasingly lie not in drills or data but in dialogue, empathy, and connection. The best coaches will be those who understand that developing people precedes developing performance.

At The Coaching Mindset, we believe that mastering soft skills is the key to transforming good coaches into great leaders. Explore our Level 3–5 qualifications and bespoke coaching pathways to develop the interpersonal intelligence that defines the next generation of coaching professionals.

References

Chan, J. T., & Mallett, C. J. (2011). The value of emotional intelligence for high performance coaching. International Journal of Sports Science & Coaching, 6(3), 315–328.
Côté, J., & Gilbert, W. (2009). An integrative definition of coaching effectiveness and expertise. International Journal of Sports Science & Coaching, 4(3), 307–323.
Cushion, C. J., Armour, K. M., & Jones, R. L. (2010). Coach Education and Learning: A Sociocultural Approach to Pedagogy. Routledge.
Gibbs, G. (1988). Learning by Doing: A Guide to Teaching and Learning Methods. Oxford Polytechnic.
Goleman, D. (1995). Emotional Intelligence. Bantam Books.
Jowett, S., & Cockerill, I. M. (2003). Olympic medallists’ perspective of the athlete–coach relationship. Psychology of Sport and Exercise, 4(4), 313–331.
Lara-Bercial, S., & Mallett, C. J. (2016). The practices and developmental pathways of professional and Olympic serial winning coaches. International Sport Coaching Journal, 3(3), 221–239.
Thelwell, R., Lane, A. M., & Weston, N. J. (2010). Mood states, self-set goals, and performance in elite athletes. Journal of Sport Behavior, 33(2), 146–161.