Who is Responsible for Athlete’s Success?

One of the most common frustrations I hear from coaches, parents, and practitioners is some version of the same question:

"Why won't this athlete push harder?"

The athlete has access to coaching. They have access to a facility. They have a program. They have support. Yet every challenging set, every difficult drill, and every uncomfortable training moment is met with resistance.

As a strength coach, I have seen this countless times. As someone who teaches Behaviour Change at the university level, I have also learned that the answer is often more complicated than simply labeling an athlete as lazy or unmotivated.

The reality is that not all performance problems are the same.

Skill Deficits Are Coach Problems

If an athlete does not know how to squat, sprint, land, cut, or train properly, that is our responsibility as coaches.

We cannot expect athletes to demonstrate skills they have never been taught or exposed to under precise conditions.

If an athlete lacks technical knowledge, movement competency, or an understanding of training principles, the solution is education, coaching, practice, and feedback.

Too often coaches become frustrated with athletes for not doing things they were never properly taught to do in the first place.

Skill deficits are coach problems.

That is our job.

Effort Deficits Are Shared Responsibility

This is where things become more complicated.

A coach can create a challenging environment. We can provide accountability. We can establish standards. We can design excellent programs.

What we cannot do is perform the effort for the athlete.

The coach influences effort.

The athlete chooses effort.

This distinction matters because many coaches unknowingly take ownership of something that is only partially within their control.

I can create conditions that encourage effort. I can reward persistence. I can build confidence. I can help athletes learn that discomfort is not dangerous.

But eventually the athlete must decide whether they are willing to embrace challenge.

Effort is a partnership.

Motivation Deficits Are Primarily Athlete Problems

This statement often makes people uncomfortable.

As someone who teaches behaviour change, I firmly believe that motivation can be influenced. Environment matters. Social support matters. Coaching style matters. Competence matters. Autonomy matters.

However, there is an important limit.

No coach can want success more than the athlete.

At some point, the athlete must decide what they value.

Do they want to improve?

Do they want to compete?

Do they want to train?

Do they want to pursue excellence?

If the answer is no, there is very little a coach can do.

You cannot manufacture intrinsic motivation for someone who has not yet decided they want the outcome.

You can support motivation.

You cannot replace it.

The Behaviour Change Perspective

One of the biggest misconceptions in coaching is the belief that motivation comes first.

Research in behaviour change often shows the opposite.

Action frequently precedes motivation.

Confidence is built through success.

Self-efficacy develops through mastery experiences.

Discomfort tolerance develops through repeated exposure to challenge.

Many young athletes are not motivated because they have never experienced the satisfaction that comes from overcoming something difficult.

Our role is to create opportunities for those experiences.

But we cannot force athletes to embrace them. And many do not.

The Hard Truth

The longer I coach, the more I believe that coaches need to clearly define their role.

Are you trying to develop motivation?

Or are you trying to direct motivation that already exists?

Both are legitimate coaching approaches.

The mistake is confusing one for the other.

Many youth coaches spend enormous amounts of energy trying to create desire in athletes who simply are not ready for it.

Meanwhile, highly motivated athletes are often looking for guidance, structure, and expertise.

Understanding the difference can save coaches an incredible amount of frustration.

My Rule

After many years of coaching, teaching, and working in rehabilitation, I have arrived at a simple framework:

Skill deficits are coach problems.

Effort deficits are shared responsibility.

Motivation deficits are primarily athlete problems.

We can teach.

We can guide.

We can support.

But they must choose.

And perhaps that is the most important lesson of all.