03/22/2026
Piggy-backing on awesome post detailing this study yesterday with one of my own today.
In 2020, my “pleasure” reading was focused on great coaches. What was their background. How did they become who they became. What shaped and changed their philosophies. What did they regret. What did they take pride in.
Phil and Anson were the two that really helped me think the most. I admire them greatly and their “work” underpins a lot of mine.
Collectively, they won 33 championships between them. Neither one got out of the way. As I’ve said before, it’s not about making yourself obsolete but rather finding what makes you, the coach, most useful.
And reflecting enough to know when you stand in the way.
Both built environments where their athletes could lead, hold each other accountable (thou shalt not fear conflict), and grow into something more than their talent alone would allow.
A new meta-analysis of 50 studies found that captains influence team performance at nearly double the rate of coaches, and authentic leadership outperformed every other style (Clare et al., 2025).
The question underneath it matters more: what kind of coaching environment allows that to happen?
That question sits at the center of what I do.
Coaching Considered is a 3-week intensive where we examine the things that shaped you as a coach, how those things show up in your practices, and whether what you’re doing actually creates what you say you want to create.
We start with who you are.
We move through your values and how they influence every choice you make on the floor.
We end with practice design and the craft of knowing when to hold the room and when to let it breathe.
It’s what most coaching education skips entirely. Note that this won’t give you a certification or a degree, but it will provide clarity and confidence in your coaching craft.
Link in bio.
Clare, C., Hardy, J., Roberts, R., Tod, D., & Benson, A. J. (2025). Do leaders actually influence sports performance? An integrated systematic review and meta-analyses. Journal of Sport & Exercise Psychology, 47(4), 205-222.