HOW COACHES SHAPE THEIR ATHLETES’ CONFIDENCE
Have you ever watched one of your athletes hesitate before a move, shake their head after falling, or whisper things like,
“I don’t deserve to be here” or “Everyone else is stronger than me”?
As a coach, you might have even seen it before they voiced it – those moments of self-doubt creeping in before they step onto the wall.
Self-confidence is a game-changer in climbing. We all know that physical strength and technique are essential, but mental resilience is often what separates climbers who thrive from those who crumble under pressure. And here’s the part that’s often overlooked: coaches play a massive role in shaping an athlete’s confidence.
What exactly is confidence in climbing?
In psychology, confidence is defined as the trust in one’s abilities, capacities, and judgment. In climbing, this means believing you can execute a dyno even if you’ve fallen before, trusting that you belong in a competition lineup, and knowing that failure doesn’t define your worth. Without this belief, hesitation creeps in, risk-taking diminishes, and performance suffers.
The good news? Confidence isn’t an innate trait. It can be developed. And as a coach, you have direct influence on how your climbers build and maintain it.
How coaches can boost the confidence of an athlete
Research shows that specific coaching behaviors can significantly impact an athlete’s self-confidence (Forlenza et al., 2018). So, what does that look like in a climbing context?
1. Foster a positive training environment
Imagine two different training sessions: In the first, an athlete falls repeatedly on a move. The coach sighs, points out the mistakes, and tells them to try again, frustrated that they’re not getting it. In the second, the coach acknowledges the effort: “That was closer! I saw you adjust your footwork—keep refining that movement.” The athlete leaves the session believing improvement is possible.
Encouragement doesn’t mean sugarcoating or false praise. It means creating a space where athletes feel safe to push limits, fail, and try again. Reinforcing effort over outcome keeps them engaged and willing to take risks.
2. Be mindful of your reactions
Coaches’ facial expressions, tone of voice, and word choices matter more than we think. When an athlete looks to you after falling, they’re often seeking reassurance. If they see disappointment or frustration, their internal dialogue might turn negative: “I let my coach down. Maybe I’m not good enough.”
So many times, we've worked with athletes whose biggest worry is letting their coaches or parents down after they have invested so much time and money into them. And so many times, athletes describe their coach or parents projecting their own frustration and disappointment onto them—without even realizing it. Instead, athletes internalize these emotions as their own. It’s okay to feel disappointed or sad when your athletes don’t live up to expectations, but it’s crucial not to project those emotions onto them. Acknowledge your feelings as your own, rather than making them the athlete’s burden.
Instead, focus on neutral or constructive feedback: “What do you think was different that time?” or “Your setup was better—what would you adjust next?” This keeps their confidence intact while encouraging problem-solving.
3. Set goals that stretch but don’t overwhelm
Climbers gain confidence when they see progress. But setting goals that are too vague (“get stronger”) or too ambitious (“win nationals”) can backfire. Instead, break them down:
Instead of “Get better at coordination moves,” say: “By next month, stick 8 out of 10 attempts on this style of dyno.”
Instead of “Make finals in an IFSC comp,” say: “Let’s focus on improving route reading and managing pump in semi-finals.”
Some athletes thrive by setting high goals, such as making finals at nationals or in an IFSC comp. Figuring out together with your athletes what works best for them, how challenging the goals can be, and what increases the pressure to an unmanageable amount is key.
Athletes thrive when they see a clear pathway to success and understand how their daily efforts contribute to long-term goals.
4. Build trust beyond the wall
Confidence isn’t just about skill. It’s also about trusting the person guiding you. When athletes feel like their coach believes in them, they start believing in themselves. This trust comes from consistent support, honest communication, and showing that you genuinely care about their growth, not just their results.
Ask about their experiences, listen to their concerns, and celebrate small wins. Even a simple “How are you feeling about training lately?” can make a difference.
5. Model confidence yourself
Athletes pick up on their coach’s energy. If you’re unsure of your feedback, hesitant in your approach, or frequently second-guessing, they’ll absorb that uncertainty. Confidence is contagious—if you model belief in your coaching methods, your athletes will mirror that belief in themselves.
For example:
Instead of saying, “I think this might work,” say, “Let’s try this approach and see what we learn.”
Instead of, “Maybe you should rest,” say, “Your body language looks tired—let’s take five minutes and come back fresh.”
Your confidence in them reinforces their own self-trust.
A coach’s role goes beyond training drills and technique. You have the power to influence how your athletes see themselves, how they handle failure, and how resilient they become. When you create a training environment that fosters confidence, your athletes will climb with more conviction, not just on the wall, but in life as well.
So next time you see hesitation, frustration, or self-doubt in one of your climbers, ask yourself:
Am I helping them believe in themselves? Because that belief, more than anything, will shape their journey as an athlete.
Stay tuned for our 2025 Coach Education Classes launching this spring! Learn more about our Coach Education Classes here and don’t hesitate to contact us with any questions!