Let’s Talk About Coach Self-Care

Author: James Buhlman

Published: December 12, 2025

I recently attended the 15th ICCE Global Coaching Conference in Athens, Greece, where I had the opportunity to engage with leading coaches and academics from around the world in the field of coaching.

The four-day conference highlighted several engaging topics, with coach self-care frequently discussed. Attendees agreed that:

1.    Coach self-care is essential but often neglected in practice.

2.    Overworking should not be seen as a badge of honour within coaching culture.

3.    Coach self-care and supportive programs warrant greater focus and research.

Coaches are inherently dedicated individuals who invest considerable time, knowledge, expertise, and energy into developing and leading those under their guidance. Frequently, the coach serves as a pivotal factor in athlete recruitment, retention, and achievement. It is well-documented that athletic programs can suffer significantly following the departure of a central coaching figure. This raises an important question: who is responsible for monitoring coaches’ well-being and ensuring they maintain self-care?

Over more than thirty years in the coaching profession, I have experienced periods of burnout, compromised personal health, fluctuations in motivation, and challenges in maintaining personal relationships. These experiences have occasionally led me to reflect on my commitment to coaching, though my passion invariably prevails.

There is a notable lack of comprehensive literature focused specifically on coach self-care. While some books and articles address coaching burnout, resources tailored to the self-care needs of coaches remain limited. One recommended resource is John R. Anderson’s “Why Good Coaches Quit – And How You Can Stay in the Game,” initially published in 1999 with a revised edition in 2006; its insights remain pertinent today.

Through preliminary research into coaching, sport psychology, and relevant online publications, I have identified several recommendations intended to support coaches in proactively managing their well-being. While individual requirements may vary, the general advice outlined below can assist coaches in achieving a healthier work-life balance.

Physical Health

Regular Exercise – Coaches encourage their athletes to maintain physical fitness and engage in supplemental activities outside of regular group or team sessions. Similarly, it is essential for coaches to remain active and prioritise their own physical well-being.

Sleep – Coaches often compromise their well-being by consistently receiving only three or four hours of sleep per night. Maintaining regular, adequate, and monitored sleep schedules enables coaches to improve their health, enhance restfulness, and increase efficiency in daily responsibilities.

Mental and Emotional Health

Lead by example. While coaches encourage athletes to strengthen their mental skills through exercises for focus, concentration, and emotional management, they themselves can benefit from similar practices. Options include keeping a journal, engaging in meditation, practicing yoga, or trying deep breathing techniques.

Coaching Mentor – Just as psychologists have mental health practitioners, coaches can benefit from a mentor who understands common coaching challenges. A mentor coach holds the coach accountable and provides a safe environment for sharing concerns. Unlike their typical athlete-focused roles, coaches in a mentor relationship shift attention to their own growth needs.

Be a Realist – Manage expectations and emotions with effective coping strategies when stress rises. When pressure builds, coaches should take a brief timeout to regroup and use calming techniques such as deep breathing, counting to ten, or exercise.

Note: The concept of time-outs is frequently implemented in childcare environments. Research indicates that the optimal duration for a time-out corresponds to the individual's age in minutes; for instance, an eight-year-old would benefit from an eight-minute time-out. This principle can also be applied to adults, as the process of mental regulation tends to require more time with age. For example, a forty-five-year-old coach may need approximately forty-five minutes to regain composure.

Social Health

Many coaches lack a true social life, as interacting with other coaches after practice often just extends their work. Coaches should set clear boundaries and schedule time to connect with family and friends outside coaching. Without this balance, it's common for lifelong coaches to experience repeated marital issues due to prioritising coaching over personal relationships.

Learning to say NO is a key step in setting boundaries. Coaches often take on too much, leaving themselves little personal time. To manage this, coaches should set clear rules about what they can commit to and when. It's helpful to have a schedule that indicates when new tasks can be added. Personally, I have a strict rule: I won't accept any request given with less than forty-eight hours' notice. This gives me enough time to prepare and ensure everything is done professionally.

Engaging in activities and hobbies outside of coaching allows coaches to relax and recharge. Whether it's cooking, reading, golfing, building models, solving puzzles, or simply walking in nature, these pursuits offer joyful breaks from coaching. Not only do they help coaches disconnect, but they can also spark meaningful connections with athletes and create unexpected teachable moments.

Role Model

Coaches play a pivotal role as examples for their athletes. It is essential to demonstrate the behaviours desired in the team. If a coach presents with low energy and poor posture, athletes are likely to emulate these traits. Conversely, a coach who reacts anxiously or criticizes minor errors fosters an atmosphere where athletes may fear making mistakes. In contrast, displaying positivity and openness towards learning from mistakes enables athletes to be innovative and fully engage in their sporting experience.

Self-care is an important consideration that athletes are likely to notice if their coach does not prioritize it. This may manifest as the coach appearing withdrawn, providing feedback that is more critical, or displaying irritability or lack of focus. At every level, I encourage my coaching colleagues to foster a positive environment; when coaches model enjoyment and engagement, athletes are more likely to have a rewarding experience as well.

In summary, coaches play a pivotal role in the success of their teams yet frequently neglect their own health. Maintaining physical, mental, and emotional well-being is critical for sustained effectiveness in their roles. Moreover, when coaches engage in self-care practices, they exemplify healthy behaviours for their athletes. Coaches who achieve balance contribute to an environment of psychological safety and demonstrate that optimal performance is inherently linked to overall well-being, both inside and outside the sporting arena.