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Why do Some Respond and Develop more from Coaching than Others? A Systematic Review of Coachability and Its
Stephen MacGabhann1,2, Phillip Newman1, Jeremy Witchalls1
1Faculty of Health, Research Institute for Sport and Exercise, University of Canberra, Canberra, ACT, Australia.
Sports Medicine (Auckland, N.Z.)
|July 12, 2025
Summary
Coachability, a key factor in learning and performance, is defined as the willingness and ability to act on feedback for self-improvement. This review synthesizes its core components for better understanding and application.
Area of Science:
- Psychology
- Sports Science
- Organizational Behavior
Background:
- Coachability is a crucial psychological construct for enhancing learning and performance across various domains.
- Despite its recognized importance, a clear definition and established components of coachability remain elusive in scientific literature.
Purpose of the Study:
- To establish a consensus definition of coachability.
- To identify the consistent component constructs of coachability within existing research.
Main Methods:
- A systematic review of 53 articles (41 studies, 12 grey literature) spanning five decades was conducted.
- Search and screening methods were employed to identify relevant literature on coachability.
Main Results:
- Coachability definitions varied but were consistently viewed as a multi-component construct.
- Six interconnected dimensions of coachability were identified: attentiveness, willingness to learn, persistence, feedback seeking, feedback receptivity, and feedback implementation.
- A synthesized consensus definition emerged: an individual's willingness and ability to seek, receive, and act on feedback for persistent self-development and performance enhancement.
Conclusions:
- Further research is recommended to refine and validate assessment instruments for coachability.
- Future studies should verify the identified components, confirm their relationship with developmental outcomes, and explore strategies for optimizing coachability.
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