Mental Growth in High School Athletics: Being Intentional

In 2026, it is clear that the X’s and O’s matter, but they are not the game. Walk into any gym, pool, track, hockey rink or weight room, and you’ll see coaches pouring their energy into practice plans and breaking down strategy; however, beneath all of that is the performance engine: the minds of the kids we coach – their confidence, their emotional regulation, their ability to handle pressure, setbacks and success, their connection to the team, and their belief that they belong.

Most great coaches have been building these mental skills for years; they just haven’t labeled it “mental training.” They noticed when a kid’s head was down, when energy was off or when an athlete just wasn’t themselves. They checked in. They addressed small issues before they became major problems. They were present.

Today, those intentions for our teen athletes are everything. Our athletes are growing up in a world that moves fast, expects a lot, and often doesn’t teach them the skills they need to navigate it. They don’t just need the drills; they need our guidance, our presence, and sometimes even our struggles so they can see they’re not alone in theirs.

Connecting Mind, Body, Sport
Wellness isn’t physical or mental; it’s both of those pieces working together. When athletes learn to train all three, they grow not just as competitors, but as people. So how can we, as adult leaders, intentionally develop mental growth within our programs?

The Challenge: We’re Coaching in a New Era
The pressures facing today’s athletes are different than even a decade ago. Social media, comparison, academic expectations, lack of sleep, youth burnout, constant stimulation, and the fear of “not being enough” are real. Sports are often the one place they want to feel grounded, connected and confident, and kids are counting on us to help them get there.

Yet many coaches quietly worry:

• “I don’t know what to say.”

• “I’m not trained in mental health.”

• “What if I do it wrong?”

• “I already barely have enough time for the physical parts of practice.”

And yet, here’s the counterpoint: we already have more mental- health influence than we think. Most of what athletes learn about confidence, perseverance, composure, communication and emotional regulation comes directly from us, whether those are our intentions or not.

The Thought: Coach the Mind the Same Way We Coach the Sport

• We don’t need psychology degrees.

• We need consistency.

• We need simple routines.

• We need to normalize conversations about pressure, nerves, growth, confidence and struggle.

When we make mental training a regular part of practice culture and not a one-time talk or a motivational speech after a tough loss, everything changes.

• Kids play more freely.

• Teams trust more.

• Athletes bounce back quicker.

• Mistakes become learning, not identity-defining moments.

• The culture becomes safe and safe teams perform better.

Just like physical reps build muscle, short, daily “mental reps” build resilience. Here are practical ways to start:

Action Step 1: Start Every Practice With a 2-Minute Check-In
This is a proactive, free and simple thing we can do!

Before warm-ups, circle up and ask one question. Examples:

• “On a scale of 1–5, how’s your energy today?”

• “What’s one thing you’re bringing into practice?”

• “What’s one win from your day so far?”

This matters because kids rarely get asked how they’re truly doing. When we ask and generate curiosity to actually listen, the connection grows instantly. But even more importantly, it helps us avoid assumptions. I have made assumptions in the past as a coach and a teacher that I am not proud of. Things like, “Why is this kid dogging it today?” If we really knew what happened to that athlete today, would we respond the same way?

• Maybe their parents fought last night.

• Maybe they didn’t sleep.

• Maybe they’re carrying academic stress.

• Maybe they’re anxious about their role on the team.

A two-minute check-in shifts our approach from judgment to understanding.

• From reacting to responding.

• From assuming to supporting.

• This is intentional coaching in action.

Action Step 2: Teach Confidence the Same Way We Teach Footwork
Confidence is not a feeling; it’s actually a skill. And skills can be taught.

We can give athletes language:

• “Confidence comes from preparation.”

• “Confidence comes from effort.”

• “Confidence comes from my response, not the result.”

We can give them habits:

• A deep breath before pressure moments

• Eyes up after mistakes

• Reset routines

We can permit them:

• To fail without shame

• To try again

• To talk openly about nerves or pressure

A confident athlete does not feel fearless; they know what to do when fear shows up.

Action Step 3: Model the Vulnerability We Want Our Team to Have
When we share even small pieces of our lives, like:

• “I had a tough day, too.”

• “I’m working on being patient when things get chaotic.”

• “I used to get nervous before big games just like you.”

It reshapes the culture because it communicates the most important message of mental growth: You are not alone. Every athlete, from the star to the role player, is fighting a battle we don’t always see. Heck, so are the coaches! When we normalize struggle, we normalize growth; this is mental intentionality.

Action Step 4: Build the Culture, Not Just the Roster
Teams with strong bonds play differently. They communicate more. They trust more. They take ownership. They recover from adversity faster.

Here are simple things to try:

• Shout-Out Circle (players thank or praise a teammate for something specific)

• Highlight and lowlight sharing

• Team mindset word of the week

• Rotating leadership roles

• Partner conversations during warm-ups

• A quick “mind-body-sport” reflection every Friday. These take minutes and can shape seasons.

Action Step 5: Integrate “Mind, Body, Sport” Into Your Program
Simple way to teach the importance of overall well-being.

Mind: Confidence, focus, emotional regulation, communication, resilience

Body: Sleep, nutrition, hydration, recovery, strength

Sport: Skill, strategy, teamwork, roles, preparation

Great programs don’t choose between these, they integrate them. When athletes learn to balance all three, performance improves. More importantly, so does well-being.

We Are All in This Together
If there is one idea we hope every adult takes from this, it’s here:

• You matter, you are not alone, and neither are our athletes.

Your team may be undefeated or may not have won a game. But every kid on your roster is carrying something. Every coach is too. When a team becomes a place where vulnerability is safe, connection is strong, and mental growth is intentional, everything changes.

We don’t need to be perfect.

• We need to be present.

• We need to be proactive.

• We need to see the whole person behind the jersey.

When we do that, we are not just building high-performing athletes; we are building confidence, resilience, and mental growth becomes the standard, not the exception.

Tom Horner is a former physical education teacher, coach, mental health and wellness coordinator, speaker and podcast host.