How is Coaching Different From Teaching, Instructing, Training?

Is there anything we can learn from the subtle distinctions between 'teaching', 'instructing', 'training' and 'coaching' that can inform the way we help players learn in our sport?

We all have benefitted, to a greater or lesser extent, from 'teaching' at school. Those with a military background (and some others) will have received a great deal of 'instructing' and 'training'. Those with a sporting background will have benefitted from 'coaching'. The overlap is that the subject learns; however, the process differs.

Let us look at those differences:

'Teaching', a broad term, is centred on imparting knowledge, concepts, and critical thinking. It is often delivered to students in a formal setting following a structured curriculum focused on long-term intellectual growth. Included in the concept is testing of whether the knowledge has been learned by the student.

'Instructing' is more specific and directive than teaching. Instructors provide clear steps, procedures, or rules to follow in order to complete a task or learn a process. Unlike teaching, which encourages exploration and discussion, instructing is about precision and clarity. For example, flight instructors or driving instructors guide learners through exact methods that must be mastered for safety and competence.

'Training' emphasises skill development and practical application. It tends to be hands-on, repetitive, and goal-oriented, focusing on building competence and efficiency, sometimes as a team member. For instance, workplace safety training equips employees with the ability to respond correctly in emergencies through practice and reinforcement.

'Coaching' is distinguished by the coach learning from the person they are coaching so that they can then help them improve their performance. Thus, a tennis coach will observe a player's attempt at a serve and provide guidance on how the service could be improved. A coach helps individuals unlock their potential, set goals, and reflect on their performance. Instead of providing direct answers, coaches ask powerful questions and encourage self-discovery. Coaching is highly individualised, often used in leadership development, sports, and personal growth. For this to work well, the coach must have a wide knowledge of their subject, be experienced, be a good observer, have tools at their disposal to assist the learning process, and be an encourager.

All the above terms are relevant to croquet. We teach the AC Laws / GC Rules; we 'instruct' newbies in the basics of the game; we 'train' our muscle memory with swing trainers, etc., and we coach players in how to improve their game.

Each process requires subtly different skills in the person delivering it. Some will be better coaches than teachers, for example. Thus, we can ask ourselves "what are our strengths and how can they be best used?" and "how can I improve as a teacher / instructor / trainer / coach??

Ian Shore