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By: Jon Winer, CMAA - Capital Region Education Council School District (CT)
In competitive sports, success is often driven by more than just talent and physical ability. It is also deeply influenced by psychological and environmental factors. One of the most powerful psychological principles that can be applied in the world of sports is the Pygmalion effect, a phenomenon where higher expectations lead to improved performance. Named after the myth of Pygmalion, a sculptor whose statue was brought to life by the gods, this effect suggests that when individuals are held to high expectations, they often rise to meet them. For athletic directors, understanding and applying the Pygmalion effect can be impactful. By setting high but achievable expectations for coaches and student-athletes, they can cultivate a culture of excellence, motivation, and continuous improvement, resulting in their teams achieving more than they would have with lower expectations. Understanding the Pygmalion Effect in Sports The Pygmalion Effect was first studied in the educational setting by Robert Rosenthal and Lenore Jacobson in the 1960s. Their research showed that when teachers were led to believe that certain students were "intellectual bloomers," those students performed significantly better than their peers, even though the students were chosen at random. This demonstrated that teachers' expectations influenced students' performance. In the context of athletics, the same principle applies. When an athletic director expresses belief in the potential of a coach or student-athlete, their performance is more likely to improve. Conversely, when expectations are low, individuals may subconsciously conform to those lower standards. By setting and communicating high expectations, athletic directors can create an environment that nurtures growth, motivation, and success. How Athletic Directors Can Apply the Pygmalion Effect to Coaches 1. Setting High Standards for Leadership Coaches are the backbone of any athletic program, serving as both mentors and motivators for student-athletes. If an athletic director conveys confidence in a coach’s ability to develop a successful team and provide strong leadership, the coach is more likely to embrace that responsibility. One way athletic directors can use the Pygmalion effect is by pushing coaches to set clear, ambitious, and measurable goals for themselves and their teams. This includes setting performance benchmarks, encouraging professional development, and emphasizing a culture of continuous improvement. It is critical that the goals relate to the coaching process – rather than the outcome of the season – and on aspects over which the coach and student-athletes have direct control (i.e. sportsmanship, service projects, growth in leadership). The number of wins and championships should be viewed as a byproduct of doing things “the right way” more than a measure of success. When a coach knows that their athletic director believes in their potential, they are more likely to push themselves to meet and exceed expectations. 2. Providing Constructive Feedback and Support Another critical element of the Pygmalion effect is reinforcement through feedback. Athletic directors should consistently provide positive, constructive feedback that reinforces the coach’s ability to lead a successful team. Instead of only focusing on areas of improvement, directors should highlight what the coach is doing well and express confidence in their ability to develop further. Utilizing formal or informal practice walkthroughs using a Google Form template can be an effective and quick way to provide feedback to coaches. Regular sit-down check-ins should also be utilized. Because our schedules can be very hectic, a recurring calendar invite should be shared so that a time is pre-planned for these each week. If the athletic director and coach do not need to meet, the meeting can be canceled. However, having the meeting on the calendars ensures that the opportunity to connect is there each week. The focus should be on recognizing effort and progress rather than outcomes. 3. Encouraging Professional Growth Athletic directors can foster high expectations by encouraging coaches to pursue professional development opportunities such as attending coaching clinics, obtaining advanced certifications, or studying new training methodologies. By showing that they expect their coaches to continuously learn and improve, athletic directors create an environment where excellence is the standard. Often budgets are tight and can present a barrier to professional development. If funding is not available for external clinics, athletic directors can structure internal clinics in which coaches offer topics as presenters that reflect their strengths. Collaboration can occur within leagues so that coaches share ideas with one another. Athletic directors may also consider reaching out to local college coaches to see if they would be willing to come and run clinics with coaches or speak to them about philosophy. With the rise of virtual meetings, the net for potential speakers has been expanded. An effective way to encourage professional growth is to reward coaches when they make the effort. Kevin Guzzo, athletic director at St. Joseph High School in Michigan gives out swag to coaches who can share a podcast, book, clinic, etc. that they found enlightening. 4. Recognizing and Rewarding Excellence Recognition plays a key role in reinforcing high expectations. When coaches see that their hard work and success are acknowledged, they are more likely to continue striving for excellence. Athletic directors should make an effort to publicly recognize coaches who go above and beyond, whether through awards, public praise, swag, or opportunities for career advancement. Remember to recognize those coaches who may not be having successful seasons in terms of wins but are doing so in terms of the development of the whole child. How Athletic Directors Can Apply the Pygmalion effect to Student-Athletes 1. Communicating High Expectations Student-athletes often look to their coaches and athletic directors for guidance and validation. When an athletic director sets and communicates high expectations for student-athletes, it can shape their self-perception and motivation. While it is not advisable for an athletic director to be untruthful and say they expect a young, inexperienced team to win a state championship, they can tell the team they are excited about the growth they expect the team to show and that hard work with lead to great things. This will lead to better results than by voicing negativity and instilling self-doubt. Focus should be placed on the controllable. While student-athletes should strive to win, game results are often based on factors outside their control (talent, skill level, size). Sportsmanship, effort, and teamwork should be the focal points on the field, and citizenship and academic growth should be the focus off the field. 2. Developing a Culture of Accountability High expectations must be paired with accountability. Athletic directors can create a culture where student-athletes understand that success is not given – it is earned through hard work, discipline, and resilience. This means implementing structured training programs, setting academic and athletic standards, and encouraging athletes to push beyond their perceived limits. For example, an athletic director might work with coaches to create individualized growth plans for athletes, ensuring that each student receives clear goals and a path to success. When athletes see that their leadership expects them to improve and provides them with the necessary support, they are more likely to rise to the challenge. Athletic directors should also focus on developing student-to-student accountability. While we want students to hold themselves to a high standard and tailor their behavior as such, the best team culture is created when members are observing and assessing each other and correcting behaviors that stray from the team standard. The Lead Em Up leadership program utilizes the term “lifeguard” and encourages student-athletes to constantly assess their teammates and to act when they observe a teammate begin to display behavior that could lead to a dangerous or detrimental outcome, similar to how lifeguards are constantly observing swimmers and correcting their behavior before their safety is threatened.
3. Encouraging a Growth Mindset Growth mindset, a concept developed by psychologist Carol Dweck, aligns closely with the Pygmalion effect. When student-athletes believe that their abilities can improve through effort and learning, they become more motivated and resilient. Athletic directors can foster this mindset by:
For instance, an athletic director might share examples of former athletes from the program who started as average performers but improved through hard work and dedication. This reinforces the expectation that every student-athlete has the potential to grow. Growth off the field should be recognized as well. 4. Providing Recognition and Positive Reinforcement Much like with coaches, recognition and reinforcement are essential for student-athletes. Athletic directors should take the time to acknowledge individual and team achievements, whether through awards, social media shoutouts, or personal encouragement. The emphasis should be placed on recognizing actions that reflect team core values and that the team would benefit from replicating. It is critical that we celebrate what we value. At CREC, we have partnered with local minor league professional teams to create awards like the Hartford Yard Goats Citizen-Athlete of the Week, the Hartford Athletic CREC PRIDE Award and the Hartford Wolfpack Sportsmanship Award. These awards are presented to student-athletes who exhibit the character traits we value, and they are rewarded by receiving complimentary tickets to professional games in which they are recognized on the field.
Challenges and Considerations While the Pygmalion effect can be a powerful tool, athletic directors must be careful to apply it in a balanced and ethical manner. Unrealistic expectations or excessive pressure can lead to anxiety, burnout, or diminished self-esteem. To avoid this, athletic directors should ensure that expectations are:
Additionally, the Pygmalion Effect must be applied equitably. If only certain athletes or coaches receive high expectations while others are overlooked, it can create an environment of favoritism and resentment. Athletic directors should strive to uplift all members of their athletic community. The Pygmalion effect demonstrates the profound influence that expectations can have on performance. For athletic directors, leveraging this principle can lead to stronger coaching, higher-performing student-athletes, and a culture of excellence. By setting high standards, providing encouragement, fostering accountability, and recognizing achievements, athletic directors can inspire their teams to reach new heights. Ultimately, the success of any athletic program is not just about physical talent. It is the result of belief, mindset, and leadership. By using the Pygmalion effect to instill confidence and ambition, athletic directors can shape not just better athletes, but stronger, more resilient individuals prepared to succeed both on and off the field.
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The Pygmalion Effect in Athletics: How Athletic Directors Can Raise Expectations for Coaches and Student-Athletes [NIAAA]
