Understanding Personality in Youth Sports: A Guide for Educators and Coaches

When coaching young athletes, it is important to recognise that every player is unique. Their behaviour and performance on the field can be understood through their personality, and this can guide how educators and coaches interact with them. In sports psychology, Hollander’s Model of Personality (1967) can provide us with a practical way to think about personality, especially when it comes to youth in sports.

Personality is not static and unchanging. It grows and evolves, especially in young athletes. By paying attention to these three aspects of personality, educators and coaches can better support their players, helping them perform better in their sport and grow as individuals.

1. Psychological Core

The very centre of a person’s personality is known as the psychological core. This is like the foundation of a house; it is stable and does not change quickly. Things like values, beliefs, and self-perceptions are part of this core. For example, a player’s love for the game or a strong belief in fair play is a part of this core.

• Values refer to what a person holds as important or significant in life. They act as guiding principles that influence one’s attitude and behaviour, providing a sense of what is right or wrong.
• Beliefs are the personal convictions or acceptances that something is true or accurate, even without concrete evidence. They are the underlying assumptions that guide our understanding of the world and influence our decisions and actions.
• Values and beliefs are intertwined concepts that often influence each other in shaping a person’s attitudes, decisions, and behaviours. Values are fundamental guiding principles that define what is essential to a person. Beliefs are the convictions that support those values. For example, if a value is placed on honesty, then a belief may be that telling the truth builds trust in relationships.
• Over time, values and beliefs can reinforce each other. As people have experiences that confirm their beliefs, those beliefs become more fixed, further enforcing the associated values (Coakley, 2011). In a youth sports context, a belief in teamwork being key to success, supported by positive experiences when playing cooperatively, might strengthen a value system that prioritises cooperation and mutual respect.

2. Typical Responses

Around the core, we have what are called typical responses. These are the ways a person usually reacts to everyday situations. If someone’s core is introverted, they might usually be quiet and shy – that is their typical response. But it is not set in stone; it can change a bit with time and experience.

3. Role-related Behaviour

Finally, on the outside, we have role-related behaviours. These are the ways a person acts based on the social role they are in. This can be more fluid and adaptable than typical responses, as roles may require different behaviours depending on the context. For example, a young athlete who is typically introverted (rooted in their values and beliefs about social interaction) may adopt a more extroverted and vocal role when appointed as a team captain. This role-related behaviour is influenced by their psychological core but also adapts to the specific requirements of the team leadership role.

These three parts – psychological core, typical responses, and role-related behaviours – are like three circles, one inside the other (figure below). It is important to know that the lines between them are not solid. They can overlap and affect each other. A person’s role-related behaviour can influence their typical responses, and even touch their core over time.

• All three layers are interconnected, with the psychological core influencing both typical responses and role-related behaviour.
• The outer layers are more accessible and adaptable, influenced by situational demands and social roles. In contrast, as we move inward towards the centre, we approach the more stable and defining aspects of personality, culminating in the psychological core, where the “real you” resides.

Introverts and Extroverts in Sports

Most people tend to lean either towards being introverted or extroverted. Like those who prefer to rely on themselves, introverts may excel in individual sports. Conversely, extroverts might be more comfortable in team sports, where they can depend on others.

But these are just general tendencies; many people have bits of both in them. Educators and coaches should remember that every player is different and might not fit neatly into one box or the other.

Looking Beyond the Common Personality Traits

Personality in sports goes beyond just looking at common traits like being outgoing or focused. While it is true that elite athletes often show certain traits, such as being more outgoing, stable, and agreeable, this is only a part of the picture. There is more to a person than that.

Think of traits as one tool in a toolbox. They help us see differences between people, like how some athletes might be more reliable or outspoken. But to really understand someone, especially in the context of sports, we need to look at the whole person. This means not just how they compare to others, but also how they react in different situations, and what sports mean to them personally (Coulter et al., 2016).

This way, we can help them grow not just as athletes but as individuals. It is about seeing them as the same, similar, but also unique.

Why This Matters

Understanding aspects of personality and viewing youth players through a whole-person approach can help educators and coaches tailor their engagement with each player. By knowing the player’s core, typical responses, and role-related behaviours, they can create a supportive environment recognising individual needs.

Sport is more than just about winning and losing. It is about personal growth and the joy of the game. By understanding personality in this way, educators and coaches can help their players find that joy and success both on and off the field.

References

Coakley, J. (2011). Youth sports: What counts as “positive development?” Journal of Sport and Social Issues, 35(3), 306–324.

Coulter, T. J., Mallett, C. J., Singer, J. A., & Gucciardi, D. F. (2016). Personality in sport and exercise psychology: Integrating a whole person perspective. International Journal of Sport & Exercise Psychology, 14(1), 23–41.

Hollander, E. P. (1967). Principles and Methods of Social Psychology. Oxford University Press.