The Science of Coaching for Growth
More Than Just Teaching Techniques
You might have heard me use the phrase, “We don’t coach kendo, we coach people.” I say it a lot, to be fair. Usually to other coaches, when we’re trying to make sense of why someone’s suddenly forgotten how to strike men-uchi mid-drill.
But it’s not just a nice line for a coaching workshop. Turns out, there’s actual neuroscience behind it.
A study out of Case Western used fMRI scans to dig into what actually happens in the brain during coaching. And it backed something I think many of us instinctively know: if we want our students to grow, we can’t just correct what’s wrong. We have to connect with what’s possible.
Not just the flaws in their kamae, but the version of themselves they're trying to become.
The Brain Science Bit (Don’t Worry, No Quiz at the End)
A research team at Case Western Reserve University ran a study using fMRI scans (that’s brain science, not a new kind of shinai) to see what happens in people’s brains during different kinds of coaching conversations.
What they found should make every sensei pause - especially if your go-to move is “Stop! Your left hand’s too low.”
When coaches focused on someone’s ideal self, the person they want to become, it activated the parts of the brain linked to motivation, creativity, and long-term growth. But when the focus was on fixing flaws, the real self stuff like “your footwork’s wrong again,” that response shut down. The brain got more defensive. Less curious. Less open.
Angela Passarelli, one of the lead researchers, summed it up like this: “When we begin helping interactions by doubling down on someone's immediate problems, we inadvertently constrain their ability to see future possibilities.”
In other words? Fixing isn’t always helping.
And that’s a bit of a gut punch, because a lot of us coach the way we were coached. Quick corrections. Spot the error, patch the error, move on. It tightens the form, sure. But it doesn’t always build the person. It’s like trying to grow a tree by trimming the leaves.
This research suggests we need to flip that script. If we want students to grow, not just comply, we need to spend more time connecting to who they want to be. Less “don’t do that.” More “what could this become?”
What This Means for Kendo Coaches
So what does all this brain science actually mean when you’re standing in a dusty gym with ten minutes left and someone’s still fumbling their footwork?
It doesn’t mean we skip the corrections. It means we don’t let them be the end of the conversation. It’s not about abandoning technical feedback. It’s about anchoring it in who that student wants to become. And that starts with knowing their “why.”
Here’s how I’ve tried to apply it:
-
Ask about goals early...and revisit them. “What’s one thing you’d love to be known for in your kendo?” or “What part of your kendo do you want to feel proud of a year from now?” These aren’t life coaching tricks. They’re anchors.
-
Frame corrections through aspiration. Instead of “Your left hand’s dropping again,” try “That strong kamae you’re aiming for? It starts with how you hold here.” Link the fix to the future.
-
Keep the long view in sight. Remind them that their current frustration is a step on the way to becoming the version of themselves they’re chasing - not a detour.
None of this takes much time. You’re not running a TED Talk between rounds of kirikaeshi. But these little shifts help students stop seeing their flaws as dead ends and start seeing them as part of the path.
That’s where the growth lives. Not in what they can already do—but in who the believe they can be.
Put simply: we coach kendo. But we coach people first.
ps
If this coaching style hits home - less “fix the flaw,” more “build the person” - you’ll probably get a kick out of my free 7-day email course. It’s packed with practical ways to design sessions that keep people engaged, learning, and actually improving. The kind of tweaks that stop your kihon from turning into a Brian-led interpretive dance recital. Check it out.
Further Reading
• Better coaching to promote a person’s growth: Case Western Reserve University