Supporting self-critical performers: Coaches and teachers balancing excellence and compassionate environments in sport and the performing arts

Abstract

High-performance environments in sport, dance, and music often emphasize excellence and discipline, yet performers frequently experience setbacks and intense self-criticism. Self-compassion has recently emerged as a valuable resource for coping with these challenges, but little research has explored how coaches perceive and foster compassion and self-compassion. This qualitative study investigated coaches’ perspectives on supporting performers facing self-critical reactions and the conditions that facilitate or hinder compassionate learning environments. Fourteen coaches (6 in dance, 4 in music, 4 in sport) from French-speaking Switzerland participated in discipline-specific online focus groups (n = 3). Discussions were guided by semi-structured interviews using case-based scenarios designed to elicit spontaneous reactions to performers’ difficulties. Data were analyzed using thematic analysis combining deductive and inductive approaches. Three main themes emerged. First, coaches described navigating tensions between maintaining high performance standards and responding compassionately to performers’ self-criticism. While coaches often recognized emotional distress and aimed to individualize their responses, time constraints and performance pressures limited such efforts. Second, relational strategies, such as encouraging dialogue, sharing personal experiences, and facilitating peer support, were identified as ways to normalize difficulties and reduce performers’ sense of isolation. Third, broader cultural and structural influences shaped coaching practices, including performance cultures emphasizing toughness, as well as limited training and resources related to psychological support. Overall, the findings highlight the ambivalent position of coaches attempting to balance performance demands with compassionate approaches. Supporting coaches through education, access to psychological expertise, and opportunities for peer exchange may help foster more compassionate environments while maintaining excellence.