There's An Imposter on the Roster: Overcoming the Imposter Syndrome in Coaching

By Casey Veen, M. SC.

Head Volleyball Coach/Assistant Golf Coach - Barbers Hill High School

Maya Angelou, the literary legend, once said, “I have written eleven books, but each time I think, ‘Uh oh, they’re going to find me out now. I’ve run a game on everybody and they’re going to find me out.” Albert Einstein, you know the father of modern physics and that whole E = mc² thing said, “I feel compelled to think of myself as an involuntary swindler.” The oneeared Starry Night painter, Vincent Van Gogh, stated “I am terribly inadequate. It is always my great fear that my art will appear so awkward and unfinished that people will take me for a madman.” Their accomplishments are both remarkable and rare, but their feelings of fraudulence are exceptionally common. Why can’t we embrace our successes without assuming that there might have been an error? Or that our resume and experience don’t quite measure up to our colleagues? Or immediately run to the thought that we simply just don’t belong?

This internal phenomenon is a universal struggle, leaving the coaching profession no stranger to it. Whether it’s a first-time coach taking over a rag-tag team or a seasoned veteran applying for a highlysought after position, the pressure to constantly succeed can lead to self-doubt, anxiety, and a pervasive fear of failure. Coaches, who are tasked with guiding and inspiring athletes or looking to advance their careers, may find themselves questioning their knowledge, abilities, or qualifications, even when they are fully capable. In this article we will discover the history of Imposter Syndrome, understand the characteristics and internal origins of the phenomenon, breakdown how imposter syndrome impacts coaching effectiveness, and conclude with strategies to overcome the internal struggles as well as give athletic leaders inspiration to help aid their athletic staff.

Imposter Syndrome:

The History, Characteristics, and Origins

The History: The Imposter Syndrome is not a disease nor a formal psychiatric disorder, but rather a psychological phenomenon in which individuals doubt their achievements and have a persistent fear of being exposed as a fraud, despite evident success and external validation. The beginning of the imposter syndrome can be traced back to 1978, when psychologists Pauline Rose Clance and Suzanne Imes wrote a paper called “The Imposter Phenomenon in High Achieving Women”, which was later shortened to the far more catchy “imposter syndrome” which we know today. In the original paper, the authors interviewed more than 100 successful women working in academia. The idea is described as “an internal experience of intellectual phoniness. Imposters are ambitious, hard-working people who believe they must have fooled anyone who thinks they are capable or talented” (Hussey, 2024). Even when faced with objective evidence of their skills, said Clance and Imes, they remain unwavering in their conviction that they succeeded thanks to luck or error. The more plentiful their accolades, says the paper, the more anxious they are that they’ll be “found out”. If they do fail, they see it as ultimate proof that their success was somehow undeserved (Hussey, 2024). Today the term has left the confines of women in the academic world and is used/experienced by men and women everywhere, throughout all professions including coaching.

The Characteristics: Clance believed that Imposter Phenomenon is evident through six characteristics: the Imposter Cycle: The easiest way to understand the Imposter Cycle is to give this basic scenario: You have a concern about not being good enough, so then you tend to overwork and do as much as possible to ensure no one else notices your selfperceived lack of intelligence or ability. You get a positive outcome, leading to public approval. This might make you temporarily feel okay, but the fear of not being good enough creeps back in, causing you to work even harder to prevent being exposed as the fraud you think you are, leading you back through the cycle. The need to be special or the very best: Impostors often secretly have the need to be the very best compared with their peers. Superwoman/ superman aspects: This is a perfectionist tendency, where impostors expect to do everything flawlessly in every aspect of their lives. “Atychiphobia” or fear of failure: Impostors experience high levels of anxiety when exposed to an achievement-related task because they fear possible failure. Denial of competence or discounting of praise: Impostors have difficulty internalizing their success and accepting praise as valid, so they attribute their success to external factors to a greater degree. Lastly, “achievemephobia” or fear and guilt about success: The negative effects of imposters’ achievement are linked to their feelings of shame and fear. Imposters are afraid that their success will raise expectations and demands from others around them, in addition to the concern that unusual achievement may result in rejection.

The Origins: From a neurobiological perspective, imposter syndrome is often linked to overactivity in the brain’s limbic system, particularly the amygdala, which processes fear and anxiety, leading to exaggerated feelings of self-doubt and worthlessness when faced with perceived failures. Imposter syndrome is a response to help one navigate through difficult and troublesome environments. If the environment calls for perfect execution, one to remain on good behavior, and/or produce immaculate efficiency instead of you being your true authentic, but yet flawed-self, then you were exposed to the breeding ground of imposter syndrome. With the majority of coaches being former athletes, that breeding ground could have been cultivated from the possible unrealistic pressures during sports, having to maintain good grades in school with hidden struggles, or just simply living up to parents’ heightened expectations. Along with the troublesome environments, family dynamics/structure, unrepresented/disadvantaged groups (in categories like socioeconomic status, race, gender, or age), social media pressures, and having neurotic tendencies also play a significant role in imposter syndrome. Once the conditions are right, then the imposter syndrome will rear its head. Opportunities transform into obstacles because of the unfamiliarity and added pressure. Doubts and hesitation will overtake any confidence one might have, leaving only insecurity and the feeling of being a fraud.

Some might think that this type of thought process does not really impact that many people, or that this is simply for weak minded individuals. Well, think again. According to various studies, approximately 70-80% of people will experience imposter syndrome at some point in their lives (Bravata et al., 2020). A 2019 study published in Psychology Today found that 1 in 5 people suffer from imposter syndrome at any given time, particularly among high-achieving professionals. Women in leadership positions are more likely to experience imposter syndrome than men, with studies indicating up to 75% of women in executive roles reporting feelings of fraudulence. Research suggests factors like gender and race can increase the likelihood of experiencing imposter syndrome, with women and people of color at greater risk as they are more likely to be underrepresented in their place of work.

Imposter syndrome remains a pervasive challenge, particularly in high-achieving, competitive environments like the coaching profession. While it’s common, its impacts on mental health, career advancement, and diversity are significant. By recognizing and addressing these feelings, individuals, teams, and organizations can create more supportive environments that promote self-confidence, growth, and inclusivity. In the next section we will analyze the coach on an individual level and see how their mental state affects their coaching effectiveness.

Imposter Syndrome & Coaching Effectiveness

Imposter Syndrome can create a toxic cycle where coaches feel the need to prove themselves, which then undermines their effectiveness as leaders. It can lead to burnout, reduced team morale, communication breakdowns, and a lack of growth— both for the coach and the players. Ultimately, it hampers a coach’s ability to create a positive, growth-oriented environment where both individual and team development are prioritized. To begin this section, let’s explore the five archetypes of Imposter Syndrome and how it could directly impact coaching efficacy by exploring some examples:

“The Perfectionist’s primary focus is on “how” something is done. This includes how the work is conducted and how it turns out. One minor flaw in an otherwise stellar performance or 99 out of 100 equals failure and thus shame” (Young, 2023).

Example: A coach who exhibits Perfectionist traits might focus excessively on flawless execution of drills and strategies. They may berate players after a nearly perfect performance if a minor mistake occurs, like missing a pass or misjudging a play. If the team wins, but the victory wasn’t by a large enough margin or the performance wasn’t “perfect” in their eyes, they’ll still be highly critical.

“The Expert is the knowledge version of the Perfectionist. Here, the primary concern is on “what” and “how much” you know or can do. Because you expect to know everything, even a minor lack of knowledge denotes failure and shame” (Young, 2023).

Example: A coach who embodies the Expert archetype prides themselves on their vast knowledge of the game and expects their players and fellow coaches to know and execute strategies with precision. They believe they must have answers for every question, from tactical strategies to training regimens. If a player asks a question they don’t know the answer to, the head coach may feel a sense of failure and try to cover it up. They may also criticize assistant coaches who don’t know as much about the game, even if it’s outside the scope of normal expectations for them.

“The Soloist cares mostly about “who” completes the task. To make it on the achievement list, it has to be you and you alone. Because you think you need to do and figure out everything on your own, needing help is a sign of failure” (Young, 2023).

Example: A coach exhibiting Soloist traits feels the need to handle every aspect of coaching on their own, believing that asking for help or relying on assistants or players is a weakness. If they need help setting up drills or want advice on managing the team, they might avoid asking for assistance, even if it’s necessary. They could be resistant to delegation, preferring to take on all the responsibilities themselves to prove their worth. This might manifest as them micromanaging every detail, leading to burnout or ineffective coaching.

“The Natural Genius also cares about “how” and “when” accomplishments happen. But for you, competence is measured in terms of ease and speed. The fact that you have to struggle to master a subject or skill or that you’re not able to bang out your masterpiece on the first try equals failure” (Young, 2023).

Example: A coach with a Natural Genius mindset might expect that their athletes should master a new skill quickly and with ease. If a player is struggling to grasp a technique, the coach might feel frustrated or embarrassed, believing that if they were truly a competent coach, their players should learn effortlessly. They may even put pressure on themselves, thinking that they should be able to help athletes master a skill immediately, without struggle or mistakes.

“The Superhuman measures competence based on “how many” roles they can both juggle and excel in. Falling short in any role — as a manager, team member, parent, partner, friend, volunteer — all evoke embarrassment because they feel they should be able to handle it all — perfectly and easily” (Young, 2023).

Example: A coach who is a Superhuman archetype tries to juggle every possible role: they’re the head coach, motivational speaker, fitness trainer, psychologist, mentor, and even take on extra administrative duties. They often say “yes” to too many things, trying to balance coaching with personal life, community involvement, and team management. If they drop the ball on any of these responsibilities, they feel like they are failing as a coach and as a person. They might get frustrated when they can’t manage everything perfectly, believing that they should be able to excel in every area without showing any signs of stress or weakness.

Strategies to Overcome Imposter Syndrome & the Role of Athletic Administrators

Overcoming Imposter Syndrome as a coach involves both internal shifts in mindset and external strategies to build confidence and resilience. Here are a few effective strategies to help combat these feelings of inadequacy and build a more empowered, authentic approach to coaching:

The first step in overcoming Imposter Syndrome is acknowledging that it is a common experience. Coaches should recognize that self-doubt, feelings of being a fraud, and the fear of being exposed are not unique to them but are part of the human experience, especially in high-pressure roles. Talking about these feelings with peers or mentors can help normalize the experience and reduce their negative impact. By normalizing these feelings, it allows coaches to understand they are not alone and that such doubts do not diminish their abilities or achievements. It helps break the cycle of isolation and self-criticism and reframes Imposter Syndrome as a temporary and surmountable challenge.

Shift the mindset from striving for perfection to focusing on personal and professional growth. Coaches should view mistakes as opportunities for development, both for themselves and their athletes. This could involve setting specific, achievable goals for both technical skills and leadership abilities, allowing room for progress rather than expecting flawless execution. Perfectionism is a major driver of Imposter Syndrome, as it sets unrealistic standards that can never fully be met. By emphasizing growth and improvement, coaches can take the pressure off themselves, embrace mistakes, and celebrate progress rather than fixating on failure.

Practice cognitive reframing to counter negative self-talk. Coaches should replace thoughts like “I don’t deserve this position” or “I’m not as good as the others” with more realistic, positive affirmations like “I’ve earned this role through my hard work” or “I have the skills and experience to succeed.” Writing down and challenging negative thoughts can be a powerful tool in this process. Reframing helps shift the focus away from self-doubt and insecurity, encouraging a more balanced and realistic selfassessment. This creates an internal dialogue that reinforces confidence and resilience, fostering a healthier mindset.

Athletic Administrators: Athletic Administrators, can you articulate what each and every coach on your staff wants in 5-10 years? Do you know what their aspirations are for their careers and for the programs that they are involved in? You play a critical role in supporting coaches with Imposter Syndrome by fostering an environment of openness, recognition, and professional development. Since the number of women coaches make up a scantily 22-25% of high school coaches and now knowing that women are more susceptible to have Imposter Syndrome, it would benefit your program to pay especially close attention to this group as you watch for the signs and keep the lines open. The true change doesn’t necessarily come from the individual, but from the environment that they exist in. By creating a culture where vulnerability is accepted and coaches feel comfortable expressing doubts or challenges, you can help reduce the isolation that often accompanies Imposter Syndrome. Regular check-ins and constructive feedback, both formal and informal, can reassure coaches of their competence and value. Furthermore, providing ongoing opportunities for professional growth—such as workshops, mentorship programs, and coaching resources—helps build confidence and skill. This will help retain women coaches and empower those that need it the most. Celebrate your coaches’ achievements, regardless of the scale, and encourage peer collaboration amongst one another. This can reinforce their sense of belonging and competence. Ultimately, you have the power to shape an inclusive, growth-focused environment that helps coaches move beyond feelings of inadequacy and thrive in their roles.

In conclusion, Imposter Syndrome is a deeply ingrained psychological challenge that affects many coaches, regardless of experience or success. It manifests in various forms, from the perfectionist striving for flawlessness to the expert fearing that any gap in knowledge will expose them as a fraud. However, by acknowledging these feelings, focusing on growth rather than perfection, and practicing selfcompassion, coaches can break free from the cycle of self-doubt. Additionally, athletic administrators play a crucial role in combating Imposter Syndrome by constructing a supportive, open environment where coaches feel valued and empowered. Through professional development opportunities, regular feedback, and a culture of recognition, administrators can help coaches build confidence, overcome feelings of inadequacy, and ultimately create a more positive, growth-oriented environment for both themselves and their athletes. By addressing and overcoming Imposter Syndrome, coaches can not only improve their own well-being and performance but also inspire their teams to reach their full potential.

References

Bravata, D. M., Watts, S. A., Keefer, A. L., Madhusudhan, D. K., Taylor, K. T., Clark, D. M., Nelson, R. S., Cokley, K. O., & Hagg, H. K. (2020). Prevalence, Predictors, and Treatment of Impostor Syndrome: a Systematic Review. Journal of general internal medicine, 35(4), 1252–1275. https://doi.org/10.1007/s11606-01905364-1

Hussey, M. (2024, February 13). A brief history of imposter syndrome. The Brink. https://www.thebrink.me/a-brief-history-of-imposter-syndrome/

Young, D. V. (2023, February 19). The 5 Types of Impostor Syndrome. Impostor Syndrome Institute. https://impostorsyndrome.com/articles/5-types-ofimpostor-syndrome/

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