The Untapped Academy

Why Coaches and Teachers Should Limit the Use of “Don’t”
An Evidence-Informed Guide to Positive, Action-Focused Communication

Introduction

Coaches and teachers often use phrases such as “Don’t miss,” “Don’t fumble,” or “Don’t be nervous.” Research from sport psychology, motor learning, communication, and behavioral science suggests that action-focused instructions are often more effective because they direct attention toward the desired behavior rather than the error to avoid (Wulf, 2013; Wulf & Lewthwaite, 2016).

Why Negative Instructions Can Be Less Effective

People can understand negative instructions, but during skill execution they may first mentally represent the unwanted action before inhibiting it. As a result, cues that describe the desired action are often more useful for performance and learning (Wulf, 2013).

Thought Suppression and Emotions

Research on thought suppression demonstrates that attempts to suppress thoughts or emotions can sometimes increase their accessibility. Rather than saying “Don’t be nervous,” coaches can normalize emotions and redirect attention to controllable processes (Wegner, 1994).

Attention, Motor Learning, and Performance

Motor-learning research consistently finds that attentional focus influences performance and learning. Clear external or action-focused cues often produce superior outcomes compared with instructions centered on errors (Wulf, 2013; Wulf & Lewthwaite, 2016).

Reinforcement and Motivation

Positive reinforcement increases the likelihood that desired behaviors will recur. Coaching climates characterized by encouragement, competence support, and constructive feedback are associated with improved motivation and persistence (Deci & Ryan, 2000; Smith, Smoll, & Cumming, 2007).

Practical Coaching Examples

Instead of ‘Don’t miss,’ try ‘Aim for the center.’ Instead of ‘Don’t fumble,’ try ‘Secure the ball high and tight.’ Instead of ‘Don’t look down,’ try ‘Eyes up.’ These statements provide athletes with a concrete action to perform.

Neurodivergent Learners

Many neurodivergent athletes and students benefit from direct, concrete, and explicit instructions. Positive action-focused language may reduce ambiguity and improve understanding, although individual needs vary and instruction should be individualized.

Important Exceptions

Direct prohibitions remain appropriate when safety is involved. Statements such as ‘Don’t run onto the field’ or ‘Don’t touch the hot equipment’ provide clear behavioral boundaries and may be the safest form of communication.

Key Takeaways

Use action-focused cues whenever possible, reinforce desired behaviors, focus attention on controllable processes, acknowledge emotions rather than suppressing them, and reserve direct prohibitions for safety-critical situations.

References

Deci, E. L., & Ryan, R. M. (2000). The ‘what’ and ‘why’ of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268.

Smith, R. E., Smoll, F. L., & Cumming, S. P. (2007). Effects of a motivational climate intervention for coaches on young athletes’ sport performance anxiety. Journal of Sport & Exercise Psychology, 29(1), 39–59.

Wegner, D. M. (1994). Ironic processes of mental control. Psychological Review, 101(1), 34–52.

Wulf, G. (2013). Attentional focus and motor learning: A review of 15 years. International Review of Sport and Exercise Psychology, 6(1), 77–104.

Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and attention for learning: The OPTIMAL theory of motor learning. Psychonomic Bulletin & Review, 23, 1382–1414.