31 Mistakes You Should Avoid As A Tumbling Coach

#1 Thinking You Know It All 

Some coaches act as if they already know everything, but ironically, the most knowledgeable coaches are often the ones still seeking to learn. Good coaches constantly educate themselves because new approaches and perspectives can benefit both them and their athletes. Coaches who believe they have nothing left to learn may stagnate, while those who remain open to growth continue to build upon their skills. Even after 20 years in the field, there’s always something new to discover or improve. Despite the core principles, such as biomechanics and physics, remaining the same, there will always be new ways to interpret them.

#2 Not Checking Prerequisites

Every coach has had an athlete insist they’re ready to work on their back tuck, only to demonstrate a back handspring that lacks the power, technique, and control needed to connect the skill safely. This is exactly why checking prerequisite skills is such a critical step. Without confirming that an athlete has the necessary strength, body awareness, and mastery of foundational movements, coaches risk pushing them into skills they’re not prepared for, leading to fear, bad habits, or stalled progress. Skipping this evaluation not only jeopardizes the athlete’s safety but also reflects poorly on the coach’s expertise. Proper assessments support safe skill development and build trust between the coach and the athlete

#3 Fake Spotting

 When a tumbling coach tells an athlete they’ll be spotted on a skill but then intentionally steps back to see if the athlete can do it alone, it sends the wrong message and creates an unsafe training environment. This kind of surprise to an athlete can cause panic mid-skill, increasing the risk of injury and shaking the athlete’s confidence. The role of a coach to an athlete requires a sense of trust. If the athlete no longer trusts the coach to do what they say, it creates a divide between them. A good coach will always communicate the plan between them and the athlete without surprises.

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#4 Not Working On Shaping

Tumbling is built on the foundation of shaping. Every skill consists of transitioning from one tumbling shape to the next. So, for a coach to ignore shaping this will create an obvious problem. When this is the case, the athlete will often lack strength, body awareness and control of their skills. Without proper shaping, skills become sloppy and potentially unsafe. Athletes may compensate with incorrect movements, leading to a higher risk of injury. Poor shaping habits are much harder to fix once ingrained. Coaches who prioritize shaping lay the groundwork for cleaner technique and faster skill development down the road.

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#5 Can’t identify what went wrong 

When a coach can’t identify what went wrong in a skill, it’s typically as simple as the coach has a lack of understanding of what the skill should look like. For example, if an athlete is working on layouts, a coach should know and understand the correct body lines. If not, it’s easy for a coach to miss if a layout piked down or maybe even whipped back. Knowing the skill you are coaching inside and out will help weed out any questions for when an athlete starts throwing their skills.

#6 Not Having A Lesson Plan 

A good coach will always have a plan when it comes to coaching a class, lesson or even clinic. I’m not saying every class has to be planned out minute to minute and written down, especially as you grow in knowledge as a coach, however, a good coach will always have drills in mind or a warm-up planned. Things like this show a coach is prepared and not scrambling at the last minute, wasting time trying to figure out what to do. Preparation for a class goes a long way.

#7 Being Overly Positive 

Positivity in the gym is definitely not a bad trait, but like anything, too much of a good thing can become counterproductive. As a coach, it’s important to find a balance between encouragement and seriousness. Athletes come into the gym with goals, and they need to know that their time and effort are being respected. If everything is met with positivity, it can blur the lines between support and accountability. More critically, when an athlete does something that poses a safety risk or discourages proper technique, addressing it in an overly cheerful or bubbly manner can drive the attention away from the importance of the correction. A good coach knows when to shift gears, providing motivation and support while also being direct when the situation demands it.

#8 Not Giving Homework

When a kid comes into the gym often they will often only be there for an hour, maybe two. Which is why it’s so important that athletes are staying active outside of the gym. As a coach, it is your job to make sure they know how to do this. Give them homework that allows them to continue working on their skills without just “throwing” them. This could be in the form of handstands, push-ups, or any strength-building exercise that you deem beneficial. This will ensure that they are building strength more than just when they see you once a week.

#9 Not Setting Ground Rules

Athletes need structure and discipline, they need to know what you expect from them as their coach. If the kids are running around everywhere, playing on equipment, but you as a coach never gave them clear instructions; the fault comes back to the coach. Structure starts with communication. While it’s important not to overwhelm athletes with too many rules, having 3 to 5 clear, consistent expectations, can go a long way. When athletes know what’s expected of them, they’re more likely to stay engaged and focused. This not only promotes discipline but also allows you to maximize the limited time you have with them and build habits that contribute to their long-term success in and outside of the gym.

#10 Keeping Parents Out Of The Loop

Parents are the people who sign up for your classes. They are the ones who are spending the time and money to get their kid into the gym. Realistically, the actual clients are the parents, not the athletes. If all the parents do is drop off and pick up, they are less likely to return to you specifically. Communication goes a long way; walking the athlete out after a class and updating the parent on their progress is the easiest way. This not only reinforces the impact of your coaching but also shows parents that you care about their child’s development. When parents feel informed and involved, they’re far more likely to stay engaged and loyal to your program. Most parents don’t know about tumbling, so letting them have a doorway into their child’s success is important to them. Build the connection, and they will want to come back. 

#11 Overloading Classes And Clinics 

When scheduling classes, it’s important to take into account the ratio of athletes to coaches. More than 12 kids per class or clinic can get overwhelming for athletes, and doesn’t allow attention from the coach to be divided evenly between all the athletes. By having a limit, it ensures both the quality of instruction and the safety of participants.

#12 Training Rec Kids Like Comp Kids

Not all kids are in sports for the same reasons. There will always be a difference between a kid who is training 5+ hours a week versus a rec kid who comes after school once a week. Training them the same would be a disservice to both sides. Competitive athletes need structured training to refine skills, while recreational athletes benefit more from a fun, supportive environment that builds confidence and enjoyment. Coaching should reflect these differences, pushing too hard can discourage a rec athlete, while not challenging a comp athlete can hold them back.

#13 Not Working Enough Basics

You can often tell how skilled a tumbler is just by looking at their handstand. If an athlete’s handstand is loose, arched, and lacks proper shape, it’s a clear sign they’ll struggle with tumbling. On the other hand, an athlete with a strong, controlled handstand and clean lines likely has a solid understanding of tumbling shapes and good body awareness. If a coach doesn’t train enough basics, such as tumbling shapes, handstands, and round-offs, it’s not setting the athlete up for efficient training. This leads into the next point.

#14 Thinking A RO Is A Basic Skill

As an athlete, you will never stop working on your round off. It will be a skill that can always be improved on. A common mistake a lot of coaches make is thinking that, because a round off is a level 1 skill, they assume that means once an athlete moves to level 2 that they no longer need to work on it. This skill is incredibly tricky to master and requires a lot of repetition and practice especially because the round off is a foundation entry skill into most high level passes.

#15 Only Celebrating New Skills

There are a million millstones to achieve when working on tumbling. A huge mistake a lot of coaches and parents make is only focusing on the result. The reality is that it takes a lot of hard work and effort to get there. By rewarding the smaller steps and achievements, it tells the athlete that what they are doing is something they should be proud of and continue doing. As a coach, you need to acknowledge when an athlete applies a correction or performs a drill with great technique. You can always celebrate new skills, but don’t forget what got them there.

#16 Dropping Someone While Spotting

Mistakes can happen, as coaches, you are only human. That said, athletes come to you to spot them because they trust you to keep them safe. You need to know as a coach what your limits are. If an athlete asks for a spot you are not comfortable giving, there is nothing wrong with saying no. Safety should be priority one. 

#17 Ignoring Anxiety Levels

The sport of tumbling is a tricky one. It requires an athlete to have a mind over matter mentality. Some athletes inherently have higher levels of anxiety when tumbling. Whether because of previous experiences or a past injury, being a little hesitant in tumbling is normal. You, as a coach, need to be aware when an athlete’s anxiety levels start to rise. Knowing when to give the athlete a short break or change up the drill will always help, especially when trying to prevent mental blocks.

#18 Not Using Drills

Tumbling is not a natural movement for the body. It’s not something that people typically can just whip out, which is why the average person cannot do a back tuck. So coaches who don’t use drills and expect athletes just to “throw the skills” are missing a huge opportunity. Drills build skills. Drills help with the technique and muscle memory required to build confidence in athletes. Drills can be used for shaping, strengthening or simulating a skill. Don’t be the coach who skips steps!

#19 Weak communication

Having clear communication between a coach and an athlete is crucial. If a coach is spotting an athlete, and they just say “okay, go”. There wasn’t much instruction behind that. Athletes need to know how to start a skill and how to end the skill before attempting it. By explaining clearly, it eliminates the “what if” scenarios. Making sure you are communicating each drill clearly and effectively so that the athlete understands is a tool every coach needs to master.

#20 Thinking One Size Fits All

Not every tumbling drill is built for every athlete. In a class, you can have a variety of athletic heights and sizes. If you pull out an adult-sized boulder for your older/ taller athletes, great! But what about your younger/ shorter athletes in the class? Pull out a small block for them to jump off of. That way, the drill works for everyone. There will always be ways to adapt a drill to every athlete. If not, it’s probably not a drill that should be included in a class setting.

#21 Lack Of Strength Training

Tumblers are athletes. It’s silly to sit back and pretend they don’t need strength training as much as other sports. The force that athletes create when tumbling has a lots of impact on their joints. Building strong athletes reduces the possibility of injury and improves their performance immensely.

#22 Spotting While In Their Space

When athletes are mentally ready to do a skill, it will be clear. Zero hesitation, strong shapes, and they will likely ask you to try it on their own. When coaches are spotting, it’s a super common mistake to want to start by touching the athlete, whether it’s a finger on the back or something more. What this does, however, is provide the athlete with a false confidence that they can only do the skill if a coach is touching them. Give the athlete space to feel the skill themselves before jumping right into a full spot.

#23 Not Having “The Feel” Of The Skill

Not having “the feel” of a skill isn’t the end of the world; however, it does give an advantage to coaches who do. “The feel” refers to the experience coaches have when they’ve tumbled themselves as athletes. They tend to understand the skill inside and out, recognize common mistakes, and know what each movement should feel like. Coaches who have never tumbled won’t have that same internal perspective. That doesn’t mean they can’t be great coaches; it just means they may need to do extra research to fully understand what each skill requires for success.

#24 Not Using Equipment To Its Full Potential

Equipment can be incredibly versatile, and understanding how to use it effectively is a skill in itself. A cheese mat, for example, can be used across all levels. When a drill is set up, it’s a great opportunity to build the habit of incorporating alternative options. If a class is working on back handsprings, you can offer version A (an easier option) or version B (a more advanced option). By learning the ins and outs of the equipment and familiarizing yourself with the most versatile setups, you’ll be able to use the equipment to its fullest potential.

#25 Spotting Frequency Is Too High

This mistake builds on the previous one. Coaches who rely on spotting aren’t inherently wrong; however, they often end up doing too much, which can slow an athlete’s progress if not done correctly. If your spotting frequency is too high, it usually means you’re not using the drills and equipment effectively. As a coach, you need to know when to step back and reassess the “problem” before jumping in again and having the athlete attempt the skill with a spot

#26 Lack Of Physics/ Biomechanics

A big part of understanding tumbling is understanding physics. If something goes up, at some point, it has to come down. Learning how angles affect tumbling and how to speed up or slow down a rotation is essential for any coach. You don’t need to know rocket science, but you do need to understand the basic rules of gravity.

#27 Thinking Mental Blocks Don’t Exist

Coaching tumbling with the belief that mental blocks aren’t real is not only harmful but also dangerous. Mental blocks in tumbling often stem from fear, past injuries, or pressure, and dismissing them can make athletes feel unsafe. When a coach pushes an athlete through a block without addressing the mental side, it can lead to deeper fear or even injury. Recognizing mental blocks as valid and helping athletes work through them with support is key to safe, effective coaching.

#28 Not Enough Front Tumbling

Well-rounded athletes don’t just excel at one part of their sport. Tumbling goes both ways, and only training one direction cuts off a huge part of an athlete’s potential. Learning how to tumble forward helps athletes understand the mechanics that apply across all skills. Most of the time, you won’t see a high-level tumbler without front tumbling because these athletes have developed full-body awareness and control from working both directions, making them more versatile athletes

#29 Setting A Bad Example

Coaches set the tone for the training environment. If a coach consistently shows up late, is distracted on their phone, or doesn’t appear fully engaged, athletes will notice, and they’ll start to mirror that behaviour. You can’t expect athletes to give 100% effort if you, as their coach, aren’t doing the same. Athletes thrive under consistent leadership and clear expectations. When a coach shows up prepared and fully present, it encourages athletes to take their training seriously.

#30 Pressure To Gain Skills

Pressure to Gain Skills is a harmful coaching approach because it prioritizes fast progress over safety. When athletes are pressured to gain skills quickly, they may skip essential foundational steps, leading to poor technique or even injury. This kind of pressure can also cause mental blocks, particularly in sports like tumbling, where fear and precision are closely linked. Instead of rushing athletes, good coaches focus on progress at the athlete’s pace, ensuring both their physical and mental readiness before moving to more advanced skills.

#31 Lack Of Standards

Last but not least… without standards, athletes don’t learn accountability, which is crucial in a sport where every detail affects safety and performance. Strong standards help athletes build clean and consistent skills from the ground up. Letting a back handspring slide with bent arms just to “get it over” reinforces poor mechanics that are hard to fix later.

It’s fair to say coaches, you have a hard job. Every athlete you work with will be different and you as a coach have the job of providing them with proper technique and progressions. Mistakes are going to be made along the way but now you have (hopefully) gained the knowledge to help you become a better more mindful coach.

We have lots of resources for you to explore on our page, if you ever need help planning a class or want some more inspiration check out our drills page!

This article was edited by Coach Liz and originally created by Coach Sahil