Exploring the development of coach-parent relationships in organized competitive youth team sports

Abstract

The purpose of this research was to gain a better understanding of coach-parent relationships in organized competitive youth team sports. Two qualitative studies were conducted with distinct samples from youth sports teams (U10-U15) within a large urban center in Ontario, Canada. Study 1 explored perceptions of key relationship-shaping factors among coaches ( n  = 21; 5 females, 16 males; age range: 22–64 years) and parents ( n  = 20; 6 females, 14 males; age range: 40–63 years). Identified factors included behavioural expectations, communication practices, trust, and pressures associated with professionalization. Study 2 ( n  = 20; 10 parents [9 females, 1 male] and 10 coaches [2 females, 8 males]) utilized grounded theory to propose a three-stage developmental model: (a) Introduction and discovery, (b) Curiosity, doubt, or stability, and (c) Engagement or separation. This model provides a clear framework illustrating how coach-parent interactions evolve, stabilize, or deteriorate, influenced by broader sociocultural and structural factors such as generational differences, organizational policies, and sport professionalization. Results emphasize the strategic importance for coaches and sport organizations in managing parent relationships and outline practical implications for enhancing these interactions. This research addresses an important gap by offering a theoretically grounded, developmental perspective on coach-parent dynamics in youth sport.