Coach-athlete Relationship Research Articles

The Athlete Gratitude Group (TAGG): Effects of coach participation in a positive psychology intervention with youth athletes

Learning how to cultivate gratitude can be a valuable skill for life and sport, allowing one to reframe negative situations, enhance interpersonal relationships, and build resilience. While one-time gratitude interventions have demonstrated benefits for personal and social well-being, multi-session programs have the potential to strengthen these effects, as well as team dynamics. The purpose of this pilot study was to examine (1) the impact of a multi-session gratitude intervention among youth athletes and (2) the effect of coach participation on respective outcomes. Eighteen varsity members of a high school girls’ soccer team participated in The Athlete Gratitude Group (TAGG). To test the effect of coach participation, team members were randomly assigned to receive the intervention with or without the head coach present. Repeated measures analysis of variance tests and subsequent pairwise comparisons found significant improvements in athletes’ state gratitude, mental health, resilience, team cohesion, and coach-athlete relationship pre- to post-intervention. For the entire sample, lasting effects on mental health, resilience, and coach-athlete relationship were observed at 1-month and 3-month follow-ups. Moreover, positive effects on mental health were significantly maximized for athletes in the coach group. No significant group x time interaction effects were observed on state or trait gratitude, resilience, team cohesion, or quality of the coach-athlete relationship; all athletes derived positive benefits from the program, regardless of group membership. Strengths, limitations, practical implications, and future research recommendations are discussed. Lay summary: A high school soccer team participated in “The Athlete Gratitude Group,” a multi-session gratitude intervention. Half the team completed the program with the head coach present. All athletes exhibited enhanced gratitude, mental health, resilience, team cohesion, and coach-athlete relationship, with the coach group reporting even greater improvements in mental health. IMPLICATIONS FOR PRACTICE Intervention programs aimed toward cultivating gratitude in life and sport may enhance athlete mental health, resilience, team cohesion, and quality of the coach-athlete relationship. Coach participation in gratitude interventions at the team level may maximize positive effects on athlete mental health. Collectively engaging in gratitude practice as a team may increase resiliency and foster better quality relationships in sport.

Does Distance Produce Beauty? The Influence of COVID-19 Lockdown on the Coach-Athlete Relationship in a Chinese Football School.

This paper examined the relationship between coaches and youth athletes in China by comparing data collected before and after the lockdown. A total of 221 youth athletes aged 13–19 years in one professional football school completed coach-athlete relationship questionnaires. The rank-sum test was used to verify the differences in the data. The results of the Mann-Whitney U test showed that mean value of the three dimensions of the coach-athlete relationship (closeness, commitment, and complementarity) increased after the COVID-19 lockdown. The results also showed that athletes of different age categories showed different changes in the coach-athlete relationship after the lockdown, and the changes were not significantly related to the severity of the COVID-19 epidemic. The theoretical and practical implications are discussed.

Comparison of High- vs. Low-Responders Following a 6-Month XC Ski-Specific Training Period: A Multidisciplinary Approach.

Individual training responses among endurance athletes are determined by a complex interplay between training load, recovery and genetic influence. The present study used a multidisciplinary approach to compare high- and low-responders following a 6-month training period in endurance athletes transferring to cross-country (XC) skiing. Twenty-three endurance-trained athletes (14 runners and 9 rowers/kayakers; 14 men and 9 women) were classified as high (n = 9) or low-responders (n = 11) based on pre- to post changes in treadmill running, roller-ski skating and double-poling ergometry performances following 6-months of standardized XC ski-specific training. Physiological and technical capacities during these same modes were monitored pre and post. In addition, training volume, intensity, mode and session rating of perceived exertion (sRPE) training load were quantified daily. Finally, qualitative interviews of the athlete's personal coaches were performed after the intervention. There were no differences between groups with respect to physiological baseline characteristics. High-responders improved maximum oxygen uptake (VO2max) in treadmill running (5.5 ± 7.0% change from pre- to post) as well as peak oxygen uptake (VO2peak; 7.3 ± 7.0%) and power output at 4 mmol·L−1 (37.7 ± 28.2%) treadmill roller-ski skating which differed from a corresponding non-significant change in low-responders (−1.2 ± 3.6%, −2.7 ± 3.7% and 8.2 ± 12.5%; all P ≤ 0.05). VO2peak in double-poling ergometry did not change in any group, whereas gross efficiency and cycle length in roller-ski skating improved in both groups. High-responders performed greater training loads (weekly load: 3825 ± 1013 vs. 3228 ±.748 and load/volume ratio: 4.9 ± 0.6 vs. 4.2 ± 0.5; both P ≤ 0.05) and had lower incident of injury/illness (5 ± 3 vs. 10 ± 5 days; P = 0.07). Their coaches highlighted high motivation to train and compete, together with the ability to build a strong coach-athlete relationship, to separate high- from low-responders. In conclusion, high-responders to 6-months of standardized XC ski-specific training demonstrates greater improvement in maximal/peak aerobic capacity, which was coincided by higher training loads, greater perceived effort during sessions and lower incidents of injury and illness in comparison to their lower-responding counterparts. Possibly, the higher motivation and stronger coach-athlete relationships in high-responders contributed to more individually optimized training and recovery routines, and thereby more positive performance-development.

O relacionamento treinador-atleta e a esperança de atletas paranaenses de modalidades individuais

São crescentes no contexto esportivo as investigações acerca das virtudes do ser humano, a partir das variáveis da psicologia positiva como otimismo, paixão, esperança e interações sociais. Este estudo buscou analisar o relacionamento treinador-atleta e a esperança de atletas paranaenses de modalidades individuais. Foram sujeitos 101 atletas de diferentes modalidades individuais, de ambos os sexos (20,48±2,54 anos), participantes do 56º Jogos Universitários do Paraná (JUPs) 2016. Como instrumentos foram utilizados a Escala de Esperança Disposicional (EED) e o Questionário de Relacionamento Treinador-Atleta (CARTQ) – Versão atleta. Para análise dos dados utilizou-se os testes Shapiro Wilk, U de Mann Whitney, Kruskall-Wallis e coeficiente de correlação de Spearman (p<0,05). Foram encontrados valores elevados para dimensões proximidade (Md=6,5) e complementaridade (Md=6,0) do relacionamento treinador-atleta. As dimensões da esperança apresentaram valores elevados (agência e caminhos Md=16,0) e esperança global (Md=32,0). Ocorreram correlações positivas em todas as dimensões da esperança e relacionamento treinador-atleta, com destaque para o comprometimento com agência (r=0,35) e esperança global (r=0,36); complementaridade e esperança global (r=0,31). Conclui-se que atletas paranaenses de modalidades individuais têm uma percepção positiva do relacionamento estabelecido com seus treinadores e mostram-se esperançosos, evidenciando capacidades cognitivas motivacionais e desempenho positivos para o alcance de objetivos.

Elite figure skaters’ experiences of thriving in the coach-athlete relationship: A person-centered theory perspective

Carl Rogers’ person-centered theory indicates that genuineness, empathy, and unconditional positive regard (UPR) are critical for nurturing psychological development, well-being, and full functioning (i.e., thriving). While genuineness and empathy have been addressed in sport psychology literature as important for optimal coaching, only the opposites of UPR (i.e., conditional regard, unconditional negative regard, and disregard) have been empirically studied in coach-athlete relationships. Thus, we used a basic qualitative research design to explore eight retired elite figure skaters’ experiences and perceptions of UPR in their relationships with former coaches. Data analysis procedures resulted in the construction of three dimensions: Experiences and perceptions of UPR, perceived outcomes of UPR, and UPR as a buffer for conditions from other sources. Results indicate that UPR was perceived by participants through coaches’ unconditional acceptance, respect, engagement, belief in, and challenge of them in times of both failure and success. Participants reported that perceived UPR from their coach meaningfully contributed to their development of positive self-regard, trust in their coach, motivation, and confidence which positively impacted sport performance. Further, participants shared that perceived UPR from coaches buffered their internalization of conditions of worth from parents or cultural norms within figure skating. Lay Summary: We discuss retired elite figure skaters’ perceptions and experiences of unconditional acceptance, respect, engagement, belief, and challenge in their relationships with former coaches. Participants’ reported that these experiences meaningfully contributed to their development of positive self-regard, trust in their coach, sport motivation, confidence, and performance, and buffered their internalization of conditions of worth from parents or the sport culture at large.

The Relationship of Caring Climate, Coach-Athlete Relationship, and Exercise Passion of Collegiate Taekwondo Athletes

The purpose of this study was to investigate the relationship among perceived caring climate, coach-athlete relationship, and exercise passion. Participants of this study were 487 (male=339, female=148) collegiate Taekwondo athletes in Seoul, Gyeonggi, and inchen area. Data were analyzed by using correlation and multiple regression analysis. The results were revealed as follows. First, caring climate had a positive effect on all sub-factors of coach-athlete relationship. Second, caring climate had a positive effect on harmonious passion. Third, closeness influenced positively harmonious passion, while it had a negative effect on obsessive passion. In addition, complementarity had positive effects on both the harmonious and obsessive passion, and co-orientation only had a positive effect on obsessive passion. In conclusion, this study identified caring climate promote positive coach-athlete relationship and that two variables are determinants to improve athletes’ passion.

Positive youth development related athlete experiences and coach behaviors following a targeted coach education course

The purpose of this study was to examine if a positive youth development (PYD) coach education course would (i) result in more positive developmental experiences perceived by athletes of participant coaches and (ii) increase the frequency of PYD-oriented behaviors exhibited by participant coaches. A total of 14 coaches and 270 athletes participated in the study. Eight coaches ( Mage = 38.0 years) overseeing 154 athletes ( Mage = 13.8 years) were in the control group, while six coaches ( Mage = 36.7 years) overseeing 116 athletes ( Mage = 13.9 years) were in the experimental group. The 10-week intervention combined a group-based PYD coach education course with individualized coach meetings. Seven practices per coach were observed and recorded at baseline ( n = 2), intervention ( n = 3), and follow-up ( n = 2). Athletes completed measures of coach-athlete relationships and sport experiences at the three time points. Results of the 2 × 3 (group × time) mixed ANOVAs demonstrated that coaches in the intervention group increased the frequency of their PYD-oriented behaviors during the intervention but returned to levels slightly above baseline at follow-up. Coaches in the control group did not change their behaviors over the same period. Athlete reports of their developmental experiences were high at all time points and did not change over time. Findings suggest PYD coach education has the potential to influence coach behavior, but further research is required to determine how to create sustained changes for coaches and increases in athletes’ perceived positive developmental experiences.

Relationship Between empathy perceived by athletes, coach-athlete relationship, and athlete burnout

Relationship Between empathy perceived by athletes, coach-athlete relationship, and athlete burnout

“You can be my coach, but I am the one in charge” An interpretative phenomenological analysis of the importance of the coach-athlete relationship in Norwegian super-elite athletes

The purpose of this study was to explore the meaning of the coach-athlete relationship for two Norwegian male super-elite athletes. By means of semi-structured interviews and the use of Interpretative Phenomenological Analysis (IPA) the results revealed four emergent themes that represent underlying dynamics that influenced the athletes’ perception of what constitute an effective coach-athlete relationship; 1) Extreme independence. 2) Coaching without skills? 3) The coach as a butler, and 4) Expectations – make it or break it. These underlying dynamics are further discussed using the theoretical frameworks of coping strategies and power with the need for control as an important common denominator.

The impact of humanistic coach training on youth athletes’ development through sport

The purpose of this study was to evaluate the impact of humanistic coach training on athletes’ developmental outcomes. A sample of 148 high school student-athletes between 12 and 17 years old from low socio-economic communities completed questionnaires during their season. The student-athletes were divided into an experimental group composed of student-athletes of 11 head coaches who participated in a humanistic coach training session, and a comparison group composed of student-athletes of 8 untrained coaches. Four questionnaires were used to assess competence, confidence, connection to the coach, and character (prosocial and antisocial behaviours) of the participants. The effects of the humanistic coach training program were assessed using repeated measures analysis of variance models. Results showed that connection to the coach worsened for athletes of untrained coaches. Also, participants from both groups reported an increase in antisocial behaviours at the end of the season, but the athletes of trained coaches reported engaging less frequently in antisocial behaviours compared to athletes of untrained coaches. These findings suggest that teaching humanistic coaching may help practitioners foster positive developmental outcomes in youth sport participants and build positive coach-athlete relationships, while also raising awareness to the use of sport as a tool to promote personal growth and development.

Dyadic coping in coach-athlete relationships: A grounded theory

ObjectivesThe purpose of this study was to make an original contribution to sport psychology literature by offering a substantive grounded theory of dyadic coping in coach-athlete relationships. Specifically, this study aimed to capture the development and manifestation of dyadic coping for coaches and athletes operating in individual sports. DesignUsing constructionist grounded theory methodology as a guide, a theory of dyadic coping was constructed by the authors, 13 coaches, 15 athletes, and five sport and exercise psychology practitioners. MethodTheoretical sampling procedures ensured that data collection was directed by the developing theoretical concepts, rather than a set of predefined criteria. We conducted individual interviews (n = 16) with coaches and athletes, and one 90-min workshop with coaches, athletes, and sport and exercise psychology practitioners. Methodological rigor was enhanced by focusing on credibility, originality, resonance, and usefulness. ResultsThe theory proposes that when coaches and athletes appraise a stressor communicated in their dyad as significant and meaningful, they use dyadic coping to protect themselves and their coach-athlete relationships. This process is moderated by a number of personal (e.g., personality), relationship (e.g., length), and organizational (e.g., leadership behaviors) characteristics. ConclusionThe theory presented here represents a notable shift in thinking away from coping as an individual process and toward coping as an important interpersonal phenomenon. This type of coping can have long-term effects on coaches’ and athletes’ relationship functioning, well-being, and performance.

A review of emotional and sexual abuse of elite child athletes by their coaches

ABSTRACT Emotional abuse and sexual abuse are often co-occurring forms of child maltreatment that can have numerous negative effects on development. This narrative review synthesises research on emotional and sexual abuse of elite child athletes by their coaches to examine the dynamics and consequences of abuse in the elite sport context and to investigate characteristics of this context – in which the coach-athlete relationship is central – that make these athletes especially vulnerable to abuse. This paper contributes to the literature through using a developmental perspective to identify these characteristics, which are the intensity and one-dimensionality of child athletes’ experiences at the elite level. These characteristics are dangerous because they lead to the normalisation of the abuse and isolation of the still-developing athlete. Critical issues related to both emotional and sexual abuse of elite child athletes are also discussed, including internalisation and rationalisation of the abuse, disruption of identity, and dynamics surrounding disclosure.

Relacionamento treinador-atleta e fatores antecedentes associados: uma análise em treinadores brasileiros

O presente estudo teve como objetivo analisar os fatores antecedentes associados ao relacionamento treinador atleta (RTA) na perspectiva de treinadores brasileiros. Foram sujeitos 182 treinadores brasileiros, de ambos os sexos, com média de idade 40,47 ± 9,7 anos, participantes dos Jogos Escolares da Juventude 2015. Como instrumentos foram utilizados: ficha de identificação, Questionário de Relacionamento Treinador-Atleta (CART-Q versão treinador) e a Escala de Satisfação das Necessidades Básicas no Esporte (BNSSS). Os dados foram analisados através de estatística descritiva e inferencial por meio da Regressão Logística Binária (p<0,05). Os resultados evidenciaram que o tempo de relação apresentou associação significativa (p<0,20), com 3,410 vezes mais chances de apresentar alta qualidade no aspecto afetivo do RTA em comparação a um tempo inferior de relacionamento. Este tempo explicou 2,927 mais chances de ocorrer a presença de alta qualidade dos aspectos cognitivos em períodos de relação acima de 4 anos. Foi observado que o tempo de experiência explica em 2,655 mais chances os relacionamentos satisfatórios, enquanto a autonomia do treinador explica em 2,589 mais chances a presença do aspecto cognitivo do RTA. A idade e a satisfação das necessidades psicológicas básicas (autonomia, competência e relacionamento) estiveram associadas à qualidade do comprometimento na relação treinador-atleta (p<0,20). Conclui-se que fatores referentes ao tempo de relacionamento, tempo de experiência, satisfação das necessidades psicológicas básicas de autonomia e relacionamentos no contexto esportivo são favoráveis para relações de qualidade, na percepção de treinadores brasileiros.

“It’s more than just a game”: NCCAA Division II student-athletes’ perceptions of coach caring

The construct of care within the coach–athlete relationship has only recently been examined. However, this research has yet to include athletes’ perceptions of caring coaching practice. Thus, the primary purpose of the current study was to examine self-described Christian student-athletes’ perceptions of coach caring practices. Therefore, the guiding research questions were: (a) in what ways do student-athletes feel that their coaches demonstrate care? (b) In what ways have student-athletes’ religion/spirituality shaped the way they understand and perceive care? (c) Does proximity to a caring coach practice—that is, those who are still competing versus those who have graduated—influence the ways in which student-athletes view coach caring? Eleven current and former student-athletes (mean age = 26 years; seven males, four females) from four different sports (basketball, cross country, soccer, and tennis) at one NCCAA school were interviewed. Data analysis was conducted by a six-person research team using Consensual Qualitative Research. Five domains were constructed to represent Christian University 1 student-athlete perceptions of: (I) how they learned coach caring, (II) how they defined a lack of coach caring, (III) how they defined coach caring, (IV) how they perceived the expression of the caring climate, and (V) how they perceived the expression of the Christian caring climate.

The Binding Force: A Practical Model for Building and Maintaining the Coach-Athlete Relationship in Canadian Intercollegiate Team Sport

The Binding Force: A Practical Model for Building and Maintaining the Coach-Athlete Relationship in Canadian Intercollegiate Team Sport Coaches at Canadian post-secondary institutions have immense responsibilities: operating a successful sport program, managing the academic and athletic success of their athletes and ultimately delivering results, in other words, winning. “When athletes first join a team, they begin to familiarize themselves with their coach, the coach-athlete relationship, the environment, and the system” (Becker, 2009 p. 97) the athlete will compete in. Successful coaches are consistent in who they are (coach attributes), and how they maintain relationships, manage the team environment, and carry out their system (Becker, 2009); they provide a stable environment in order to develop the overall person and student-athlete. To date, the coach-athlete relationship remains to be an area of further exploration within team sport. The coach–athlete relationship is currently defined as a situation shaped by coaches’ and athletes’ interconnected feelings, thoughts, and behaviors (Jowett, 2005, 2007; Jowett & Poczardowski, 2007). This study addresses the need for a more systematic qualitative understanding of the coach-athlete relationship through the eyes of champion post-secondary team sport coaches. The emergence of various themes within the relationship are discussed, demonstrating a reciprocal bond that leads to, and continually feeds the connection between the coach and athlete, even afterwards, once it has been established. The importance of the coach-athlete relationship, its impact, the development, and maintenance are discussed.

Reciprocating Coach-Athlete Relationship Model (R-CARM): Trustworthiness for a Useful Tool

Coach-athlete relationships are the fundamental fabric thatbinds a team together, impacts performance and athletebehavior in order to succeed in the competitive environment.Numerous authors suggest that an effective coachathleterelationship is necessary for a successful outcome(Lafrenière, Jowett, Vallerand, & Carbonneau, 2011 Shields,Gardner, Bredemeier, & Bostro, 1997) and it is conceivablethat the key to a successful coach-athlete relationshipis the development of human relationships by the coaches(Jowett & Cockerill, 2003; Philippe et al., 2011). Therefore“the most important encounter (in sport) may be theone between the athlete and their coach” (Ayer, 2015, p.28). This relationship is dynamically unique and complex,it can vary in both depth and quality, and is one that simultaneouslyinfluences and is influenced by a number ofvariables and contexts (Ayer, 2015; Allen & Eby, 2012;Jowett & Poczwardowski, 2007). Broadly the coach-athleterelationship is defined as a situation in which two individual’s(coach and athlete) feelings, thoughts, and behaviorsare mutually and causally interdependent (Jowett & Meek,2000).Research has shown that the athletes’ perceptions oftheir coaches’ behaviors have an impact on academics, performance,actions, leadership, morals, and beliefs (Horn,Bloom, Berglund, & Packard, 2011; Jowett & Cockerill,2003;); plausibly, athletes can be manipulated by the coachathleterelationship (Felton & Jowett, 2013; Philippe, Sagar,Huguet, Paquet, & Jowett, 2011).

Psychological Resilience in Olympic Medal–Winning Coaches: A Longitudinal Qualitative Study

Although there is burgeoning research on resilience in elite athletes, there has been no empirical investigation of resilience in elite coaches. The purpose of this study was to explore psychological resilience in world-class coaches and how they develop resilience in athletes. A longitudinal qualitative design was adopted due to the dynamic and temporal nature of resilience. Five Olympic medal–winning coaches (four males and one female) were interviewed twice over a 12-month swimming season. Reflexive thematic analysis was employed to analyze the data. Findings revealed 14 higher order themes, which were categorized into the following three general dimensions: coach stressors (managing the Olympic environment, preparation for major events, coach personal well-being, directing an organization); coach protective factors (progressive coaching, coaching support network, maintaining work/life balance, secure working environment, durable motivation, effective decision making); and enhancing resilience in athletes (developing a strong coach–athlete relationship, creating a facilitative environment, developing a resilience process, athlete individual factors). The results are presented to demonstrate the interplay between coach stressors and protective factors over time, which offers an original and significant contribution to the resilience literature by providing a unique insight into the dynamic and temporal nature of resilience in Olympic medal–winning coaches.

Worst to First: Turnaround Leadership Through the Lens of Successful High School Football Coaches

Turnaround leadership is a topic of particular interest within sports, as newly hired coaches are often expected to transform struggling teams into “winners.” The present study qualitatively examined American high school football coaches (N = 11) who led a dramatic turnaround within their school’s football program. After being hired, these participants experienced relatively quick success, as they achieved a winning record (M = 1.73 years) and reached the state playoffs within a short period of time (M = 1.82 years). Steps of the turnaround process included assembling a staff of quality assistants, creating a vision for program success, formulating a strong plan that supported the vision, generating buy-in from players and key members of the program, creating and celebrating early achievements, sustaining success through the establishment of new goals and benchmarks, and fighting the urge to become complacent once new levels of success were reached (i.e., making change stick). As a part of their coaching turnarounds, all of the participants talked about the importance of incorporating a quality strength and conditioning program into their team’s training regimen. Meanwhile, the majority of the participants identified “educational athletics” as the core of their coaching philosophy, in which they viewed their jobs as coaches as an extension of the classroom. Moreover, most participants implemented character education into their programs and used football as a platform for teaching life lessons to their players. Yet, the most recurrent theme of the process, and the most recommended approach for achieving a coaching turnaround, was establishing positive coach–athlete relationships.

Perceptions of low back pain in elite gymnastics: A multi-disciplinary qualitative focus group study

ObjectivesTo explore the multidisciplinary team experience of Low Back Pain (LBP) in elite gymnastics. DesignA qualitative focus group. SettingBritish Gymnastics. ParticipantsTen coaching, sports science and medicine multidisciplinary team members working with British gymnasts. Main outcome measuresA topic guide informed by literature/expert opinion enabled discussion that was recorded/transcribed verbatim. Initial inductive analytic process developed theoretical insights. Manual coding using constant comparative methods categorised meaningful themes and sub-themes. ResultsTwo key aspects were identified. Emerging themes for LBP presentation included: early identification LBP and influence of multidisciplinary team members on outcomes; factors influencing LBP reporting e.g. coach-athlete relationship; frequent presentations of LBP and accepted norms; athlete history and physical examination e.g. training load. Emerging themes for causation of LBP included: intrinsic risk factors e.g. growth and maturation; extrinsic risk factors e.g. equipment. ConclusionsIndividual responses of a gymnast to experiencing LBP were important across all themes. Some LBP was perceived as normal. The coach-athlete relationship and support team are crucial decision-makers around training load and adaptation. Early detection will help minimise time loss from training/performance to expedite healing.

Student-athlete disclosures of psychological distress: Exploring the experiences of university coaches and athletes

Student-athletes are suggested to be an at-risk population for experiencing psychological distress, and coaches have been identified as support providers for distressed athletes. However, little is known about the interactions between student-athletes and their coaches when athletes disclose psychological distress. Therefore, the purpose of this research was to explore the experiences of student-athletes disclosing psychological distress to university coaches. Semi-structured interviews were conducted with 15 student-athletes (2 male, 13 female; M age = 24.5 years) and 15 university coaches (11 male, 4 female; M age = 41.9 years). Data were analyzed using a thematic analysis. Results indicated that perceived barriers (emphasis on athlete toughness, power of coaches, athlete’s position on a team, poor visibility of distress, and previous negative experiences with disclosure) discouraged student-athletes from disclosing distress and suggest that barriers may be overcome by coaches fostering supportive team cultures. Strategies for coaches to establish supportive team cultures were identified, such as building diverse coaching staff, using nondiscriminatory language, and role-modeling desired behaviors. Based on the findings, guidelines are provided for effective coach support following disclosure. This research suggests that coaches have the potential to positively influence student-athletes’ disclosures of psychological distress and facilitate the process of athletes seeking help; however, clearer boundaries need to be established to govern the appropriate role of coaches in supporting psychologically distressed student-athletes. Lay Summary We examined experiences of student-athlete disclosures of psychological distress to university coaches. Barriers, such as previous negative experiences with disclosure, perceptions of athlete toughness, and the athlete’s position on the team, prevented athletes from disclosing distress. Strategies for coaches to create cultures that support athlete help-seeking behaviors are presented. Implications for Practice: As a frontline preventative measure in supporting the psychological well-being of student-athletes, coaches should establish team cultures that address perceived barriers to disclosure and encourage athlete help seeking behaviors. Coaches may foster desired team cultures by applying recommendations made by the present research, such as adopting a holistic coaching philosophy, speaking openly with athletes about psychological distress, and providing transparent selection criteria. When working with psychologically distressed student-athletes, coaches should engage in immediate, short-, and long-term support practices inclusive of responding supportively to athletes’ initial disclosures, assisting athletes in developing plans for managing their distress, and maintaining consistent communication and engagement with the athlete throughout the recovery process. Coaches should prioritize the development of coach-athlete relationships founded on trust and bidirectional communication with student-athletes to facilitate student-athletes’ willingness and abilities to disclose distress and access early support.