ABSTRACT
There is moderate empirical evidence that supportive families, coaches, and teachers contribute to athlete development (Rees, Hardy, Güllich, et al., 2016). Of these various social actors, athletes and coaches are considered the two key performers in the sporting context (Mallett & Rynne, 2015). Typically, coaches are adults (and in many cases parents) who by age, position, and perceived knowledge assume a position of leadership, and therefore an inherent power differential exists between coach and athlete (Cassidy, Jones, & Potrac, 2015; Coatsworth & Conroy, 2006). Hence, it is logical to assume that in most cases coaches are influential in sport regardless of the setting (e.g., children, emerging, performance, high performance).
