Interpersonal coach-and parent development programmes (CDP and PDP, respectively), have the goal to foster positive youth sport experiences through high-quality relations between coaches, parents, and youth athletes. In this paper we systematically reviewed the extant literature and estimate the overall magnitude of such programmes and how they can inform future interventions. Specifically, we aimed to: (a) conduct a systematic review on the literature of interpersonal CDPs and PDPs within the youth sport context; (b) examine the effects of such interventions on youth athlete outcomes via a meta-analysis. English written peer-reviewed publications and grey literature was identified through electronic search in databases and manual searches of reference lists. By utilising a priori criteria for inclusion and exclusion, 33 studies describing interpersonal CDPs, and PDPs were identified in the systematic review. Studies that presented required data for estimation of Hedge's g effect sizes were included in the meta-analysis (k = 27). By and large, the included studies used a quasi-experimental design (58%), sampled from team sports (79%), and reported several delivery methods (e.g., workshops, audio feedback, observations, peer group discussions) and outcome measures (e.g., anxiety, autonomous motivation, self-confidence). Some interventions were based on the same delivery protocols (e.g., Coach Effectiveness Training, Mastery Approach to Coaching) or theoretical frameworks (e.g., Achievement Goal Theory, Self-Determination Theory). The meta-analysis showed statistically significant small, and medium, effect sizes on a subsample of youth athlete outcomes (e.g., task-related climate, fun and enjoyment, anxiety), indicating that coach interpersonal skills can contribute to positive youth sport experiences. Theory-based interpersonal CDPs and PDPs are recommended to expand the knowledge in this field of research. © 2023 The Authors

Few educational programs to nurture coach need-supportive behaviors have been delivered by sport governing bodies (Evans et al., 2015). Consequently, the potential for such programs to meaningfully change coaches’ interpersonal behaviors requires further investigation (Cushion et al., 2010). Grounded in self-determination theory, we hypothesized that participation in an educational program would increase youth ice hockey coaches’ self-reported beliefs (e.g., effectiveness; Hypothesis 1) and application (Hypothesis 2) of need-supportive coaching styles. The study comprised 52 intervention coaches and 40 wait-list control group coaches enrolled in a 2-day regular education. Data were collected before the education with follow-up assessments 1½and 3 weeks later. We used multigroup multilevel growth models to analyze the change trajectories of the outcomes. A significant group difference was shown for competence support, for which the intervention group exhibited a greater increase than the control group (Δ = 0.14, SE = 0.05, p =.004). Further, the findings revealed significant increases in the intervention group’s effectiveness (slope mean = 0.11, p =.013) and easy-to-implement beliefs (slope mean = 0.18, p =.026); both conditions significantly increased in autonomy support (intervention group: slope mean = 0.25, p =.006; control group: slope mean = 0.11, p =.006). We found no significant change in the normative beliefs or relatedness support in any condition. The study demonstrates the benefits of a self-determination theory-based coach intervention advocating the collaboration between researchers and sport governing bodies in designing, implementing, and evaluating such endeavors. © 2024 The Author(s)

Background: Formal coach development programs (CDPs) are central to national sports accreditation systems, yet little is known about the implementation fidelity of introductory, policy-based coaching courses. Although such programs follow standardized curricula, variations in delivery and reception are common, shaped by educators’ interpretations, differing levels of implementation preparedness, logistical constraints, and the diverse backgrounds of coach learners.

Purpose: This study applied the conceptual framework for implementation fidelity (Carroll et al. 2007. “A Conceptual Framework for Implementation Fidelity.” Implementation Science 2 (1): 1–9) to examine a nationwide introductory formal CDP delivered within a national ice hockey association. It investigated educators’ self-reported engagement with and adherence with the program protocol, and on perceived barriers and enablers as experienced by both educators and coach learners. The study also considered how fidelity frameworks capture implementation realities in structured yet context-sensitive to coach education settings.

Methods: A process evaluation with a partial mixed methods design was used to investigate delivery across four geographical regions (i.e. north, south, east, west) within the national ice hockey association. Quantitative and qualitative data were collected via self-report checklists and semi-structured interviews with educators (N = 8) and coaches (N = 11). Quantitative data were analyzed descriptively, and qualitative data using a codebook thematic analysis.

Results: Checklist findings indicated protocol adherence and active coach engagement in general, although some coaches had difficulties understanding elements of the content. However, some educators reported that they did not cover all their assigned materials due to content–and time-related deviations. Qualitative findings expanded on these results, identifying key implementation-related barriers (e.g. limited content individualization, time constraints on delivery) and enablers (e.g. collaborative peer learning, balancing fidelity of form and function).

Conclusion: This study addresses a recognized gap by evaluating the implementation process of a formal CDP, emphasizing the importance of understanding factors that hinder or support fidelity and participant engagement. The findings provide practical insights for enhancing educator preparation, increasing program adaptability to coach learners’ needs, and supporting implementation fidelity in future formal CDPs. Impact statement By integrating the perspectives of both educators and coach learners, this study offers a nuanced understanding of the barriers and enablers of participating in a national formal CDP. The findings provide actionable guidance for policymakers and program designers seeking to align policy expectations with delivery realities through improved onboarding, educator support, and adaptable learning structures. In doing so, this study highlight the potential of structured yet flexible delivery models to support both policy goals and learner-centered practice within national sport systems. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Few intervention studies have combined in-person and digital components to facilitate coaches’ supportive interpersonal behaviors and promote positive youth outcomes. Grounded in self-determination theory (SDT), we examined whether a workshop, with or without smartphone-delivered boosters using a just-in-time adaptive intervention (JITAI) logic, improved players’ perceptions of need-supportive coaching, basic psychological need satisfaction, and enjoyment. Participants were 393 youth ice hockey players aged 12 to 16 years from 13 clubs whose coaches were allocated to a workshop-only (partial implementation), workshop plus digital boosters (full implementation), or control condition. Outcomes were assessed over 10 weeks and analyzed using multigroup multilevel growth models. Condition × time interactions showed that relatedness support was higher in both intervention arms compared with the control group. Only the partial-implementation group showed gains in autonomy support and autonomy satisfaction. No effects were observed for competence support, competence satisfaction, or enjoyment, and no significant differences emerged between the partial- and full-implementation groups. The findings highlight the potency of brief SDT-based youth coach interventions while underscoring the need for longer evaluation periods to determine whether JITAI digital boosters may help sustain or amplify intervention effects. © 2026 The Author(s). Published with license by Taylor & Francis Group, LLC.