Parental Involvement in Youth Sports: A Phenomenological Analysis of the Coach–Athlete–Parent Relationship

Abstract

Participation in organized sport is widely encouraged for youth development, yet positive outcomes are not guaranteed. Parents play a pivotal role in shaping young athletes’ experiences, requiring emotional support, interpersonal skills, and self-regulation. This study examines the meanings parents attribute to their children’s sports participation and how young athletes construct their experiences under parental and coaching influences. An interpretive phenomenological methodology involved semi-structured interviews with coaches, focus groups with parents, and open-ended questionnaires to young athletes. Seventeen players (M = 11.2 years, SD = 0.59), nineteen parents (M = 47.6 years, SD = 3.61), and two coaches from the same football club volunteered to participate in the study. Participants were selected through purposive sampling to ensure a homogeneous experience. The findings reveal that parental involvement balances support and pressure, while trust-building between parents and coaches significantly impacts the athletes’ experiences. The evolving role of technology and the importance of social dynamics within teams also emerged as critical factors. Intrinsic motivation, fostering emotional bonding through the sport, and adopting a developmental rather than purely competitive framework were emphasized factors identified as supporting positive youth sport experiences. These findings offer insights into how interconnected relationships among parents, coaches, and athletes influence children’s sports engagement and development.

1. Introduction

1.1. Parental Involvement: Definitions and Dynamics

In the context of youth sport participation, parental involvement has been reported as significant in promoting young athletes’ autonomy, relationships, and peer acceptance. According to the “Expectancy-Value” Model (Eccles, 2004), parental decisions regarding their children’s participation in sports may produce performance expectations, from which the intrinsic value and the pleasure derived from successful participation are determined (Eccles & Wigfield, 2002; Fredricks & Eccles, 2005). Since these factors significantly influence young children’s motivation to participate in sports, numerous studies have explored the role of parental involvement in creating a positive environment for children’s development through both education and sports.

Parental involvement refers to the framework established by schools or sports clubs to define the scope and nature of the collaboration they seek or allow with parents (Eccles, 2004; Eccles & Wigfield, 2002). It encompasses a broad range of relationships between institutions and parents, both in terms of the activity content and overarching goals, to foster a shared distribution of power and responsibilities. The complexity of this participatory process necessitates the clear delineation of rights and responsibilities on both sides, along with a mutual understanding of roles, procedures, and shared accountability. Furthermore, it is essential to navigate organizational culture to promote and facilitate active participation in decision-making processes at all organizational levels (Symeou, 2003).

1.2. Exploring the Dynamics of Effective Parental Involvement in Youth Sports

Participation in sports has been consistently linked to physical, psychological, and emotional benefits during childhood, adolescence, and throughout the lifespan (Bailey, 2006; Weiss et al., 2016). As one of the most popular activities globally, participation in youth sports has shown lifelong benefits (Bailey, 2006; Bengoechea et al., 2004; Coakley, 2011; Dorsch & Vierimaa, 2017; Fraser-Thomas et al., 2005; Gentile et al., 2020; Papacharisis et al., 2005), starting in the early school years. Studies across diverse sporting contexts reveal that parents serve as primary architects of children’s early sport socialization, transmitting cultural values through caregiving practices (Dorsch et al., 2019; Reynolds, 2021; Stefansen et al., 2018). However, the findings suggest nuanced variations in optimal involvement: while logistical support and emotional encouragement consistently predict positive outcomes (Dohme et al., 2021; Strandbu et al., 2019), excessive direction or performance-focused behaviors correlate with diminished motivation (Dorsch et al., 2019; Reynolds, 2021). Parental involvement is typically categorized into three dynamic levels: under-involvement, healthy (moderate) involvement, and over-involvement (Voula, 2017). Research in this area highlights a strong correlation between the type of parental involvement and care with the formation of appropriate sport participation models (Wagnsson et al., 2021). Additionally, it demonstrates that the nature and quality of parental involvement significantly influences the development of adaptive sport participation patterns in youth (Otto, 2017). Qualitative investigations highlight sport-specific dynamics, with parents in niche sports like indoor climbing demonstrating community-oriented involvement that contrasts with traditional sport parental roles (Garst et al., 2020), whereas football parents benefit from structured educational interventions using video resources (Kwon et al., 2020). Crucially, Quintó Romani’s (2020) longitudinal analysis identified an inverted-U relationship, where moderately engaged “supportive” parents yield better participation outcomes than either highly involved “super parents” or disengaged parents. This aligns with Self-Determination Theory (Deci & Ryan, 1985; Gentile et al., 2020), suggesting that autonomy-supportive parenting—maintaining involvement while respecting developmental needs—best fosters sustainable participation models. The emerging consensus underscores the need for context-sensitive approaches recognizing both sport-specific demands (e.g., tennis vs. football) and cultural factors in shaping effective parental engagement strategies.

For young athletes aged 10 to 12 years, parental involvement in their sport participation should ideally focus on the gradual promotion of autonomy, supportive relationships, and creating an atmosphere of acceptance. At this age and stage of development, young athletes acquire advanced motor skills, which are integrated with social awareness, an understanding of complex concepts, and the assumption of responsibilities (Dorsch et al., 2017; Holt et al., 2017). During this developmental phase, they enjoy the game while gradually appreciating personal improvement (Vierimaa et al., 2012). According to Côté (1999), sports training programs for this age group should introduce specialization by adjusting competition regulations to ensure that all participants receive equal playing time. These modifications should also foster psychomotor and social skills development (Fredricks & Eccles, 2005; Miguel et al., 2012). At this stage, the lack of intense competition means that sports primarily serve as a source of enjoyment (Côté, 1999; Fraser-Thomas et al., 2005). The Positive Youth Development (PYD) framework highlights four foundational pillars of personal growth that are especially pivotal for this age group: (a) connection with significant others, (b) confidence, (c) competence, and (d) character development (Fraser-Thomas et al., 2005; Lerner, 2012). Cultivating these dimensions through organized sports can lead to positive developmental outcomes.

Parental involvement is intricately linked with creating an environment that fosters positive development within the microcontext of sports participation (i.e., the team) and supports each pillar of the PYD framework. Positive parental involvement can enhance children’s motivation to participate in sports and increase their enjoyment of these activities (Eccles, 2004; Miguel et al., 2012). By adopting a supportive and balanced approach, parents can act as catalysts for their children’s holistic growth and well-being through sports. Identifying factors contributing to effective parental involvement has recently garnered considerable attention from the scientific community (Davis et al., 2021; Dorsch & Vierimaa, 2017; Dorsch et al., 2017; Elliott & Drummond, 2017; Fredricks & Eccles, 2005; Vierimaa et al., 2012). The dynamics of parental engagement in sports are recognized as critical for both the retention and development of young athletes (Davis et al., 2021; Elliott & Drummond, 2017). Consequently, researchers often analyze the parent–athlete relationship through various conceptual frameworks of parental involvement in sports (Dorsch & Vierimaa, 2017; Holt et al., 2009).

Parents with athletic backgrounds often play an important role in motivating their children’s sports participation, though the nature of this influence is multifaceted. Social learning theory (Bandura (1986), as discussed in Fredricks and Eccles (2005)), posits that children learn through observation, suggesting that parents with sports experience serve as natural role models (Fraser-Thomas et al., 2005; Fredricks & Eccles, 2005; Kilger, 2020). However, the relationship between parents’ athletic history and children’s motivation is complex. While many studies show a correlation between parents’ sports participation and children’s involvement (Johansen & Green, 2019; Strandbu et al., 2019), others suggest that the mere fact of parental participation is less impactful than the quality of support and encouragement provided (Horn & Horn, 2007). For instance, children who perceive their parents as athletic role models tend to report higher self-competence, enjoyment, and intrinsic motivation (Quintó Romani, 2020; Stefansen et al., 2018), yet parents’ self-reported physical activity does not always directly predict children’s engagement (Petersen et al., 2020). This implies that parents’ attitudes toward sports—shaped by their own experiences—may be more influential than their actual athletic history. Additionally, former athletes may foster motivation by creating a sports-oriented family environment, offering informed guidance and emphasizing the value of physical activity (Dohme et al., 2021; Harwood & Knight, 2015; Kilger, 2020). Nevertheless, excessive pressure to perform, sometimes stemming from parents’ unmet athletic aspirations, can negatively affect children’s enjoyment and long-term participation (Dorsch et al., 2016). Thus, while parents’ athletic experience can motivate children through modeling and shared values, the way they frame their involvement, whether supportive or overly directive, ultimately determines its impact. In summary, while parents’ athletic experience can motivate children through role modeling, informed guidance, and the creation of a sports-positive environment, its effectiveness depends on how it is communicated (Dohme et al., 2021; Horn & Horn, 2007). However, the key lies in balancing their expertise with supportive (rather than prescriptive) involvement and in seeking structured resources to enhance their parenting in sports contexts (Knight & Holt, 2013).

The social environment surrounding sports participation is multifaceted, encompassing peers, administrators, and spectators. However, considerable attention has been devoted to the “athletic triangle” (coaches, parents, and athletes) as a construct that can positively affect parental involvement (O’Rourke et al., 2014; Santos et al., 2024). According to the Self-Determination Theory (Deci & Ryan, 1985), the quality of their sports experience is determined by the extent to which a young athlete’s environment supports their growth and development. Athletes who feel heard and respected are more engaged in their training (Gu et al., 2023) compared to athletes compelled to conform to normative sporting behaviors (Davis et al., 2021; Dorsch et al., 2017; Durá et al., 2024a, 2024b). As such, research indicates that fostering cooperation, trust, and support within the coach–athlete–parents relationship can enhance commitment and complementarity, leading to increased athlete engagement (Gu et al., 2023). Therefore, researchers suggest that there is a need for studies examining the quality of young athletes’ sport participation from the perspective of the “athletic triangle” (Harwood & Knight, 2015; O’Rourke et al., 2014; Santos et al., 2024).

Based on the above, this study employs an athletic triangle perspective to examine young children’s experiences of sports participation guided by our main research questions, which are the following:

• What meaning do parents attribute to their children’s sports participation?
• How do young athletes shape their sports experiences under the influence of parents and coaches?

2. Materials and Methods

2.1. Methodology and Philosophical Underpinnngs

This study employed an interpretative phenomenological analysis (IPA) approach to facilitate an in-depth understanding of how young athletes form their participation experiences under the influence of their parents and coaches.

The foundation of IPA is predicated on three core principles: idiographic, phenomenological, and interpretative (J. Smith et al., 2009). The idiographic approach emphasizes the importance of examining language, emotions, and personal context, avoiding oversimplification of experiences into predefined categories. This approach was chosen because it focuses on individuals’ perceptions of reality and how collective understandings shape thoughts and behaviors (Jeong & Othman, 2016). In this study, each participant case was meticulously analyzed independently before identifying overarching patterns.

Phenomenology focuses on preserving participants’ detailed descriptions of their lived experiences, ensuring that their direct quotations and perspectives are integrated into the findings. Furthermore, it acknowledges that the subjective nature of reality varies between individuals even when observing the same phenomenon (Howard et al., 2019; Isari & Pourkos, 2015; Kaleri, 2015; J. A. Smith & Shinebourne, 2012). The interpretive approach employed in this study is primarily inductive, encompassing findings emerging through interactions between the researcher and participants (Cohen et al., 2007; Hurley et al., 2017; Guba & Lincoln, 1994). Notably, using inductive reasoning highlights the meanings ascribed by social actors (i.e., athletes, parents, coaches) to their actions and those of others. These meanings help to formulate the dynamic climate within a youth sports team’s infrastructure, formulated by the athletic triangle, studied as an evolving process. As a qualitative approach, IPA seeks to understand phenomena as they are lived and interpreted rather than solely evaluating them, involving emotions, experiences, and feelings (Guba & Lincoln, 1994; Isari & Pourkos, 2015; Pring, 2000; A. L. Smith, 2003; J. A. Smith & Shinebourne, 2012). Adopting IPA enables the researcher’s deep immersion into participants lived experiences through direct participant–researcher interactions (Cohen et al., 2007; Guba & Lincoln, 1994; Hurley et al., 2017). Moreover, collecting data from multiple sources allows for both divergent and convergent insights, facilitating a robust phenomenological interpretation and deepening understanding (Fairbrother et al., 2020; Iosifidis, 2003; J. A. Smith & Shinebourne, 2012).

This research strategy aimed to achieve an in-depth understanding by engaging all participants and examining their interactions in shaping the phenomenon. Given the inherent limitations in accessing participants’ inner thoughts, the interpretive process was essential for constructing an understanding based on the participants’ perspectives while explicitly considering the researcher’s perceptions (Iosifidis, 2003; Pietkiewicz & Smith, 2014). IPA was particularly suitable for exploring the nuanced dynamics of the coach–athlete–parent relationship, as it allowed for capturing the complexity of interpersonal interactions and the individual meanings attributed by each participant within this triadic context. Accordingly, the study prioritized participants’ accounts collected from interviews, focus groups, and open-ended questionnaires while acknowledging the researcher’s role in interpreting and co-constructing meaning.

2.2. Participants

In IPA, a homogeneous small sample sharing a common experience is typically sought (Crawford, 2019; J. A. Smith & Osborn, 2015). This study focused on parents, coaches, and young athletes from the same football team, thus fulfilling this requirement. A purposive sampling method was employed to select the football club that neither displayed extreme parental involvement behaviors nor lacked engagement. The selected club featured approximately 80 young footballers, with qualified coaches with university-level education and UEFA certifications, training sessions thrice weekly (including specialized goalkeeper training), and weekly matches. The football academy operates independently of the club and men’s teams. It functions as a distinct entity with its own set of operating regulations. The team has strict, stringent, and clear operating regulations for parents. Moreover, it does not employ an assistant parent for each section, which is a common practice in Greek developmental league teams. In the next step, we sought a purposive sample that was based on the criteria for being at the same football club and at the same age group team regarding the athletes. Group K13, whose parents participated in this research, consisted of athletes under the age of 12. The selection of the age group was made based on homogeneous characteristics such as going to primary school and having no specialization in football positioning.

This selected homogeneous group sharing a common experience in the same club ensured the depth of individual experiential accounts, which is central to the IPA approach. The sample consisted of seventeen young players (boys = 16, girls = 1), nineteen parents (men = 12, women = 7), and two male coaches. The athletes’ mean age was 11.36 years (SD = 0.59). They participated in the club’s activities approximately six hours weekly for 38 weeks annually. Their mean club membership duration was 4.42 years (SD = 1.94).

The nineteen parents’ average age was 47.6 years (SD = 3.61); sixteen had prior sports experience, and educational attainment varied from secondary education (n = 10) to university degrees (n = 6) to master’s qualifications (n = 3).

2.3. Procedure and Data Collection

Following the University’s approval of the research study (The Bioethics Committee of the School of Physical Education and Sports Science, University of Athens, granted ethical approval), the first author engaged extensively with the club environment before and during data collection, fostering a nuanced understanding of training and competitive contexts (Loh, 2013; E. J. Noon, 2018; Tsiolis, 2013; Wilkinson & Penney, 2021).

Participatory observation was utilized to comprehend the group’s social environment, vocabulary, nonverbal communication, and habits (Durá et al., 2024a; Robson, 2008; Pietkiewicz & Smith, 2014; Horne et al., 2020). Observations were semi-structured across three periods—entry, training/game, and departure—and they were recorded through an observation sheet and tape recorder. Furthermore, a research diary served a dual role, documenting organized notes and reflective entries regarding the researcher’s actions and interactions throughout the study (Durá et al., 2024a; Gunawan, 2015; Horne et al., 2020; Lincoln & Guba, 1985; Pietkiewicz & Smith, 2014).

The initial point of contact with the club was established through the head coach, who conducted a preliminary discussion to assess whether the club’s characteristics aligned with the study’s purposive sampling criteria (e.g., moderate parental involvement, structured training environment). In accordance with the approved research procedure, the researcher formally met with the coaching staff to detail the study’s objectives and methodology and to specify the athletes’ group under study. Following the acquisition of written consent from the coaches, the parents of the selected group were contacted and informed about the study during a one-hour session. Subsequently, with no established criteria for the inclusion or exclusion of participants from the study, all parents were invited to participate and were provided with the relevant information and consent form for themselves and their children. During the subsequent week, 16 parents signed the consent form, with a further 3 doing so by the end of the month. Two parents were unable to attend meetings due to professional obligations. All participants were required to participate in a group chat forum to facilitate communication regarding the logistics of the study and subsequent sessions.

Data collection started with coaches. The interview guide was designed according to relevant literature and existing research frameworks (Clohessy et al., 2021; Hurley et al., 2017; Lisinskiene & Sukys, 2014), allowing authentic capture of coaches’ experiences (Crawford, 2019; Robson, 2008). Prior to starting data collection, a pilot interview was conducted with a football coach, K13 (age 11–12). Pilot testing of the interview guide ensured functionality and refinement with as little prompting from the interviewer as possible, as J. A. Smith and Osborn (2015) propose (Clohessy et al., 2021; Coulter et al., 2020; Fairbrother et al., 2020; Hurley et al., 2017; Lisinskiene & Sukys, 2014; Robson, 2008; Verloigne et al., 2017).

The two semi-structured interviews with the team’s coaches lasted 63 and 54 min, respectively. Part of the interview guide is presented in Figure 1.

Focus group with parents was used as a strategy that leveraged group dynamics and generated data inaccessible through individual interviews (Luguetti et al., 2019). In total, 13–14 parents were present at each focus group meeting, which was facilitated by the researcher with the assistance of a doctoral student (Gratton & Jones, 2004; Isari & Pourkos, 2015; Morgan, 1988) to monitor the effect of the interview on the respondent (J. A. Smith & Osborn, 2015). This method supported the study’s focus on lived experience rather than evaluation (Guba & Lincoln, 1994; Isari & Pourkos, 2015; Pring, 2000).

Interview guides for the focus groups were initially developed based on literature (Gratton & Jones, 2004; Morgan, 1988) and refined after a pilot study with parents of a girls’ football team (Caillaud & Flick, 2017). Demographic data were collected before the group discussions. Two meetings, lasting 65 min and 57 min, respectively, were conducted before reaching data saturation. Part of the interview guide is presented in the Figure 2.

Visual methods were employed to access aspects of young athletes’ experiences that were not easily verbalized, as we had not established a relationship with them at this time(Davis et al., 2019; Lisinskiene et al., 2018; Otto, 2017; Stefansen et al., 2018). Inspired by Shaw (2021), photographs were used as ‘living texts’ to stimulate recall and discussion. The open-ended questions were developed on the broad context of the Parental Involvement in Sport Questionnaire (Teques et al., 2018), an extensive literature review, and the consultation of a field expert (Morales Belando et al., 2018).

A pilot implementation with two young athletes helped finalize the questionnaire, which was then administered with the discreet presence of the researcher after training sessions. The questionnaire addressed athletes’ football experiences with parents, coaches, and teammates regarding practice, games, and off-field time. The final version of the questionnaire contained 14 questions and 14 photos. Indicative questions are provided in the Figure 3.

2.4. Interpretative Phenomenological Analysis (IPA)

Data analysis involved several stages proposed by J. Smith et al. (2009): accurate transcription (including false starts, significant pauses, laughter, and other features), initial noting, development of emerging themes, and interpretative synthesis (Rodham et al., 2013; J. A. Smith & Osborn, 2015). The first author also considered Noon’s recommendations for using IPA (M. Noon, 2017; E. J. Noon, 2018), attending both to the content and the manner of expression. Following this, the researcher sought to uncover the respondents’ psychological realities through their beliefs and constructs and to understand the participants’ narratives as representations of their experience (A. L. Smith, 2003). Data from each participant group (coaches, parents, and young athletes) were analyzed independently.

After turning initial notes into emerging themes without any predetermined requirement for theme generation, as per IPA guidelines, the number of emerging themes reflected the richness of each case. The researcher listed them, exploring connections among them. In this stage, a table of themes was produced, considering the depth and frequency with which such phenomena were discussed (M. Noon, 2017; E. J. Noon, 2018).

Finally, the researcher synthesized the themes into a narrative account where each theme was explained, illustrated, and nuanced (M. Noon, 2017; E. J. Noon, 2018; J. Smith et al., 2009; J. A. Smith & Osborn, 2015). Then, the second author reviewed the tales and the narrative to ensure clarity and alignment. This iterative process continued throughout the writing phase to maintain analytical coherence.

A summary of findings was sent to participants (excluding young athletes) for member checking. Fourteen participants (two coaches, twelve parents) responded affirmatively, supporting the authenticity and credibility of the analysis.

2.5. Methodological Rigour and Trustworthiness

Ensuring quality in Interpretative Phenomenological Analysis (IPA) has been extensively discussed by J. Smith et al. (2009) with Yardley (2000) proposing four overarching principles: (a) sensitivity to context, (b) commitment and rigor, (c) transparency and coherence, and (d) impact and importance. In alignment with these principles, throughout its design and process, this study sought to meet the criteria of sensitivity to context, commitment and rigor, transparency and coherence, and impact and importance, ensuring that the findings are grounded in the participants’ lived experiences and relevant to the broader youth sport context.

A triangulation strategy involving multiple methods and data sources was employed to strengthen the study’s credibility (Caillaud & Flick, 2017; Gunawan, 2015; Lincoln & Guba, 1985). Several approaches were adopted, including pilot interviews to enhance interviewer consistency, immediate theme documentation, diary maintenance for transparency and coherence, and in-depth interview techniques, maintaining interviewer consistency. The use of visual methods within the open-ended questionnaire facilitated the exploration of experiences that were not readily verbalized or captured an issue, particularly when conducting research with young people and children (Harper, 1986; Shaw, 2021). This strategy has been shown to enhance the richness of data, providing additional layers of meaning and valuable insights into the participants’ everyday experiences, thereby adding validity and depth to knowledge creation (Glaw et al., 2017; Leonard & McKnight, 2015; Shaw, 2021).

Additionally, the researcher’s longstanding engagement in sports as a coach, athlete, and parent—substantially contributed to establishing rapport with the participants, meeting the sensitivity to context criteria (Caillaud & Flick, 2017; Loh, 2013).

Discussions with parents, coaches, referees, and football federation representatives provided supplementary contextual insights (Caillaud & Flick, 2017; Loh, 2013). The researcher’s familiarity with qualitative methodological processes, particularly through the pilot application, was crucial for ensuring study validity (Durá et al., 2024a; Horne et al., 2020; Lincoln & Guba, 1985). Data were gathered from diverse sources to enhance confirmability and transferability, aiming to capture both the meaning parents attribute to their children’s sports participation and the way young athletes shape their sports experiences under parents’ and coaches’ influence (Gunawan, 2015; Iosifidis, 2003; Tsiolis, 2013). The co-construction of meaning between researcher and participant was central to this process (Miller et al., 2018; J. A. Smith & Osborn, 2015; J. A. Smith & Shinebourne, 2012).

The data from interviews and focus groups were transcribed verbatim and shared with selected participants for verification. Open-ended questionnaire data were organized using NVivo 14 software.

IPA informed each stage, from data collection to the interpretative synthesis linking participants’ experiences to broader theoretical frameworks (Callary et al., 2015; Howard et al., 2019; Roberts, 2013; Rodham et al., 2013; Tang & Santos, 2017).

3. Results

The results of this study have been meticulously organized into tables by theme and sub-theme, and they are accompanied by interpretative narratives and direct excerpts from the original transcripts contributed by the research participants, as recommended by E. J. Noon (2018) and J. Smith et al. (2009).

3.1. Coaches/Semi-Structured Interviews

The interviews shed light on the multifaceted character of the coach’s role, which encompasses both pedagogical and leadership-related responsibilities. The principal challenges identified pertain to the management of parental behavior, the mitigation of excessive pressure on children, and the necessity for discipline along with the establishment of clear guidelines. The coach’s role encompasses the preservation of group culture as well. The findings herein focus on understanding the dynamics of trust between coaches, parents, and athletes as expressed through their daily communication and interaction. The coach’s ability to set and assert boundaries, manage parental involvement, and promote a healthy sporting climate focused primarily on enjoyment and effort rather than solely on competence appears to significantly shape and influence young athletes’ experience.

An overview of the results from the analysis of the coaches’ interviews is presented in

Table 1. An overview of the results of the coaches’ interviews and analysis of the coaches’ interviews.

Theme	Sub-Theme	Interpretation	Authentic Data
1. The Pedagogical Role of the Coach	Values and Skills	The coaches perceive sport as an integrated learning environment where children acquire competencies beyond team participation.	“We want them to learn to respect, cooperate, and work together.” (Coach A)
	Process-Focused Environment	Adopting a flexible approach and tailoring their methods according to each player’s unique characteristics ensures an effective process-focused training environment.	“So, it is treated differently for each age group and each child. Every kid has different demands we have on them, depending on their abilities and mental toughness. In the way we talk, in the way we correct them.” (Coach B)
	Adaptating Expectations	Adapt their expectations and methods to suit each player’s needs and developmental stage.	“Younger athletes need more guidance.” (Coach B)
2. Relations with Parents	Parents’ Expectations	Parents’ unrealistic expectations can compromise the child’s relationship with sport, resulting in emotional dissonance and frustration.	“Parents see their children as future champions.” (Coach B)
	Cooperation Trust Education	Mutual respect, active listening, and open communication enhance parents’ trust in coaches’ decisions regarding their children’s development. Coaches ascribe significant importance to education, not only for the players and their parents.	“We try to educate parents on model behaviors.” (Coach B) “Parents know they can talk to us at any time.” (Coach A) “The kids understand if the coach is fair or not.” (Coach A)
	Defining Parental Involvement	Establishing explicit boundaries and fostering mutual respect to maintain a positive climate for the young athletes.	“Be clear about the boundaries from the coach to the parent.” (Coach B) “Anyone who does not comply with the rules is out.” (Coach A)
3. Athletes’ Management and Team Dynamics	Equality in Participation	The predominant discordances pertain to the children’s participation in matches and their respective roles.	“Everyone has their time on the court, not only the best player plays.” (Coach A) “Participation in the process is our goal, not the outcome.” (Coach B)
	Conflict Resolution	The coaches addressed the management of conflicts with parents and not the athlete, highlighting effective strategies for navigating these interactions.	“We try to talk to the children first and then to the parents.” (Coach A) “Parents know they can talk to us at any time.” (Coach A)
	Support and Feedback	Regular updates and explanations of the academy’s goals and methods are necessary to ensure that parents understand the educational framework and formulate their expectations for their children.	“The kids are smart; they understand, and I think they trust us, because the way we always communicate with them is to treat them like mature children.” (Coach B)
4. Climate and Sports Culture	Joy and Participation	Pursuing enjoyment, the experience of collaborative endeavor, and the process are prioritized over attaining specific results.	“…not to upset them for trivial reasons such as their performance. That is, we are trying to instill a mindset in them. Whether we lose or win, we leave happy. Whether it is a good day for us or a bad day for us. It is our sport; we are athletes, and we want to enjoy it.” (Coach B)
	Perception of Justice and Trust	Parents’ trust for coaches is implicit, not merely expressed in explicit terms. It is demonstrated by the parents’ decision to entrust the academy with the care of their children, which suggests a level of satisfaction and acceptance with the coaches’ approach to athletic and personal development.	‘Parents need to have confidence because they directly influence children. That is, you see in the child’s eyes the trust that the parent has or the appreciation that the parent has.” (Coach B)
	Cultivating Values	Drawing upon well-organized scientific training and transparent operating regulatory frameworks, they foster an environment of stability, trust, and safety for the athletes under their care.	“First we build character and then we build an athlete.” (Coach A) “The most important thing is that they leave happy, no matter what.” (Coach B)”

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3.2. Parents/Focus Group

The analysis of the parent group’s first interview revealed several themes related to parents’ and children’s sports experience. One week later, the second focus group meeting focused on exploring the parents’ experience concerning the adults involved in league matches and tournaments: referees, coaches, and parents of opposing teams. Children’s participation in sports is a personal choice and a parent-guided activity to promote physical and mental well-being, as well as social integration and minimization of negative influences such as excessive screen time. Parents generally express positive sentiments about their children’s athletic involvement, citing pride in their progress while acknowledging concerns about potential challenges. They recognize the internet as a valuable tool for athletes to expand their football knowledge, though parents themselves often struggle to keep up with new developments. Coaches and team dynamics are crucial in shaping children’s experiences, fostering athletic development and emotional resilience. While children’s and parents’ goals often align, parents sometimes encouraged the pursuit of more realistic objectives, emphasizing enjoyment over competition. Sports participation provides key social skills and teamwork development, while losses are opportunities to build resilience. Parents and coaches influence team values and behavior, with fair play consistently expected. The quality of refereeing also impacts the sporting experience, and responsible parental behavior can positively shape the competitive atmosphere.

An overview of the themes that emerged from focus groups is presented in

Table 2. An overview of the themes that emerged from the focus group.

Theme	Sub-Theme	Interpretation	Authentic Data
1. The Supporting Role of Parents in Sports	Parental Involvement	Parents recognize the significance of their role, which can exert positive and negative influences.	“I did not want my son to play football, but seeing his passion changed my mind.” (Parent 3)
	Motivation and Expectations	Participation in sporting activities functions both as a child’s personal choice and as a parent-directed activity aimed at their psychosomatic health, social integration, and removal of negative influences like screens. On the other hand, they recognize that access to information about their sport via the internet positively enriches the athletes’ experience.	“It was his friends who were already playing that motivated him to join the team.” (Parent 3) “For me, the important thing is to learn discipline and to cooperate.” (Parent 4) “We push him to football, to escape PlayStation and mobile phones.” (Parent 4) “They like football because they are boys.” (Parent 9)
	The Role of Coaches.	Parents acknowledge that coaches influence team dynamics and set acceptable behavioral standards. Positive coaching emphasizes discipline and respect, whereas negative experiences related to coaches of other teams include excessive yelling and inappropriate behavior.	“When the coach is calm, you can see the kids play more confidently.” (Parent 6) “The coach has to teach and instill confidence.” (Parent 12) “Some coaches yell at and insult players. That is unacceptable.” (Parent 5)
2. Coaches and Team Culture	Team culture on young athletes’ experiences	Team culture affects children’s experiences, so parents choose the sports club that reflects their perceptions of appropriate team culture. The importance of being a team member and fair play is emphasized, and children learn to navigate different social environments through sport. They become emotionally resilient and are taught to handle failure effectively, highlighting effort instead of winning.	“In the previous team, there was tension and arrogance from the parents, but here the atmosphere is much better.” (Parent 12) “Children learn to interact in different social settings through football.” (Parent 9) “My son needed help understanding that defeat is part of the game.” (Parent 2) “Sometimes it is challenging for kids to deal with defeat. You can see it, they are sad.” (Parent 7)
	Concerns Regarding the Sports Environment	Most of the parents had complained of a general sports atmosphere that involved too much aggressiveness on the part of other teams with a bad approach to winning. Early specialization and the need to win, which may serve to undermine some of the pleasures derived from involvement The inconsistency and negative input from the referees were highlighted as factors undermining the sporting experience.	“I am afraid he might overdo it (with the training) and lose the joy of the game.” (Parent 4) “Some kids would not even shake hands after the game.” (Parent 2) “In most cases, you find parents who will be screaming at the referee, or ‘Go and kill them.’” (Parent 7) “Many referees do not follow the game closely, and unfair whistles result.” (Parent 7) “Only one referee in two years has asked for a player who was cursing to come out. Most do not do anything.” (Parent 3)
3. The Evolving Experience	Technology in sports	Children are increasingly using digital resources such as YouTube to study techniques and analyze the movements of professional players. This change has implications for parents’ experience, as children are now more independent in their learning and less reliant on parents for guidance about sport.	“I see my daughter sitting on YouTube watching some players and saying, ‘I am going to try this triple.’” (Parent 7)
	Parent Experience Over Time	Parents gained experience over time with football to hold relevant discussions with the kids.	“I have started reading about football to keep up.” (Parent 13) “Now they know more than us; they analyze games like experts.” (Parent 8)

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3.3. Young Athletes/Open-Ended Questionnaire

The initial question-by-question notes through the second level of interpretive phenomenological analysis provided central themes from the entire open-ended questionnaire. Responses focused on young athletes’ relationships with parents, coaches, and teammates and how they experience support, criticism, and pressure. The findings revealed that parents attribute a multifaceted meaning to their children’s sports participation, viewing it as instrumental for psychosomatic health, social integration, and protection from negative influences, such as excessive screen time. Their involvement ranges from direct guidance to emotional support, emphasizing fostering confidence while navigating tensions between autonomy and oversight. For young athletes, sports experiences are actively shaped through dynamic interactions with parental and coach influences. Athletes value trust-based coach relationships, which are enhanced when parents and coaches maintain positive rapport. Parental behaviors, particularly nonintrusive encouragement and post-competition dialogue, help athletes manage pressure and derive meaning from participation, regardless of outcomes. However, athletes’ perceptions of support vary; some view parental engagement as motivational, while others perceive over-involvement as pressure. Team dynamics further mediate these experiences, with peer relationships and collective cohesion serving as buffers against stress. Notably, athletes exercise agency in interpreting and responding to adult influences, seeking a balance between external guidance and personal autonomy. These findings underscore that young athletes’ experiences are co-constructed through interdependent relationships with parents and coaches, where communication styles and emotional responsiveness critically shape developmental outcomes.

An overview of the themes that emerged from the open-ended questions for the young athletes is presented in

Table 3. An overview of the themes that emerged from the open-ended questions for the young athletes.

Theme	Sub-Theme	Interpretation	Raw Data
1. The Supporting Role of Parents in Sport	Support and Encouragement	The athletes acknowledged the emotional and practical support provided by their parents, such as encouragement, advice, and expense coverage. Young athletes consider their parents a strong base in case of disappointment or competitive pressure, as they offer emotional assurance.	“My parents support and encourage me in every match and training session. This helps me to feel more confident.” (Athlete 2) “Even if I do not do well in a match, they tell me where I can improve, which keeps me going.” (Athlete 14)
	Constructive Guidance	Young athletes value positive, constructive, or balanced feedback, including positive remarks and observations for improvement. They prefer emotional support, self-direction, and autonomy and dislike critical behavior.	“They give me conviction for the sport and behave like my coaches even though they are not very involved.” (Athlete 12) “My dad shows me some tricks around the house. We also do outside shots together, and he tells me what to improve.” (Athlete 2)
	Autonomy and Respect	Young athletes strongly advocate greater independence in their sports activities. They appreciate encouragement and advice to improve their performance, but they also want to be left free to experience sport without undue external pressure. They also reported the need for their parents to model appropriate behaviors, such as sportsmanship, remaining calm during matches, and respecting coaches and referees.	“I like it when my parents respect referees and encourage the team instead of getting angry.” (Athlete 10) “Some parents shout too much, and I do not like that. I want them to support us calmly.” (Athlete 6)
	Emotional Connection	The children coped with stress and frustration. They pointed out the need for emotional support and redetermination after failure. Some athletes appreciated constructive feedback, while others perceived over-coaching from their parents as a pressure source. Parents were also appreciated when they acknowledged the defeat as natural and motivated them to continue in the sport.	“After a bad match, I would like him not to talk to me because I will have my nerves. But after half an hour or so, I would want him to tell me what I did wrong.” (Athlete 1) “They do not know football, especially my mum, but they try to support me.” (Athlete 10) “My dad always tells me after the game what I did right and what I did wrong. Sometimes it helps, but sometimes I feel too much pressure.” (Athlete 4)
2. Relationships with Coaches and Teammates	Relationships with Coaches	Young athletes feel parents who cultivate positive relationships with coaches enhance their overall experience. The relationship between the coach and the athlete is characterized by mutual trust and respect. Coaches have emerged as key supporters for many athletes.	“My coach always says challenges make me stronger, and I believe in it.” (Athlete 11) “The relationship between my parents and my coach, I would like it to be very good as it is. That would help me be more relaxed.” (Athlete 8) “I would like my parents to talk to the coach and get directions from the coach and help me.” (Athlete 12).
	Relationships with Teammates	Parents enhance relationships between teammates off the field. The athletes’ teammates are their closest friends, underlining the positive team environment. Disagreements among team members were noted, but effective communication and mutual respect helped young athletes resolve them.	“We will be in the taverns; we will also be at home and in the park.” (Athlete 3) “They make me a little sad because they say it is my fault.” (Athlete 3)
	Dealing with Difficulties	Too much criticism or placing too much pressure was linked to negative feelings independently of who it is directed at.	“There was a moment when it made me sad. About a month ago, I failed to save two goals in a game. The shouting of my teammates and parents and my regret for not deflecting them made me burst into tears.” (Athlete 9)
	Establishing a Team Identity	Relationships between parents are viewed as important in the development of team cohesion.	“Even if we lose, I am always happy since my friends are with me. A good team stands together in any situation.” (Athlete 3) “I think not everybody socializes with everybody, but my mom and dad socialize with pretty much everybody.” (Athlete 2) “Sometimes we go out for a walk together, and sometimes we go to soccer fields and play together.” (Athlete 16)
3. Parental Involvement in Sport	Participation in Training Sessions	Children have different feelings about their parents’ presence during training and competition.	“They bring me to practice, which is good because if I did not go to practice, I would be a little worse at football.” (Athlete 3) “Sometimes yes and sometimes no, but I don’t mind” (Athlete 2). “Usually, they are not at training because they are busy.” (Athlete 10)
	Support in Games	Athletes appreciated their parents’ presence at games and found it supportive, while some felt it caused pressure.	“Often my dad gives me advice after the games.” (Athlete 4) “They usually try to cheer me up if I happen to make a mistake, and one in a very crucial match, when I happened to miss an important shot, said something that kept me going a long way.” (Athlete 14)
	Parent as a Coach	Most athletes would like to approach their parents when faced with difficult situations regarding their participation or performance.	“They give me conviction for the sport and behave as my coaches even though they are not very involved.” (Athlete 12) “Usually, the coaches help me, and more often my parents help me by giving advice.” (Athlete 15)
	Pressure and Autonomy	Young athletes would prefer that their parents demonstrate model behaviors, which would enable them to focus more on the game and feel better. Children had varied experiences with parental expectations.	“I love hearing my parents cheer for me at games, but I also get nervous because I do not want to let them down.” (Athlete 1) “The parents of my teammates are very nice but a little vulgar at times.” (Athlete 8)

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3.4. Observation and Diary

Observation and diary notes highlighted the significance of the athletes’ travel tournament experience in promoting autonomy and socialization.

“The kids are keen to go to outside tournaments. […] He came back changed, a different kid” (3/12).

“It seems the athletes have routines, which they constantly work out while going through different phases of the game” (24/11). Incidents of clashes among parents of rival groups and the referees in maintaining standards of fairness highlighted the necessity for the enforcement and possibly expansion of rules that ensure the ideals of fair play.

“One mom said she did not want her child to play soccer because of what happens on and off the field” (4/12).

4. Discussion

The present study explores two interconnected dimensions. First, it examines the meaning parents attribute to their children’s participation in sport. Second, it considers how young athletes shape their sports experiences under the influence of both parents and coaches. The findings, grounded in an interpretive phenomenological framework, reveal the complexity of parental involvement and highlight the nuanced ways in which coaches mediate this influence.

Coaches demonstrated a meticulous approach to working with parents, particularly in the initial stages of establishing a relationship of trust. The concept of trust was a recurring theme in the conversations, encompassing both the trust that the coaches aspire to cultivate in parents and the trust that the parents place in them. It was customary for the initial coach to articulate that they perceive the parents’ trust in their child’s eyes. This assertion is predicated on the premise that children of this age tend to internalize their parents’ moral and value systems (Horn & Horn, 2007; Kohlberg & Hersh, 1977). So, children are inclined to have confidence in individuals whom their parents trust, and consequently, they speak favorably about them, conveying their confidence through their words. Should parents voice reservations after a game, it stands to reason that children would reciprocate, leading to a gradual erosion of trust in the coaches.

The pedagogical approach articulated by the coaches was notably robust, suggesting a scientifically informed foundation for their training. The discourse encompassed a range of topics, including the principles of coaching and the utilization of age-based segmentation strategies. A notable aspect of the discussion was the emphasis placed on the importance of fostering a sense of joy and pleasure in football among children of this age group. Self-Determination Theory, developed by Deci and Ryan (1985), provides the theoretical background to support that the extent to which a young athlete’s environment supports their growth and development determines the quality of their sports experience. The pursuit of enjoyment, the experience of a collaborative endeavor, and the process itself are prioritized over the attainment of specific results. This perspective sounds in line with numerous research papers highlighting the transition of emphasis from a competitive environment to a more holistic approach, centering on the overall development of children (Bankar et al., 2018; Fernandez-Rio & Bernabe-Martín, 2019; Furusa et al., 2020; Strandbu et al., 2019; Villafaina et al., 2021; Wagnsson et al., 2021).

This perspective is built on Fredricks and Eccles (2004), who proposed that parental influence on children’s sports participation should be conducted within a developmental framework. The need for a coach’s efficacy in promoting enjoyment and facilitating healthy psychological development has been demonstrated in numerous studies (Eccles et al., 1983; M. Noon, 2017; J. Smith et al., 2009).

It appeared that two coaches maintained a distinct and entrenched attitude characterized by stringent adherence to the established rules. Misbehaviors by parents, whether in the stands or in interactions with teammates or other parents, were met with clear consequences. In their discourse about relationships with parents, the focal point of their concerns was the children rather than the parents—a point that is in line with contemporary studies (Eccles et al., 1983; Papacharisis et al., 2005). One the other hand, coaches expressed a desire to educate and guide the parents. When a parent approaches to discuss their child and expressing grievances pertaining to, for instance, attendance time or other concerns, they endeavor to ascertain whether these issues are inherent to the child and not the parent’s concern.

As extensively discussed, with coaches, a significant proportion of the complaints lodged by parents are, in fact, attributable to their own beliefs, fears, and concerns rather than to the actual concerns of the young athletes themselves. This finding aligns with the results of Burgess et al. (2016), who suggested that parents experienced common stressors such as child injury, time and travel demand, finances, and watching competitions. This hypothesis appears to be substantiated by the responses of the athletes, wherein the overwhelming majority expressed sentiments of appreciation and affection towards their coaches, which is in line with the existing literature (Gu et al., 2023).

The group interviews with parents provide a rich understanding of their experiences, perceptions, and evolving roles over their children’s participation in youth sport. Through an interpretive phenomenological lens, several key themes emerge, highlighting both the supportive and challenging aspects of parental involvement—balancing between support, pressure, over-involvement and over-parenting in line with other researchers’ studies (Burgess et al., 2016; Papacharisis et al., 2005). Overall, this study also contributes to understanding parent–athlete relationships by showing that athletes’ perceptions of parents’ responsiveness influence certain distal outcomes such as goal accomplishment, sports anxiety, and thriving while mediated by self-efficacy and self-esteem (O’Rourke et al., 2014; Rouquette et al., 2021).

Parents have been shown to play a pivotal role in the decision-making process regarding their children’s involvement in sports (Harwood et al., 2010). Moreover, in this study, which specifically examines the young athletes’ sport experience throughout the athletic triangle, the three primary stressors that parents have identified were organizational, competitive, and developmental, consistent with the current literature (Amoah-Oppong & Appiah, 2024; Harwood & Knight, 2009a, 2009b). Some parents reported initial resistance to their child’s participation in football, citing concerns regarding potential injury, competitive pressures, and broader aspects of the football culture. Contemporary research highlights that football culture can be both abusive and socially beneficial by addressing issues such as discrimination and promoting social justice (D’Hoore & Scheerder, 2023; Durá et al., 2024b; Garst et al., 2020; Sampol et al., 2019; Santo, 2015; Walters et al., 2011). It became evident that, over time, many parents became more involved in football as spectators and active supporters who sought to learn about the rules and strategies. In line with Gentile et al. (2020), parents and athletes also indicated factors such as distance and awareness about sports that influence parental involvement and athletes’ experiences.

In this study, parents introduced their children to sporting activities as a means of facilitating quality time, developing closer relationships, and instilling transferable values. The extant literature suggests that parental expectations regarding the potential benefits of their child’s involvement in sporting activities influence the level of support that parents provide (Dohme et al., 2021; Lisinskiene & Lochbaum, 2019; Sarmiento et al., 2019). Accordingly, in their study, Stefansen et al. (2018) confirmed that parents of all social classes saw the participation of their children in sports as a way to connect emotionally with their children and to promote their children’s all-around development. In addition to these, children and adolescents’ participation in sports was positively associated with trust in parents and peers and negatively associated with alienation from peers, a finding corroborated in the present study (Lisinskiene et al., 2018). Other studies have similarly reported significant positive changes in parent–child and family relationships following in a positive sports environment (Davis et al., 2019; Lai & Carr, 2018; Otto, 2017). Moreover, research confirms that secure parent–child relationships tend to be reproduced in the relationships that children develop within the athletic environment (Fernandez-Rio & Bernabe-Martín, 2019; Kwon et al., 2020; Lai & Carr, 2018).

Parental involvement in football has been shown to evolve during their children’s participation in sports. Several parents described how their involvement evolved from merely attending matches to actively discussing tactics and performances and even watching professional matches together. Accordingly, in studies, positive changes in pa-rental engagement were observed after enhancing their knowledge about sports to facilitate meaningful dialogues with their children (Furusa et al., 2020; Thrower et al., 2017). In another study, Furusa et al. (2020) pointed out that listening and learning from your child so that you can engage in informed conversations is one of the four preferences for parental involvement that young athletes mentioned. This shift exemplifies the adaptation of parental roles as children develop deeper emotional and cognitive connections with their sport.

A significant divergence between parents and children regarding children’s reasons for playing football was also highlighted. Some children exhibited a strong ambition to play at a professional level (Parent 2: ‘He wants to be a professional footballer’), while others were drawn to the camaraderie and excitement of the game (Parent 9: ‘He just wants to play with his friends and have fun’). In contrast to the findings of Lienhart and Nicaise (2022), the parents in this study articulated motivations that extended beyond their child’s personal aspirations. They underscored the importance of structured sports participation in cultivating discipline, promoting a healthy lifestyle, and curbing excessive screen time (Parent 4: “I wanted him to disengage from PlayStation and mobile phones”), which is a view consistent with prior researchers (Freire et al., 2019; Sarmiento et al., 2019). This highlights the formative role of parents in shaping children’s early sporting habits, nurturing them through caring practices and strategies by transmitting a sports culture where sports participation is taken for granted and interwoven with childhood (Côté, 1999). The equal participation of a girl in a boys’ team was also highlighted. In contrast, contemporary research shows that parents are generally less likely to support their daughter’s participation in contact sports (Bankar et al., 2018; Burke et al., 2023; Kalar et al., 2019; Knight & Holt, 2013; Lienhart & Nicaise, 2022; Wagnsson et al., 2021).

The coaches were consistently highlighted as influential figures in shaping both the team environment and the individual development of young athletes. Parents acknowledged that coaches played a dual role as mentors who instill discipline and values and as figures capable of either positively or negatively influencing their child’s experience. Several studies confirmed that the parent’s ability to advocate for their child’s needs with coaches plays a role in facilitating the child’s participation (Burgess et al., 2016; Horn & Horn, 2007; Rouquette et al., 2021). Knight and Holt (2013) in their study found that parents’ experiences in sport are highly influenced by coaches’ behavior in sports.

Furthermore, the quality of the refereeing significantly impacts on the match experience. Both athletes and parents expressed concerns about inconsistent officiating and its effect on the perceived fairness of outcomes, aligning with findings in current research (Folkesson et al., 2002; Reynolds, 2021). As also noted in this study, elder referees attracted parents’ dispute; in the Knight and Holt (2013) study, young referees were found under questioning. Football refereeing appears as an international cultural phenomenon, characterized by substantial variability, with equitable treatment of children remaining a primary concern (Bankar et al., 2018; Johansen & Green, 2019; Santo, 2015).

Parents also drew parallels between different football clubs, highlighting significant variations in team culture. Negative parental behaviors identified in Reynolds’s study (Reynolds, 2021) such as coaching from the sidelines, yelling at referees, and shouting at athletes were similarly perceived as inappropriate by both parents and young athletes in this study. This observation underscores the notion that both children and parents actively seek out environments that align with their values and expectations for sportsmanship. These concerns reflect broader anxieties surrounding the values that children absorb through competitive sports (Burgess et al., 2016; Dorsch et al., 2016; Harwood et al., 2010; Rouquette et al., 2021; Tamminen et al., 2020). Burgueño et al. (2020) in their research found that regulation of parental behavior enhances internal motivation of young athletes. Parents and coaches should incorporate the principles of good sportsmanship and having fun in their attitudes instead of rewarding children for winning (Tamminen et al., 2020).

In line with Sampol et al. (2019)’s evaluation of a socio-educational intervention, statistically significant differences were observed between the meaning of the parent’s negative comments before and after the implementation of the program. Similarly, Thrower et al. (2017), following an educational program, identified changes in parents’ knowledge, attitudes (i.e., beliefs and values), emotional states, and perceived behaviors.

Young athletes positively value the support of their parents in sport, but their experiences are also shaped by the relational dynamics, their personal needs, and expectations. The dimension of autonomy is particularly evident, where constructive criticism is more acceptable when offered in an empowering rather than pressuring way. They enjoy competition but also appear to be able to put winning into perspective (Fredricks & Eccles, 2004). By contrast, the emphasis on performance was frequently experienced as oppressive (Burgess et al., 2016; Rouquette et al., 2021). This observation suggests that, in addition to the direct coaching influences, the emotional experiences of young athletes and their families are also influenced by external figures in the sporting environment. In this study, young athletes distinguished between ideal and undesirable forms of parental involvement in various aspects of sporting activity. The parental role was positively perceived in terms of encouraging participation, offering logistical support, and acting as co-facilitators who help create an environment conducive to both personal and athletic development (Rouquette et al., 2021). The findings also emphasize that parents’ personal sporting experiences have a substantial impact on their children’s motivation and sustained interest in athletics as frequently regarded as exemplary role models (Dohme et al., 2021; Eccles et al., 1983; Johansen & Green, 2019; Quintó Romani, 2020). However, this impact is moderated by the quality of parental involvement, as has been documented in numerous studies (Fredricks & Eccles, 2005; Johansen & Green, 2019; Kilger, 2020). Young athletes’ motivation was primarily driven by their parents’ supportive behaviors rather than simply by their athletic background. Children reported feeling most motivated when parents provided encouragement (e.g., positive reinforcement, attendance at games), constructive guidance (e.g., skill-focused feedback), and emotional connection (e.g., reassurance after losses). Notably, parents who had sports experience often used their knowledge to foster a deeper understanding of the game, which children appreciated, particularly when delivered in a nonpressure manner (e.g., “My dad shows me tricks“). However, the study revealed that excessive performance-focused involvement (e.g., criticism, over-coaching) from parents, even those with athletic experience, diminished motivation, increased stress, and (e.g., “Sometimes I feel too much pressure”) revealed findings that are in line with current research (Johansen & Green, 2019; Kilger, 2020; Stefansen et al., 2018; Strandbu et al., 2019; Quintó Romani, 2020).

Crucially, children valued autonomy—they wanted parents to respect their independence in sports while remaining emotionally available as autonomy fosters intrinsic motivation (Self-Determination Theory, Deci & Ryan, 1985). This aligns with the broader theme that parental attunement to children’s needs (e.g., balancing support with space) mattered more than parents’ own sports history in sustaining motivation. Team dynamics and peer relationships further mediated this motivation, with children thriving when parents supported social connections (e.g., fostering friendships with teammates).

In the aspects of peer socialization, they also saw parental involvement as desirable. The social environment within sports teams was identified as playing a pivotal role in how children experienced football (Freire et al., 2019; Rouquette et al., 2021; A. L. Smith, 2003). Positive interactions with teammates were often driving for continued participation, while negative social experiences sometimes led to disengagement. All these findings align with research in the field of accessing the impact of parental involvement in sports (Lisinskiene et al., 2018; Otto, 2017; Rouquette et al., 2021; A. L. Smith, 2003; Strandbu et al., 2019; Sampol et al., 2019; Tamminen et al., 2020). According to such research (Lienhart & Nicaise, 2022; Lisinskiene et al., 2018; Walters et al., 2011), supporting meaningful peer relationships is a useful mechanism for parents to promote their children’s psychological development, reducing their concerns about being perceived as overly involved or suppressive (Otto, 2017). Parents provide support for their children to develop strong bonds with teammates, as highlighted in this study and in contemporary research (Freire et al., 2019; Lisinskiene et al., 2018; Rouquette et al., 2021; A. L. Smith, 2003; Strandbu et al., 2019).

A noteworthy theme that emerged pertained to the evolving role of technology in the engagement of young athletes with football. Several parents noted that their children were increasingly using digital platforms such as YouTube to watch training videos and ana-lyze professional players (Fernandez-Rio & Bernabe-Martín, 2019; Kwon et al., 2020). This is in line with the study of Gentile et al. (2020), where a sports program enriched with cognitive stimuli improved the motivation of young athletes. This shift in learning patterns, where children are becoming more self-directed, represents a departure from previous generations, where parents and coaches played a more dominant role in sports education. However, technology was also identified as a competing influence, with some children reported to be spending less time engaging in physical activity. Video games and social media were frequently cited as potential distractions, with parents acknowledging the challenge of balancing digital engagement with active sports participation.

A central element is the strengthening of children’s self-confidence, while the need for a balance between support and autonomy is highlighted. Some children find support in the presence of parents, while others may perceive it as a source of pressure. The theme of participation also highlights social roles and norms, with a particular focus on the father. Children want a relationship with the coach that is based on trust, support, and guidance. There is also an interconnection between a good relationship between the child and the coach and a good relationship between the parents and the coach, which promotes the child’s peace of mind.

5. Limitations and Future Directions

There are several limitations that should be acknowledged in this study. While its design and printing are thorough, to meet the criterion of transferability, the reliance on a small, homogeneous sample from a single football club limits the applicability of the findings to other sport populations or diverse sporting contexts. Notably, the study’s methodological rigor in data collection and analysis, including triangulation of methods, prolonged engagement, and member checking, was specifically designed to enhance transferability. These measures compensate for sample limitations by providing thick descriptions of contextual factors, allowing researchers to judge the applicability of findings to similar settings.

The focus group methodology, despite careful facilitation, presented unique challenges. Parent participants, though familiar with one another from previous seasons, had not developed sufficient trust relationships to ensure all voices were equally represented. Furthermore, the need for continuous moderation to prevent dominant participants from monopolizing discussions may have inadvertently suppressed more reserved voices, potentially affecting data completeness. The self-reported nature of the data (interviews, focus groups, questionnaires) may introduce social desirability bias, as participants might have under-reported negative experiences or over-emphasized socially acceptable behaviors.

The cross-sectional design of this study, which is part of a larger research project, limits causal inferences about how these relationships evolve over time. Longitudinal research would better capture the fluidity of trust, communication, and conflict resolution within the athletic triangle. However, these constraints are reduced at the broader scope and objectives of the over-arching research design. Finally, despite methodological rigor in IPA, the researcher’s dual role as an observer and interpreter may have influenced data collection and analysis, particularly given their prior involvement in sports as a coach and parent.

Future studies could address these limitations by incorporating multiclub comparisons and mixed-methods approaches.

6. Conclusions

This study explored the meanings parents attribute to their children’s participation in organized sport and how young athletes shape their experiences within the context of parental and coaching influence. Using Interpretative Phenomenological Analysis (IPA) and collecting data from semi-structured interviews, focus groups, and open-ended questionnaires, the research captured the lived experiences of young football players, their parents, and their coaches. In doing so, it illuminated the multidimensional and dynamic nature of youth sport participation.

The study contributes to the growing body of literature emphasizing the significance of social relationships in youth sport development highlighting how autonomy-supportive environments created by coaches and appropriately engaged parents foster intrinsic motivation, emotional bonding, and holistic development in young athletes. The study also supports the view that the social context, including parental and coaching behaviors, profoundly impacts young athletes’ experiences and outcomes.

The application of IPA provided a rich, nuanced understanding of the individual and collective perspectives of the participants. By triangulating data across multiple sources and participant groups, the study achieved methodological rigor and sensitivity to context while maintaining a commitment to interpretive depth. The study’s focus on a single football club allowed for in-depth exploration but also suggests the need for broader, comparative research across diverse cultural and sporting settings.

The findings underline the critical need for educational interventions targeting both coaches and parents. Coaches must be equipped with technical expertise and strong interpersonal, developmental, and conflict-resolution skills to manage the complexities of the coach–parent–athlete triangle. Additionally, the growing influence of technology and peer dynamics must be increasingly considered in supporting positive sport experiences.

In summary, this study advances understanding of how interconnected social influences shape the developmental pathways of young athletes. However, it is limited by its focus on a single football club and reliance on self-reported data. Future research should further investigate these dynamics longitudinally and across varied sporting and cultural contexts to deepen and extend the current findings.