In Chinese youth football training management, coaches fulfil dual roles as educators and leaders. This study developed a cross-level 2-1-1 low-level mediation model, which incorporates trust as an individual-level mediating variable, and examined its moderated mediating effect, with goal clarity as the moderating variable. Empirical findings indicated that the moral dimension of a coach's paternalistic leadership positively influenced young football players' organisational citizenship behaviour and in-role performance. Trust functioned as a moderated mediator in the cross-level relationship between the authoritarian and moral dimensions of paternalistic leadership and players' behavioural outcomes, with goal clarity enhancing this effect. However, trust did not mediate the relationship between the benevolence dimension of paternalistic leadership and players' organisational citizenship behaviour or in-role performance. This study extends existing research by employing a cross-level analytical approach, revealing nuanced dynamics that were previously overlooked.
As female athlete participation continues to grow globally, there is a pressing need to develop coaching strategies that address their specific biopsychosocial needs. This study explores the uncharted territory of coaching female athletes within the Norwegian sports context, drawing on the subjective experiences of coaches, retired elite female athletes, and sports federation representatives. Using a qualitative study design, 32 semi-structured interviews were conducted across eight major sports in Norway. Participants included elite coaches (n = 8), recreational coaches (n = 8), retired elite female athletes (n = 8), and sports federation representatives (n = 8). Reflexive thematic analysis generated three primary themes: (1) communication and relationships as sexed foundations of effective coaching, (2) female-specific coaching knowledge and its psychosocial consequences, and (3) systemic conditions of coach education and delivery. Coaches reported challenges in addressing menstrual health, body image, and injury prevention, often due to limited access to practical resources and evidence-based knowledge. Findings also revealed structural barriers within current coach education programmes, including minimal biopsychosocial content and limited organisational support. This study highlights the urgent need for practical, inclusive education that integrates biopsychosocial knowledge to foster more equitable coaching environments, enhancing the long-term well-being, development, and performance of female athletes.
