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.

This qualitative study examines parents' changing views on their children’s participation in organized sport, focusing on shifts before and after a structured parent education program. Using Interpretative Phenomenological Analysis (IPA), data were collected through pre- and post-focus group interviews with 17 parents (average age 47.6) of football players aged 10–12. The program, held bi-monthly near the training venue, included ten sessions on communication, parental roles, anxiety, and child development. The study investigates how targeted pedagogical support influences parental attitudes, expectations, and behaviours. Findings showed changing parental interpretations of youth sport. Prior to the intervention, parents reported feelings of pride and enthusiasm, as well as concerns about injury, fairness, and coaching influence. Gender stereotypes influenced their views on participation and goals. After the program, parents noted three main changes: (a) better communication with children, (b) increased awareness of sport's psychosocial aspects, and (c) greater recognition of their influence on sports experiences. However, they also faced challenges in guiding children’s health habits and performance, prompting broader debates on responsibility and adult boundaries in youth sport. The program encouraged parents to rethink their views of sport beyond competition, recognizing its role in personal growth, social skills, and values. Despite challenges with motivation, routines, and norms, parents showed more reflexivity, autonomy-supportive communication, and openness to change. Overall, the study emphasizes the importance of well-structured educational programs in enabling parents to develop the skills and perspectives needed to navigate the complex realities of youth sport, thereby encouraging constructive, supportive, and ethically grounded involvement.