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Coach-athlete relationships are the fundamental fabric thatbinds a team together, impacts performance and athletebehavior in order to succeed in the competitive environment.Numerous authors suggest that an effective coachathleterelationship is necessary for a successful outcome(Lafreniere, Jowett, Vallerand, & Carbonneau, 2011 Shields,Gardner, Bredemeier, & Bostro, 1997) and it is conceivablethat the key to a successful coach-athlete relationshipis the development of human relationships by the coaches(Jowett & Cockerill, 2003; Philippe et al., 2011). Therefore“the most important encounter (in sport) may be theone between the athlete and their coach” (Ayer, 2015, p.28). This relationship is dynamically unique and complex,it can vary in both depth and quality, and is one that simultaneouslyinfluences and is influenced by a number ofvariables and contexts (Ayer, 2015; Allen & Eby, 2012;Jowett & Poczwardowski, 2007). Broadly the coach-athleterelationship is defined as a situation in which two individual’s(coach and athlete) feelings, thoughts, and behaviorsare mutually and causally interdependent (Jowett & Meek,2000).Research has shown that the athletes’ perceptions oftheir coaches’ behaviors have an impact on academics, performance,actions, leadership, morals, and beliefs (Horn,Bloom, Berglund, & Packard, 2011; Jowett & Cockerill,2003;); plausibly, athletes can be manipulated by the coachathleterelationship (Felton & Jowett, 2013; Philippe, Sagar,Huguet, Paquet, & Jowett, 2011).

Reciprocating Coach-Athlete Relationship Model (R-CARM): Trustworthiness for a Useful Tool