Psychological and pedagogical features of coach communication with athletes of different ages and qualification levels

<jats:p>Objective. To substantiate the psychological and pedagogical features of professional coach communication with athletes of different ages and qualification levels and to develop a structural-functional model for its differentiation. Methods. The study was designed as a targeted integrative review and thematic synthesis of 15 peer-reviewed publications addressing the coach–athlete relationship, motivational climate, leadership, psychological well-being, sport engagement, and burnout. Comparative analysis, content coding, classification, pedagogical interpretation, and structural-functional modelling were used. Results. Eleven of the 15 sources (73.3%) were published in 2021–2026, eleven (73.3%) were international publications, and all sources had a DOI. Professional communication was defined as a pedagogically purposeful, ethically regulated, and situationally adaptive process of information exchange, emotional support, action coordination, and shared reflection. Six interrelated functions were identified: informational-didactic, motivational, regulatory-coordinating, emotional-supportive, reflective, and safety-related. A dual differentiation of coaching behaviour was substantiated: by the athlete's age and psychosocial maturity, and by technical-tactical independence and sporting qualification. Age- and qualification-based matrices were developed, constructive and destructive practices were classified, and a five-stage algorithm was proposed: diagnosing needs and current state; defining the communicative objective; selecting the style, channel, and amount of information; checking understanding; and providing feedback followed by pedagogical reflection. Scientific novelty. For the first time, age and qualification dimensions were integrated within a single model together with a situational filter of the athlete's current state and invariant principles of psychological safety. The concepts of proportional autonomy and minimally sufficient coach directiveness were further developed. Practical significance. The matrices, model, and algorithm can be used in coach education, supervision, and continuing professional development, as well as in the analysis of communication cases before, during, and after training sessions or competitions.</jats:p>