Coaches and teachers are entrusted with the vital task of helping youngsters learn and grow in safe and motivating environments. Yet, sometimes, they may fall into a controlling style of coaching and teaching. Self-Determination Theory (SDT) refers to a controlling style when coaches or educators behave in a coercive and pressuring way, thereby forcing others to act, think, or feel in specific, prescribed ways without considering their needs and preferences. A controlling style, for instance, expresses itself when coaches or educators provide extensive praise or promise rewards only when one performs well or lives up to the coaches’ expectations. A controlling style also involves using forceful language, shouting or relying threats of sanctions and overly focusing on mistakes. A controlling style may be overt, yet can also be covert and subtle and is therefore not always easy to identify. For instance, when coaches or educators ignore someone when they do not live up to the expectations. This project will delve into a controlling style in coaching and education, while simultaneously studying motivating alternatives. In doing so, it will challenge the laymen beliefs and assumptions that drive controlling coaching and teaching. The first assumption being that certain controlling practices are needed for achieving success, instilling discipline and promoting respect. The second belief is that some situations or people benefit from a controlling approach. The third assumption being disputed is that a controlling style is not detrimental if it is combined with a more empowering, need-supportive style. This project responds to urgent calls for action from sports participants and the wider (sports-)community to create safe and motivating sport environments.