Research shows that high standards in sports can be detrimental to athletes’ well-being, motivation, and performance. Despite these risks, the practice of setting high standards remains prevalent among sports coaches because it is seen as critical to guiding athletes to reach their full potential. As such, coaches face the challenge of upholding standards in a manner that does not adversely affect athletes’ functioning. To support coaches in this complex task, it is essential to explore the most effective methods for communicating and implementing high standards. Drawing on Self-Determination Theory and Achievement Goal Theory, I will use longitudinal and experimental designs to examine the effect of how high standards are communicated (communication style) and what specific standards are set (content orientation). Additionally, I will examine whether athletes’ basic psychological needs can explain the relation between high standards and athletes’ functioning. I will also take into account the competition level of athletes, recognizing that different competitive contexts may require tailored approaches. Thus, the overall goal of the proposed research is to gain a deeper theoretical insight into the factors that explain the effects of high standards and to provide coaches at various levels of competition with guidelines for continuing to hold their athletes to high standards, thereby supporting rather than compromising their athletes’ well-being, motivation, and performance.