Understanding the developmental stages of children is crucial for coaches. Equally important is the way adults communicate with children. In his seminal work describing the influence of society and social interactions on the psychosocial development of children, Erikson (1950, 1963) described the developmental crises faced by children at each major stage of their development from birth to death. According to Erikson, the developmental tasks of infancy and toddlerhood relate to the formation of trusting relationships and the establishment of a sense of autonomy. As children progress into their preschool years, the developmental crisis relates to the formation of a sense of initiative as opposed to a sense of guilt. During these early years, parents may have the most influence over the developmental outcomes of children. Later, as children progress into the elementary years, a time when many experience coaching in its formal sense for the first time, the role of other adults (e.g., teachers, coaches) increases. One of the key components to working with children is communication. Historically, negative behavioral-based interactions have been used in the classroom and playing fields (e.g., yelling or punishing). In this article, the authors argue that by using techniques relevant to child-centered play therapy, a relationship can be created between coach and athlete that is respectful and also addresses the child's need for validation.