Optimizing Coach–Athlete Relationships: How Team Identification, Emotional Intelligence, and Age Influence the Effects of Perceived Coach Behavior

<b><i>Objective</i></b> Grounded in Social Identity Theory and Emotion Regulation Theory, this study investigates the mediating role of team identification (TI) in the relationship between perceived coach behavior (PCB) and the coach–athlete relationship (CAR), as well as the independent and interactive moderating effects of emotional intelligence (EI) and age. <b><i>Methods</i></b> A cross-sectional survey was administered to 581 athletes from provincial-level competitive sports teams in China. <b><i>Results</i></b><b> </b>The results revealed the following: (1) perceived positive coaching behaviors—including training and instruction, democratic behavior, social support, and positive feedback—significantly enhanced TI, which in turn positively predicted CAR. Conversely, autocratic behavior diminished TI and subsequently weakened CAR; (2) EI significantly moderated the second stage of the mediation pathway (TI → CAR), such that TI exerted a stronger predictive effect on CAR among athletes with lower EI; and (3) the moderating effect of EI was further moderated by age—specifically, it was significant among younger athletes but diminished and became nonsignificant among older athletes. <b><i>Conclusion</i></b> These findings underscore a dual-moderated mediation model through which PCB shapes CAR and reveal the boundary conditions under which interpersonal and psychological variables exert their influence. Practically, the results offer actionable insights for optimizing coaching strategies: younger athletes or those with lower EI may benefit more from a strong team identity and supportive coaching climate, while older or emotionally intelligent athletes may respond better to individualized leadership and communication approaches.