This is a review of concepts based upon scientific evidence and observation that may prove helpful to the athletic coach of any age group, any skill level, either sex, and in any environment. It is written with the belief that athletics should exist for athletes and that the coach should be the person who assists the athlete to gain individual excellence and self-fulfillment through sports. The "ultimate athlete," discussed in this review, needs a coach who knows physiology, body mechanics, learning theory, growth and development, motor learning, and social psychology. Particular concepts and implications of (1) motor development, (2) motor learning, and (3) social psychology relevant to coaching are examined. Concepts of motor development drawn from developmental psychology point out that the athlete is a product of both his heredity and his environment; although heredity sets limits, environment and experience offer avenues for the full development of potential. Further, an individual's readiness to learn a skill is dependent upon physical maturity, neuromuscular abilities, previous experiences, and motivation. Motor development concepts also alert the coach to the fact that there is a period of optimum readiness for the acquisition of certain motor skills. From the areas of motor learning and educational psychology the coach is faced with many concepts with direct implication for the improvement through coaching. A basic concept underlying skill development is that motor learning is a relatively permanent change in motor development and that performance is but a single manifestation for this process of change. Social psychology enlightens understanding of social influences on behavior in the areas of the female athlete, the problem athlete, racial tensions, team morale, crowd behavior, and other athletic problems that arise when people interact with other people. (MM)