Pressure training is widely used in elite sport to prepare athletes for high-stakes competition by practicing domain-specific skills under deliberately simulated pressure conditions (e.g., Bell et al., 2013) The literature highlights its benefits, while also pointing to potential risks (e.g., Bouthiller & Lautenbach, 2025; Kegelaers et al., 2020). Despite a growing evidence base on pressure training, little is known about how athletes and coaches understand pressure training in applied settings or how they navigate the boundary between productive challenge and threat. Guided by a critical constructionist epistemology, we conducted semi-structured interviews with 14 elite athletes and 14 elite coaches to explore (1) the meanings they attach to pressure training and (2) how they maintain safety when pressure is deliberately increased. Using reflexive thematic analysis, two themes comprising five subthemes were constructed: (1) Pressure as a Pedagogy of Self-Mastery, with subthemes of "learning to thrive under pressure" and "developing composure and character through pressure"; and (2) Walking the Tightrope: Applying Safe Pressure Training, with subthemes of "maintaining trust and care through ethical communication", "continuous reflection and adapting", and "knowing when pressure crosses from productive to harmful". Findings portray pressure training as a relational and dynamic practice requiring pedagogical intent, relational trust, transparent communication, and ongoing reflective calibration to athletes` emotional and developmental capacities. These findings offer applied insight for designing pressure training interventions that challenge athletes while safeguarding well-being.
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