Background: Drawing upon concepts from Mezirow's transformative learning theory, this research investigated the process of perspective transformation in three purposively sampled youth sport coaches in the UK. Perspective transformation is the process by which adults revise their culturally defined frames of reference which have arisen out of their unique, personal meaning perspectives and individual meaning schemes. Give Us Back Our Game (GUBOG) is an approach to youth sport which aims at developing sporting talent while, at the same time, fulfilling the human rights and dignity of children in its various programmes. The emphasis of the GUBOG perspective is upon fun, age-appropriate game forms, child consultation, inclusivity, mutual respect and other elements. Aim: This research comes at a time when there is a call for a more sensitive and inclusive approach to youth sport and its coaching. While referring to the GUBOG perspective, we investigated the processes of critical reflection, rational discourse and action affecting a perspective transformation from a reified, outcome-oriented, winning-at-all-costs approach to the more child-centred, GUBOG approach. Method: The participants in this study consisted of three youth sport coaches who had "self-professed" to dramatically altering their approach to coaching youth sport. Using in-depth, individual and semi-structured interviews for data gathering, validity was advanced by the use of purposive sampling, theoretical and analytical triangulation and member checking. Results: The data revealed that instrumental and communicative learning contributed significantly to a change in the coaches' frames of reference as they set about altering their coaching practice, the training environments and game forms towards a more child-centred focus. Substantial elements in the process of transformation were congruent with the Phases of Meaning Change identified within Transformative Learning Theory. Conclusion: Coach educators and youth sport administrators wishing to affect perspective change, which may lead to subsequent action within existing youth sport programmes, require general and specific information relating to the individual and group processes of adult change. This is where, we suggest, Transformative Learning Theory may offer insight.