Online Program for Coaching Girls: Coaching HER
- Conditions
- Waitlist ControlIntervention
- Interventions
- Behavioral: Coaching HER
- Registration Number
- NCT05500781
- Lead Sponsor
- University of Minnesota
- Brief Summary
Despite the numerous physical and psychological benefits of taking part in sport, studies consistently show that only 15% of adolescent girls globally meet the recommended daily exercise guidelines (Guthold et al., 2018). The team climate, created by coaches, has been identified as a critical factor in both girls' participation in, and enjoyment of, sport and movement (CITE). Research indicates that girls disengage from sport because of body image concerns, uncomfortable and objectifying uniforms, appearance-related teasing from peers and coaches, untrained coaches, and negative team cultures (Murray et al., 2021; Vani et al., 2021).
help coaching girls books as another form of media that produces "commonsense proof" of girls' sport inferiority, essentializes gender differences, reifies the gender binary (Kane, 1995), and marginalizes the sport participation of girls.
The beliefs, values and expectations of significant adults can positively or negatively influence self-perceptions, motivation, experiences, and behaviors of children (Fredricks \& Eccles, 2005; Brustad et al., 2001) and also directly influence the coaching behaviors of adults (Cassidy et al., 2005).
The 'coaching girls' books examined for this study were formulaic products written from a perspective of difference, "despite extensive evidence from meta-analysis research of gender differences which supports the gender similarity hypothesis" (Hyde, 2005, p.590).
ambivalent and primarily non-research based messages contained within the books trivialize, misrepresent, distort, and marginalize girls' emotions, thoughts, relationships, skills and behaviors in sport contexts (Birrell \& Theberge, 1994), while upholding coaching boys as normative praxis. Coaching girls books appear to "help" coaches of female athletes, while simultaneously reifying gender stereotypes that undermine female empowerment that can occur in and through sports.
Praxis based on gendered beliefs of inherent difference is dangerous as it can undermine male-female relationships as well as beliefs of equality, and deprive all children of the opportunity to develop their full human potential (Barnett \& Rivers, 2004). Coaches must be aware that coaching is a gendered practice in which beliefs and values are enacted, sometimes in ways that limit the experiences of their athletes.
On the other hand, sport participation can improve girls' self perceptions and lead to accrual of health and development assets if the coach and adults in the context are aware of the gendered nature of sport, and strive to eliminate deleterious effects (LaVoi, 2018).
This study will test an educational program for coaches aimed at reducing gender essentialist beliefs and gender stereotypes of coaches, to improve the sport experience for girls.
- Detailed Description
Not available
Recruitment & Eligibility
- Status
- COMPLETED
- Sex
- All
- Target Recruitment
- 55
- Current Coaches of adolescent girls
- English speaking
- U.S. resident
- Participants under 18 years of age
- Coaches outside of the US
- Coaches who only coach adult women or men/boys
Study & Design
- Study Type
- INTERVENTIONAL
- Study Design
- PARALLEL
- Arm && Interventions
Group Intervention Description Coaching HER Coaching HER Participants in the interventional condition will take part in an online program consisting of 6 modules over 2 weeks
- Primary Outcome Measures
Name Time Method Change in coaches' self-efficacy in tackling gender stereotypes Baseline, pre-intervention; immediately after the intervention (2 weeks later) Change in coaches' self-efficacy in tackling gender stereotypes assessed via the Coach Confidence: Gender Stereotypes In Sport (modified from Vaughan et al., 2004)
- Secondary Outcome Measures
Name Time Method Change in coaches' self-efficacy in tackling gender essentialist beliefs Baseline, pre-intervention; immediately after the intervention (2 weeks later) Process Outcome
Total feasibility, acceptability, and adherence of the intervention (assessed via a self-report questionnaire) Immediately after the intervention Assess the feasibility, acceptability, and adherence of the CoachingHER coach education program
Trial Locations
- Locations (1)
University of Minnesota
🇺🇸Minneapolis, Minnesota, United States