On understanding stereotypical gender bias within coaching

The purpose of this research was to explore how gender and coaching are intertwined through coaches and athletes’ internalised experiences of traditional gender stereotypes and stereotypical biases. Following an introduction to the thesis, Chapter 1 contains a literature review, outlines the need for further research in this area and the aims and purpose of this thesis. Then, Chapter 2 provides a research outline and justifies the philosophical underpinnings of this PhD research project.

Chapter 3, study 1, explored, through a multistudy investigation, the coaching behaviours of 12 male coaches when coaching either male or female teams through a systematic observation (Phase 1). Interviews were then conducted with 30 coaches’ (15 females and 15 males) to highlight the reasons for employing certain behaviours and practices when coaching female athletes (Phase 2). Collectively these two studies highlighted that coaches use a “gender lens” either consciously or unconsciously when coaching their athletes. Phase 1 findings showed that male coaches organise practice sessions (e.g., longer sessions for female than male athletes) and manifest coaching behaviours (e.g., more reinforcement for female than male athletes) that are different depending on whether they coach teams that comprise male or female athletes. Phase 2 findings revealed gender biases in the in the ways in which coaches choose to coach their female and male athletes, suggesting that such methods could be limiting female athletes physical, social-emotional and psychological development. Overall, Study 1 revealed how coaches’ good intentions to coach effectively may sometimes fall short and into a dilemma of coaching by gender stereotypes, leading to coaching the gender of the athletes as opposed to coaching each athlete as an individual.

Chapter 4, study 2, focused on women coaches as they have remained underrepresented within sports coaching at all levels. Thus, the purpose of study 2 was to explore the factors surrounding the development, progression and retention of women coaches in coaching within the United Kingdom. The study involved semi-structured interviews with 15 women coaches who were coaching female athletes in team sports. Content analysis of the qualitative data revealed that the key barriers encountered by women coaches were related to coach leadership, a lack of women coach role models and an ill health culture. It was also revealed that there are enablers associated with organisational aspects such as access to opportunities. Results indicated that women coaches encounter several barriers because of their gender which their male counterparts perhaps do not often encounter. Practically, individuals and organisations can both take action to reduce reinforcing damaging stereotypical ideologies that produce challenging predicaments for females within the coaching landscape.

Building upon these findings, Chapter 5, study 3 explored through semi-structured interviews with 20 women coaches firstly, the experiences of women coaches in relation to the stereotypical biases they may encounter in their workplace and secondly, the strategies women coaches and sport organisations have, or can potentially put in place, to address these challenges. Content analysis of the obtained qualitative data indicated that women coaches experienced stereotypical biases or dilemmas: (1) Extreme perceptions (e.g., too soft or too tough); (2) The competence threshold (e.g., higher standards with lower awards); (3) Competent but disliked (e.g., competent or likeable, but rarely both). Additionally, the findings indicated that tackling these stereotypical dilemmas required a two-dimensional approach: individual and organisational. This study discussed the ways women coaches both experience and combat a range of stereotypical predicaments whilst moving through the coaching system. Such predicaments inevitably disadvantaged women coaches by either slowing down or holding back their progress compared to their male coach counterparts.

Chapter 6 provides an overall discussion, with a focus on implications arising, in addition limitations and future research directions are also presented. The thesis finally completes with concluding remarks.