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The purpose of this study was to explore through semistructured interviews (a) the experiences of women coaches in relation to the stereotypical biases they may encounter in their workplace and (b) the strategies women coaches and sport organizations have, or can potentially put in place, to raise awareness and address these stereotypical biases. Content analysis of the obtained qualitative data using a rudimentary framework based upon the two sections of the interview schedule (i.e., dilemmas and strategies) guided categorization of the data. Findings indicated that women coaches experienced three broad types of stereotypical dilemmas: (a) extreme perceptions (e.g., too soft or too tough); (b) the high competence threshold (e.g., higher standards with lower rewards); and (c) competent but disliked (e.g., competent or likeable but rarely both). In addition, the findings indicated that tackling these stereotypical dilemmas effectively required a two-dimensional approach: individual and organizational. Within this paper, the authors discuss the ways women coaches both experience and confront a range of stereotypical dilemmas while moving into and through the coaching system. Such dilemmas inevitably disadvantaged women coaches by either slowing down or holding back their progress compared with their men coach counterparts. Practical solutions are also discussed.

The purpose of this multistudy paper was to explore (a) the coaching behaviors of male coaches when coaching either male or female teams through a systematic observation (Study 1) and (b) male and female coaches’ reasons for employing certain behaviors and practices when coaching female athletes through semistructured interviews (Study 2). Collectively, the findings of these two studies highlighted that coaches, either consciously or unconsciously, use a “gender lens” to coach their athletes. Study 1 findings showed that male coaches organize practice sessions (e.g., longer sessions for female than male athletes) and manifest coaching behaviors (e.g., more reinforcement for female than male athletes) that are different depending on whether they coach teams that comprise male or female athletes. Study 2 findings revealed gender biases in the approaches and styles coaches employed to coach their female and male athletes, suggesting that such methods could be limiting female athletes’ physical, social-emotional, and psychological development. This multistudy paper discusses how coaches’ good intentions to coach effectively can fall short and into a trap of gender stereotypes, leading to coaching the gender of the athletes as opposed to coaching each one athlete as an individual. The implications of these findings for practice are discussed.

Women coaches have remained underrepresented within sports coaching at all levels. Thus, the purpose of this paper was to describe the factors surrounding the development, progression, and retention of women coaches within the United Kingdom. The study involved semistructured interviews with 15 women coaches who were coaching female athletes in team sports. Content analysis of the qualitative data identified barriers and enablers at individual, interpersonal, organisational, and sociocultural levels. Results indicated that women coaches face several barriers because of their gender, which their men counterparts do not often encounter. Practically, individuals and organisations can both take action to reduce damaging stereotypical ideologies that produce challenging predicaments for women within the coaching landscape.