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George B. Cunningham, Na Young Ahn, Arden J. Anderson and Marlene A. Dixon

Though sport participation is widely available to women, when it comes to coaching positions, the data tell a different story. Consider the following: in the United States (US) during the 2016–17 academic year, girls and women represented 42% of all interscholastic athletes ( 2016-17 High School

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Matea Wasend and Nicole M. LaVoi

National Collegiate Athletic Association (NCAA) intercollegiate teams, compared to about 16,000 in 1970 ( Acosta & Carpenter, 2014 ). As Schull ( 2017 ) notes, increased participation rates would seem to bode well for gender equity in sport coaching. However, despite the increasing athletic capital and

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Justine B. Allen and Colleen Reid

There has been much research and discussion on the underrepresentation of women in coaching and particularly in performance environments such as collegiate, national, and international sport. Research documenting the numbers of women and men coaching has demonstrated that this underrepresentation

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Jenessa Banwell, Gretchen Kerr and Ashley Stirling

Despite the growing participation rates of girls and women in sport ( Physical Activity Monitor Survey, 2010 ), female coaches remain consistently underrepresented at nearly all levels of sport. Women currently represent no more than 25% of all coaches in Canadian sport ( Government of Canada, 2015

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Alixandra N. Krahn

Despite a range of initiatives aimed at improving the numbers and experiences of women in sport coaching, Canadian women continue to have limited opportunities to get into and to stay in sport coaching ( CSPS, 2017 ; Demers & Kerr, 2018 ). The highest levels of coaching within Canada include

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Vicki D. Schull and Lisa A. Kihl

more deeply embedded and persistent than any other arena ( Hovden, 2000 , 2010 ). The masculine context of sport teamed with dominant masculine leadership ideologies often results in gendered logic and beliefs that men are naturally better sport leaders and coaches, and recent research found the

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Leslie K. Larsen and Christopher J. Clayton

Over the past four decades, the percentage of US women working in many professions has increased significantly ( LaVoi, 2016a ). However, this trend does not hold true for women coaching in sport. Prior to the passing of Title IX in 1972, over 90% of collegiate women’s sports were coached by women

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Andrew Hammond, Ruth Jeanes, Dawn Penney and Deana Leahy

This paper explores the effects of “neoliberal-able rationality” sport policy and swimming coaches’ understandings of inclusion and disability. Recent research has highlighted how economic policies underpinned by neoliberal rationalities of government often see sport as a tool that can be used to

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Erin Kraft, Diane M. Culver and Cari Din

, & Culver, 2019 ). There has been a notable shortage in female head coaches in the United States ( Machida-Kosuaga, Schaubroek, Gould, Ewing, & Feltz, 2017 ) and a general underrepresentation of women in sport leadership positions on a global scale ( LaVoi, 2016 ). Moreover, the number of women securing

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Maureen R. Weiss and Becky L. Sisley

The present study examined the problem of coaching attrition in youth sports by asking former coaches why they quit. Also, dropout and current coaches were compared on demographic characteristics, coaching orientations, self-ratings of coaching abilities, and attitudes toward program policies. Current (n = 159) and dropout (n = 97) coaches associated with a youth sports agency responded to a background questionnaire and a coaching orientations and preferred outcomes questionnaire. Dropout coaches also completed a questionnaire to assess the reasons why they quite coaching. Multiple reasons were cited: time involvement, conflicts with job, child no longer participating, loss of motivation, problems with unqualified officiating, and dissatisfaction with program philosophy. Current and dropout coaches were similar on demographic characteristics and coaching orientations but differed on preferred coaching outcomes. Recommendations for retaining youth coaches, and thus coaching continuity for the kids, included enhancing the quality of officiating, providing coaching clinics, and soliciting input from coaches and parents regarding program philosophy and policies.