support ( Allen & Shaw, 2013 ). Unfortunately, this research paints a rather bleak picture of the plight of women coaches. LaVoi and Dutove’s ( 2012 ) literature review of barriers and supports for women coaches provided a useful examination of both sides and different levels of the picture using
Justine B. Allen and Colleen Reid
Justine B. Allen and Sally Shaw
Researchers have argued that coaches are performers in their own right and that their psychological needs should be considered (Giges, Petitpas, & Vernacchia, 2004; Gould, Greenleaf, Guinan, & Chung, 2002). The purpose of this research was to examine high performance women coaches’ perceptions of their sport organizations’ social context, with specific attention to psychological need support. Self-Determination Theory (Deci & Ryan, 1985; Ryan & Deci, 2002) was employed to frame the examination of the coaches’ experiences. Eight high performance women coaches from two sport organizations participated in semistructured interviews. All reported autonomy and competence development opportunities. Organizational relatedness was critical to the experience of a supportive environment. The findings provide insight into the “world of coaching” from the coaches’ perspective.
Diane M. Culver, Erin Kraft, Cari Din and Isabelle Cayer
conditions of women coaches . International Journal of Sports Science and Coaching, 8 ( 1 ), 1 – 17 . doi:10.1260/1747-95188.8.131.52 10.1260/1747-95184.108.40.206 Bertram , R. , Culver , D. , & Gilbert , W. ( 2017 ). A university sport coach community of practice: Using a value creation framework to
Matea Wasend and Nicole M. LaVoi
women’s and men’s teams ( Wilson, 2016 ). Although few studies have addressed the presence of women coaches at the youth and high school sport levels, what research does exist suggests that the representation of female coaches is similar or worse at those levels ( LaVoi, 2009 ). For instance, Messner
Susan Wellman and Elaine Blinde
This is an examination of how homophobia and the lesbian label impact the professional careers of women basketball coaches at Division I universities. In-depth telephone interviews were conducted with 10 women who were head coaches of women’s intercollegiate basketball programs. Two areas in particular were explored in this 75-minute interview: (1) coaching careers, and (2) recruitment of athletes. Relative to coaching careers, coaches discussed how the homophobia in women’s sport narrowed career choices for women and impacted decisions related to the hiring of both head and assistant coaches. The lesbian label also was a concern in terms of the image projected by a basketball program. Secondly, coaches discussed how various aspects of the recruitment process were influenced by the lesbian label. Inquiries by prospective student-athletes, parents, and high school coaches about lesbians on a coaching staff or team were common. The practice of using insinuations about the presence of lesbians on rival teams was mentioned as a frequent negative recruitment technique. Concerns relative to lesbian issues also were identified as being influential in the recruitment decisions of some coaches. In general, most coaches preferred to discuss how lesbian issues impacted other coaches rather than relay accounts of their own experiences in coaching. Fear, silence, denial, and the apologetic were noted to underlie many of the responses provided by coaches.
Alixandra N. Krahn
coaching positions. Therefore, this study’s objective is to explore how sport policy practically advances women in high-performance sport coaching by addressing the question how do current national/federal level Canadian sport policies inform and impact mentorship and/or sponsorship of women coaches
Beth G. Clarkson, Elwyn Cox and Richard C. Thelwell
Background In stark contrast to a significant growth in women’s participation in football (soccer) over the past 20 years, such growth is not reflected in the number of women coaches at all levels of expertise ( Williams, 2013 ). Recent reports indicate that 80% of coaching positions in European
The purpose of this article is to review the challenges that women coaches must overcome and to discuss coach education strategies for facilitating the development of women coaches. Changes in representation of women in positions of leadership in sport have created a social context in which the experience of female coaches is referenced from a predominantly male perspective. As such, recurring issues elicited by attendees at the USOC/NCAA sponsored Women in Coaching Conferences are discussed. Coach education strategies are addressed in three main areas: (a) the continuation of women and sport programs, (b) restructuring the work environment to recognize and value relational work skills, and (c) relational mentoring models to navigate career and life transitions and advocate for change.
Nicole M. LaVoi, Jennifer E. McGarry and Leslee A. Fisher
uncover and reveal that structural-level systemic bias is deeply embedded within the culture of sport—the data tell the story. With more data, the story plotline becomes sharply focused and illuminates the many obstacles women coaches face and how challenging it is to change the gendered system. As Pat
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