Women and Qualifications Research
Prepared by the Research team at sports coach UK
November 2013
Contents
Executive Summary ............................................................................................ 3
1.
Introduction ................................................................................................. 5
2.
Female Coaches in Profile ............................................................................ 6
2.1
Motivations for coaching ............................................................................ 6
2.2
Satisfaction with qualifications and coaching roles ......................................... 8
2.2.1
3.
Becoming qualified and progressing as a coach ....................................... 9
Barriers to Qualifications ........................................................................... 13
3.1
A world of barriers .................................................................................. 13
3.2
Gender issues – this is a man’s world ........................................................ 16
3.3
Negative perceptions – sport is a man’s world ............................................ 17
3.4
Personality – surviving in a man’s world .................................................... 19
3.5
Confidence is key .................................................................................... 21
3.6
Practicalities – more of a barrier for women? .............................................. 25
4.
Interventions for Change ........................................................................... 27
4.1
Coach suggestions .................................................................................. 27
4.2
Recommendations ................................................................................... 30
Appendix I - Methodology ................................................................................ 34
Method ........................................................................................................... 34
Response ........................................................................................................ 34
Recruitment .................................................................................................. 35
Page 2 of 36
Executive Summary
sports coach UK conducted research between August and September 2013 to explore the
reasons why some female coaches decide to become qualified while others do not.
The research identified an environment in which female coaches face a number of
barriers to accessing coaching qualifications. These barriers exist at both the individual
level and the wider sport and society levels and in many cases, overlap and reinforce
each other. The environment and a summary of the key barriers faced is below.
GENDER ISSUES IN WIDER
SOCIETY
Negative perceptions in society that
place women in specific roles (i.e.
primary childcarer). These can
impact negatively on their ability to
start coaching qualifications (for
example due to a lack of time)
NEGATIVE PERCEPTIONS
WITHIN SPORTS
Specific sports including football,
cycling and rugby union perceived as
male dominated, with female
coaches perceived as inferior to
males
PERSONALITY
The view that only a certain type of
woman with predefined personality
traits will be successful in coaching
and on coaching qualifications
CONFIDENCE
Lacking confidence can be a key
barrier to accessing qualifications,
particularly if women think they will
be the only woman on a training
course
PRACTICAL BARRIERS
Accessibility challenges relating to
the amount of time women have
available, the cost of qualifications
and where training is located
To break down the barriers at each of these levels, sports coach UK has made a series of
recommendations which may be taken forward by key partners including National
Governing Bodies of Sport (NGBs). The recommendations provide a tool to develop
Page 3 of 36
interventions which will initiate positive change. These recommendations
summarised below, with full details included in section 4 of the main report.
are
The first recommendation responds to the confidence barrier by proposing action to
increase the number of women undertaking coaching qualification courses alongside
male coaches. Recommendations two to four suggest actions which may be piloted by
sports in order to confirm feasibility for wider rollout. Finally, recommendations five and
six propose additional research in areas with potential for significant positive change but
where further scoping work is required.
1. Providers of coach education increase the number of female coaches undertaking
coaching qualification courses alongside male coaches (when administering
qualifications).
2. Make coaching qualifications more accessible by delivering courses in alternative
formats, including in smaller blocks of learning and in the evenings.
3. Provide female coaches with more information prior to starting a qualification. This
will include details of what the qualification involves, what is required of them and
who is likely to be there.
4. Provide mentoring systems for female coaches undertaking coaching qualifications.
5. Develop role models to encourage more women to become qualified coaches.
6. Review the extent to which coach education matches the learning styles of women.
Page 4 of 36
1. Introduction
This report presents the findings from a research project conducted by the sports coach
UK Research team between August and September 2013.
Previous research identified that there are significantly more male (69%) than female
coaches (31%), while only 18% of all qualified coaches are female1. In order to increase
the number of qualified female coaches the research aimed to answer the following
question:
Why do some female coaches decide to become qualified, while others do not?
To answer this question, the report firstly provides some background to the coaches
involved in the project. It examines their motivations for coaching, current coaching
roles and progression through coaching qualifications.
It then sets out the environment female coaches find themselves in and the key barriers
they face when deciding whether or not to undertake coaching qualifications.
The project falls within the wider operational context of delivering the UK Coaching
Framework. It is envisaged that a better understanding of this issue will enable us to
develop strategies and interventions aimed at increasing the number of qualified female
coaches and developing the skills and knowledge of existing female coaches. This, in
turn, will ensure:



more appropriately skilled and qualified coaches
a more diverse workforce
a better supported workforce
And, ultimately:

sustained and increased participation2.
For full details of the methodology used to conduct the research please see Appendix I.
1
2
Based on 1st4Sport qualifications data
The UK Coaching Framework, sports coach UK, 2012
Page 5 of 36
2. Female Coaches in Profile
This section of the report presents a detailed profile of the coaches involved in the
research. It examines their motivations for coaching, their current coaching roles,
satisfaction with the qualifications they have achieved and their progression through
coaching qualifications.
Two separate groups of female coaches were recruited to take part in the research.
Throughout the report these are referred to as qualified and unqualified coaches. Both
groups are defined below:

Qualified – a coach holding a Level 1 or above coaching qualification

Unqualified – a coach not currently holding a Level 1 or above coaching
qualification (may have accessed other provision such as short courses and CPD)
Full details of the methodology and response rate can be found in Appendix I.
2.1
Motivations for coaching
The majority of both qualified (75%) and unqualified (64%) coaches started coaching for
altruistic purposes. This includes to help others benefit from coaching in the same ways
they have benefitted from it, to ‘give something back’ to their sport or to help others
access it.
“It's wanting to give something back because I've enjoyed it so much.”
Qualified multi-sport coach3
“My son plays in the team and it was either stand on the sidelines or get involved and
give something back.”
Unqualified rugby union coach
“I got into coaching just to help the club I was with at the time”
Qualified cycling coach
“Love the sport, really keen to encourage other people”
Unqualified cycling coach
“I've just got so much from the sport so I wanted to give something back and help
people have the same experience that I've had. Give people the opportunity to get
involved”
Qualified triathlon coach
However, for the remaining coaches motivations differ across the qualified and
unqualified groups.
3
“Multi-sport” refers to coaches involved in a variety of sports, in the majority of cases these were
coaches involved in swimming, athletics and cycling.
Page 6 of 36
The remaining qualified coaches (in gymnastics, football and cycling) started coaching
after being offered the opportunity and/or funding to do so by their club or current
employer (in this instance a school).
Motivations for the remaining unqualified coaches included to help support their children
in their chosen sport (rugby union, swimming, cycling), to set up a new team (rollerderby) or to develop new skills to enhance their future prospects (athletics).
The feedback provided suggests a not insignificant proportion of the qualified coaches
interviewed were encouraged to start coaching by their club or employer. This practice of
sports clubs encouraging women to start coaching is supported by the results in Figure 1
below, which shows two-thirds of currently unqualified coaches have had coaching
qualifications recommended to them by their club or other coaches at their club.
Unqualified cycling, rugby union and swimming coaches were most likely to have had
qualifications recommended to them by their clubs or other coaches at their clubs.
However, none of the unqualified coaches interviewed said their National Governing
Body of Sport (NGB) or County Sports Partnership (CSP) had ever recommended
coaching qualifications to them. This suggests coaches’ are most likely to hear about
qualifications through word of mouth.
Figure 1 – Groups recommending coaching qualifications to unqualified coaches
None, 25%
Friends/family,
8%
County Sports
Partnership,
0%
National
Governing
Body, 0%
My club/other
coaches at my
club, 67%
The vast majority of qualified coaches said they have recommended coaching
qualifications to other female coaches, with all these coaches confirming they will
continue to recommend qualifications in future (Figure 2).
Page 7 of 36
Figure 2 – Qualified coaches – Do you recommend coaching qualifications?
100%
100%
90%
80%
60%
Yes
40%
20%
No
10%
0%
0%
Recommended to other female
coaches
Would recommend to female
coaches in future
Two coaches have not recommended coaching qualifications to other female coaches.
One had recommended them to men but not women, as she had not yet met any
unqualified female coaches who are interested in becoming qualified. The second was
very new to her sport and had not yet had chance to make any recommendations.
However, these two coaches did say they would recommend coaching qualifications to
female coaches in future.
2.2
Satisfaction with qualifications and coaching roles
Qualified coaches’ appear to be satisfied with the qualifications they have achieved. The
majority said they recommend qualifications to other female coaches and all coaches
said they would continue to recommend qualifications in future. The vast majority also
said their qualifications met their own personal expectations in terms of providing them
with the skills and knowledge they wanted/required.
Only two of the 21 qualified coaches interviewed said their qualifications did not meet
their expectations. Both were gymnastics coaches and both completed their
qualifications under the “old” system (i.e. pre UK Coaching Certificate). These coaches
agreed that the UKCC qualifications are a considerable improvement on the previous
versions and develop higher quality coaches for their sport.
“There's a lot of things I didn't get in my coaching qualification, that are now starting to
come through in the UKCC. I was at a conference recently and saw the UKCC Level 3
content and it's exactly what people need.”
Qualified gymnastics coach
“No I didn't get from it what I wanted, all the qualifications I did were under the old
system and things would be different if I did them now. My experience of doing the level
1 and talking to others I think things are very different which is really positive and for
the better.”
Page 8 of 36
Qualified gymnastics coach
All 21 qualified coaches said their main role within a coaching session is to lead. Two
unqualified coaches also said their main role is to lead. However, one led fitness
instruction sessions, not coaching sessions for a specific sport. The second led rollerderby sessions as, at the time of this research, there was no coaching qualification
specifically designed for this emerging sport.
This coach acknowledged rollersport qualifications do exist, but felt the content is not
specific enough to roller-derby to warrant the commitment needed to become qualified.
“They're not roller derby specific, they're more roller sport in general. You have to get a
minimum number to do it and because it's still quite a spread out sport, we don't have
enough, and plus because we're a grassroots team we can't afford it.”
Unqualified roller-derby coach
All the remaining unqualified coaches said their main role is to assist a lead, qualified,
coach.
2.2.1 Becoming qualified and progressing as a coach
As detailed in Table 1 below, the vast majority (95%) of qualified coaches interviewed
hold a coaching qualification above Level 1.
There is an almost equal split in terms of qualified coaches with one qualification (10)
and those with multiple qualifications (11). However, as detailed in section 3, the
barriers preventing these coaches from developing onto higher qualifications are the
same, regardless of whether coaches hold one or multiple qualifications. Physical barriers
such as time, cost and location are the main barriers identified by these groups.
In the group of coaches with multiple qualifications, football and gymnastics coaches
were the most highly qualified (in terms of number of qualifications held), holding
qualifications at all four levels.
These coaches said they had progressed from Level 1 to Level 4 in order to ensure they
were suitably qualified to work with participants at the highest level.
“Working with elite athletes I needed high level qualifications”
Qualified gymnastics coach
“I progressed from Level 1 to 4 as you have to go to the next step up to move on in
terms of running classes, keeping up with the level of gymnasts and take them to the
level you want to work at.”
Qualified gymnastics coach
“To be able to coach at higher levels with better players”
Qualified football coach
Page 9 of 36
Table 1 – Level of qualification(s) held by female coaches
Coaches’ Sport
Cycling
Cycling
Cycling
Cycling
Cycling
Cycling
Level 1
Level 2
Level 3

Level 4
































Football






Gymnastics




Gymnastics







Cycling
Cycling
Dodgeball
Football
Multi-sport



Multi-sport


Multi-sport


Rugby union

Swimming
Triathlon





Multi-sport
Swimming





















A link between higher level coaching qualifications and accessing opportunities is also
evident in female coaches’ responses when asked why they decided to undertake their
coaching qualifications.
The majority (65%) of interviewees said the main reason why they decided to become
qualified was to enhance their professional status. This includes to gain access to a wider
pool of job opportunities, to make a career out of coaching and to ensure they offer
suitably safe experiences for their participants.
“I realised I better get the qualification as I wanted to make a career out of it”
Qualified swimming coach
“I do it full-time for a living so I needed the qualifications to call myself a professional
coach really.”
Qualified cycling coach
“So I could move into coaching on a more full-time basis really.”
Multi-sport coach
A further fifth (20%) became qualified to improve as a coach by gaining new or
consolidating existing knowledge and passing this onto participants.
“I want more knowledge to give the people I'm coaching more info and knowledge”
Qualified cycling coach
Page 10 of 36
“I wanted to get better at coaching.”
Qualified rugby union coach
While there is no noticeable pattern in terms of sports providing these responses, it is
interesting to note that a higher proportion of coaches said they undertook coaching
qualifications to enhance their professional status than to improve as a coach (by
developing their skills and knowledge).
It is entirely possible that improving as a coach was, to some extent, a factor in all
coaches’ decisions to undertake their qualifications, despite some not explicitly
mentioning this in the telephone interviews. Nevertheless, these findings highlight the
critical importance female coaches place on their coaching qualifications in relation to
enhancing their coaching careers.
The remaining 15% of qualified coaches (all cycling coaches) were offered funding to
complete qualifications by their club or a Local Authority seeking to run coaching
sessions in the local area.
Qualified coaches were also asked if they had considered undertaking further coaching
qualifications in future. The results presented in Figure 3 indicate a strong culture of
learning and development within this group.
Figure 3 – Qualified coaches – Have you considered undertaking further
coaching qualifications?
Overall
Cycling
Rugby Union
Gymnastics
Yes
Dodgeball
No
Swimming
Football
Multi-sport
Triathlon
0%
20%
40%
60%
80%
100%
This culture is also apparent amongst the three cycling coaches who said they have not
considered undertaking further coaching qualifications. All three are Level 3 qualified
coaches who said the only reason they have not considered further qualifications is
Page 11 of 36
because they cannot progress any higher, perhaps indicating some demand for Level 4
coaching qualifications in cycling.
Two of these coaches stated they would undertake further qualifications if their role, and
particularly who they coach, changed in future. They suggested at the present time
further qualifications would not enhance their roles.
“There aren't really any qualifications I can progress onto at a higher level so that's
probably the main one. If my circumstances in terms of who I was coaching changed
maybe I would go on those.”
Qualified cycling coach
“I don't need any other qualifications for my role, if we needed more track coaches or
whatever, I would do the qualifications so I could do that role.”
Qualified cycling coach
In terms of barriers to progression, one football coach suggested female coaches may
not progress to the highest levels as job opportunities do not exist for coaches qualified
at Level 2 and above, the levels at which a coach would likely be looking for a full-time
role. This coach also suggested female coaches’ prospects of progression may be limited
if they do not possess the skills required to complete the practical assessments on a
training course. Although this evidence was provided by only one coach there is evidence
throughout the rest of the report - particularly relating to confidence as a barrier - which
suggests these issues could be relevant to female coaches in other sports (see section
3).
“I would like to see more females taking higher level qualifications though, more level 2s
and above. I think they stop at the lower levels for a number of reasons, at level 2
you've got to be able to play and do the demos, so that might be one, another might be
if you're looking at Level 2 and above you're looking at a job and probably not voluntary,
so there's probably less jobs available. I know if I wanted to work in a boys academy I'd
be very very lucky to find one that would be interested in a women's game. Are there
the jobs out there, very few and most probably in the womens game and most of those
aren't full-time.”
Qualified football coach
Finally, awareness of and interest in coaching qualifications appears to be high amongst
unqualified coaches. Almost all those interviewed (93%) confirmed they have previously
considered undertaking a coaching qualification.
Page 12 of 36
3. Barriers to Qualifications
This section of the report examines the key barriers which impact on female coaches
when deciding whether or not to undertake coaching qualifications.
These barriers exist at the individual coach level and at a wider, societal level. A further
degree of complexity is added by these barriers often overlapping and reinforcing each
other.
To present this complex environment, this section of the report has been divided into
five sub-sections. The first summarises the overall environment faced by female
coaches. Subsequent sub-sections examine each key barrier in full.
3.1
A world of barriers
Figure 4 below illustrates the environment female coaches find themselves in and the
barriers they face when seeking to access coaching qualifications (based on evidence
provided by coaches taking part in this research). The environment can be viewed from
the top-down for female coaches and from the bottom-up by organisations involved in
the development of coach education.
Two brief examples are presented below which use information gathered from coaches to
explain the environment encountered by female coaches and how developers of coach
education can respond.
Female Coaches
A female coach considering undertaking a coaching qualification first has to overcome
barriers imposed by society. It is then recognised that further barriers have to be
overcome in order to reach the end goal of a coaching qualification (the purple box).
At the widest level, gender issues exist relating to a woman’s role in society. These
include the notion that women still have primary responsibility for childcare and looking
after the home. This means female coaches with children and families have less personal
time for coaching and qualifications than men.
This is an example of how the barriers identified can reinforce each other, with these
gender issues leading to practical barriers for female coaches (i.e. less time).
Negative perceptions within sports are similar to the gender issues identified, however
these operate at a sport specific level. For example, female football coaches said football
can be like an ‘old boys network’ where women have to prove their knowledge in order
to gain the respect of male coaches.
Page 13 of 36
Figure 4 Barriers to coaching qualifications for female coaches
Female coaches may also need to overcome barriers at the individual level. Personality
relates to the suggestion that only a woman with certain personality traits will be
successful in coaching and completing coaching qualifications. Words such as
“confident,” “robust” and “outgoing” are used to describe the personality traits required.
Confidence was also identified separately as a key barrier, with confidence likely to be
lacking and/or damaged if women think they will be the only female on a training course.
Furthermore, their confidence may also be reduced when faced with performing skills
and tasks, particularly in front of highly experienced male coaches.
Finally, female coaches can also face barriers relating to the practicalities of starting a
qualification. Can they afford it? Do they have time to attend the training sessions and is
Page 14 of 36
it conveniently located? These barriers can also apply to men, but women may feel a
greater impact due to predefined societal pressures.
Coach Education Development
Organisations involved in the development of coach education should be aware of how
women currently respond to their coach education programmes. Although no evidence
was gathered in this project, we know from previous anecdotal evidence that due to the
majority of coach educators being male, the delivery styles employed may act as a
practical barrier to female coaches. Likewise many developers of coach education
programmes are men. Consequently the content of coaching qualifications has
traditionally been written to match the learning styles of men.
There are interventions developers can make to ensure the practicalities suit female
coaches. For example, a number of unqualified coaches suggested courses delivered in
the evenings and in smaller blocks of learning would be more accessible for women.
Governing Bodies of Sport offering coaching qualifications in these and other similar
formats may find they have a wider target market not only of female coaches but also
male coaches with different learning styles.
If Governing Bodies of Sport, when administering qualifications, can also ensure there is
more than one female coach registered on a qualification, this could help break down
confidence barriers identified by coaches. Providing female coaches with more
information on what courses involve and what is expected of them prior to the
qualifications starting was also seen as a way of encouraging more female coaches to
become qualified.
By implementing these measures and raising awareness of them, Governing Bodies of
Sport will start to reassure female coaches that coaching qualifications are suitable for
them and the wider coaching population currently not engaged with qualifications.
It is hoped that by breaking down barriers at the individual and sport levels through
interventions such as those described above, developers will, in turn, be helping to break
down the barriers that exist at the wider society level. For example, more female
coaches undertaking qualifications as a result of these interventions will lead to more
qualified female coaches. The increased visibility of women in coaching could help
overcome negative perceptions that exist in specific sports, which in turn could start to
break down wider gender issues relating to womens’ roles in society.
The following sections consider each of the barriers identified based on evidence
gathered in the interviews with coaches and NGBs/partners.
As coaches were the main contributors to and focus of this research, the rest of this
section considers the environment from a coach viewpoint (i.e. barriers faced from the
top-down).
Page 15 of 36
3.2
Gender issues – this is a man’s world
A number of coaches interviewed cited gender issues that exist in society. While these
barriers exist at the wider societal level they overlap and reinforce other barriers
identified at the individual level, such as practical barriers and confidence. These gender
issues are seen to impact negatively on a female coaches’ ability to undertake coaching
qualifications and progress in coaching.
The most frequently cited example within this research relates to women with families
being seen to have primary responsibility for childcare and household duties. This in turn
creates practical barriers by limiting the amount of time they have available to coach and
undertake qualifications. As many men are not seen to have these responsibilities they
would therefore have more time available for coaching and qualifications.
“If something goes wrong and you're booked on a course, because you're generally
responsible for childcare, if something goes wrong with childcare you don't go. Whereas
generally if blokes are booked onto a course they go, it's not their job.”
Qualified rugby union coach
“If mums are asked to go on Level 1, we try to spread them out over weekends but they
have to arrange childcare, they have a family to look after, home tasks and a full-time
job, so for them it's difficult to find the time.”
Qualified gymnastics coach
“I've had a family in between finishing and getting my qualification, so there are gaps for
women that I don't think are there for men. So you have to manage your lifestyle
differently to the way a man would manage it.”
Qualified cycling coach
“The biggest problem females have is the majority are mums, they will find the time to
do the courses but don't have time to travel 2 hours before they get to the course.
Women do have less time available to go on courses than men if they have children”
Unqualified rugby union coach
A rugby union coach said women fulfil these roles – which may be considered
stereotypical – in sports clubs, rather than coaching roles (which are seen to be for
men), if they lack the confidence to coach or if they have not been supported in their
pursuit of coaching qualifications.
“In clubs where women don't have the support or confidence they will do the admin and
kit sale and make the tea. In our club women do all the washing, tidying up, admin, kit
and coaching as well. Blokes don't do any of that at all.”
Qualified rugby union coach
The notion of women fulfilling certain roles is also noted in regards to the workplace. One
coach suggested women are more likely to work in offices unless they have a history of
involvement in sport.
“Coaching is still looked at as a very male role, unless you've been brought up in sport,
as a woman you probably wouldn't think to go into it. I think if you are sporty and you
Page 16 of 36
know about sport with passion for it then it's obvious that's your route to go, otherwise
females in general are more looking at employment in offices really.”
Qualified dodgeball coach
Furthermore, a gender issue is highlighted in relation to men and womens’ aspirational
behaviours. Two interviewees said men are more likely to progress than women as it is a
personality trait of men to “go for it” without apprehension.
“Belief to move out of the comfort zone and move upwards is more of a problem for
women than men, who tend to just go for it.”
Partner organisation
“I think guys are better at bullshi**ing and hoping for the best, they think, I'll probably
be alright, whereas women need to be encouraged to push themselves. Maybe men need
to be roped in a bit which is a good quality, they dive into things and that's why they
achieve more. It's a real cultural issue and not just in cycling either, across the board.”
Qualified cycling coach
“Men are more confident and likely to join a club and have a go, whereas women are a
lot more reticent and safety conscious and insecure about their own abilities”
Qualified cycling coach
The evidence presented in this section suggests these societal issues can reinforce
perceived personality barriers, as well as practical barriers relating to time. Coaches
interviewed appear to suggest “sporty” women with high career aspirations and no
children are most likely to overcome these barriers and progress in coaching.
Coaches report these barriers exist in both traditionally male dominated sports (i.e.
rugby union, cycling) and in sports with very high female participation (i.e. gymnastics,
swimming). They are not sport specific, but potentially relevant to female coaches in all
sports.
It is recognised that breaking down barriers at societal level is a significant generational
challenge, however opportunities exist for sports to initiate positive change.
Recommendations to help achieve this change are included in section 4.
3.3
Negative perceptions – sport is a man’s world
This section examines negative perceptions within sports which can also impact
negatively on female coaches. These negative perceptions are differentiated from the
gender issues examined above as they exist within specific sports, not at the wider
societal level.
Most of the female coaches who have experienced negative perceptions currently coach
in sports which may be considered traditionally male – rugby union, football and cycling.
However, swimming and multi-sport coaches also reported negative perceptions.
It is reported that some male coaches and in the case of one swimming coach, parents,
perceive female coaches as inferior to their male peers. It is reported that they show
Page 17 of 36
them a lack of respect, which some female coaches say has to be earned by proving
their knowledge on training courses.
The following quotes illustrate these perceptions. In total, fourteen coaches reported
them. However, for brevity only one quote from each sport is included below.
“Sometimes they can be quite old school, whether that's the participants, the tutors or
the environment, a bit like the old boys club. It's never really bothered me but I'm sure
it would bother other people. I've often found that once you've proved yourself and your
knowledge that it's fine but often the environment can be quite old school. I've had to
prove my knowledge, if you can play a bit in the demos [practical assessments] too that
always helps.
If you're a bloke and you're not very good you can get away with it but if you're a
female, particularly at the higher levels, if you can't do your demos then you're not
going to get as much respect.”
Qualified football coach
“I always feel like I have more of a battle against the parents, I think some of the dads
think I'm there to mother the kids and look after them rather than coach them
swimming. On a few occasions I've had to say something because my knowledge is as
good as the next club coach. It's mainly male parents that look at me like that. The
females like the fact that I can be their kids' coach and a mother figure and I think I get
more respect from them. It's not all the time and all the parents but the one or two
times it has been like that it's been males.
I think some females [coaches] I know feel that they are up against it and have to prove
themselves more and do a little bit more to get noticed [than men]. One thing I have
come up against is some parents of swimmers believe that males have more authority or
command of swimmers than females, and think that a male coach is better.”
Qualified swimming coach
“It’s male dominated, it's the old boys’ network, it's always been that way”
Qualified cycling coach
“A lot of it is perception, I still get comments from other coaches, male coaches saying
you'll easily beat her team she's female. If things like that are overheard it's not going to
help, it enforces perceptions. I think since I've been involved it's not less frequent I just
don't pay attention to it. I don't worry about what people think because if I was that bad
I wouldn't be coaching. I'd expect something more constructive than it's because you're
female. There have been parents who've said that at the start and then said you're just
as good as males. It's not nice when parents and children hear those things because
they then get those perceptions so, it's not good.”
Unqualified rugby union
In contrast, in the sport which may be considered most traditionally female of all those
involved in this research – gymnastics – coaches said the barrier presented by negative
perceptions of women in coaching does not exist.
“In gymnastics we don't have an issue with, like in football there might be stigma for
females going into football coaching courses, that's not the same in gymnastics as I've
Page 18 of 36
never been the only women in a course, and we have a lot of men coaching women and
some women coaching men. Maybe I'm just being positive but I don't think there are
any gender issues in our sport.”
Qualified gymnastics coach
Both qualified and unqualified coaches reported negative perceptions towards women in
their sports.
Unqualified coaches said negative perceptions are the key barrier to female coaches
accessing coaching qualifications, as these perceptions can severely damage individuals’
confidence. However, qualified coaches said they are only a barrier to accessing
qualifications for certain individuals. These coaches had experience of overcoming these
barriers, but believe other female coaches may not be able to overcome them in future.
These qualified coaches appear to view themselves differently from other female
coaches. They differentiate themselves based on a belief that only women with certain
personality traits will be successful in coaching and on coaching qualifications (traits
which they themselves possess). This personality barrier is examined in full in section
3.4 below.
Changing negative perceptions of women within sports represents a significant
challenge. It is generally accepted that these perceptions have been formed over many
years and indeed reflects societal perceptions, a point noted by coaches taking part in
this research.
“It’s just the way the sport is. It's male dominated and it needs to balance itself out but
that's not going to happen overnight.”
Qualified cycling coach
“I've witnessed gender things, I worked in a bike shop and there was the usual oh you're
a woman you don't know anything about this, you just get used to it but I can see how
that would put female coaches off because it is such a male dominated sport.”
Qualified cycling coach
“Because it's a male dominated sport there's always been more males than females,
that's become the norm and I would never expect a lot of females to be there. In terms
of difficult situations it depends whether you accept them or not.”
Qualified football coach
These quotes and those on page 18 appear to highlight a culture of acceptance. Female
coaches believe they have to accept that their sport is male dominated. The only way to
overcome the negative perceptions that exist is to ‘get on with it.’ In some cases this
includes by proving their worth. Recommendations aimed at changing these perceptions
are set out in section 4.
3.4
Personality – surviving in a man’s world
The following quotes from qualified coaches support the view identified in section 3.3
that only women with certain personality traits will succeed in coaching and on coaching
qualifications. The traits identified include being confident, robust, outgoing and sporty
Page 19 of 36
and being able to accept and deal with mens’ negative attitudes towards women as
coaches.
“I tended to be the only female on the courses, particularly at the higher levels, but it's
never been an issue for me. I've always been quite confident in my football so it's never
been an issue for me.”
Qualified football coach
“In terms of difficult situations it depends whether you accept them or not.”
Qualified football coach
“Only the most robust cyclists who are female would go for it whereas less experienced
males would go for it [a coaching qualification]. You need to be very very confident and
robust as a woman in order to access a coaching qualification I think. I've always been in
the minority as a woman, it hasn't affected me but it could affect others.”
Qualified cycling coach
“If you're in the sport already you have a pretty good idea what it's about. You have to
like going out in the rain, wearing sports clothes, not bother about your hair, I think it
[coaching] appeals to women because they are in the sport. I think you have to be a
certain kind of woman to get into the sport in the first place.”
Qualified cycling coach
“It's just your personality and how you deal with it, as you'll always get people who say
women shouldn't be in football and more fool them at the end of the day, but they'll say
that in any sport.”
Qualified football coach
“The only barriers female coaches encounter, they probably make them themselves if
that makes sense."
Qualified swimming coach
“In all the sports I've worked in it was very male oriented except the UK Athletics level
1, the others were all male dominated with me and a maximum of 2 other females on
the courses. It's down to the individual I didn't feel self-conscious but that's just me.”
Qualified multi-sports coach
“On my level 2 I was the only female and it's never bothered me but I know other
female coaches would be really put off by that.”
Qualified cycling coach
“I've got a Level 2 and three Level 1s at the moment but it's definitely a certain type of
person we would encourage to do it. The more outgoing people do it a bit quicker.
Personality is definitely some of it, but that's maybe the difference between coaching
and not.”
Qualified cycling coach
When added to the findings from section 3.2 and 3.3, a profile emerges regarding the
personality traits qualified coaches believe other women should have in order to be
successful in coaching and through coaching qualifications.
Page 20 of 36
To achieve in coaching it was identified that women must be sporty, confident and
outgoing with high career aspirations, have no children and the robustness to deal with
difficult situations (in some cases by proving their knowledge) which arise from negative
perceptions of womens’ roles in society and/or in male dominated sports. This
recognition will serve to reinforce negative perceptions of women in society.
This profile is based on evidence provided by a small number of coaches. However, it is
recognised as an important finding as it evidences the need to develop more
opportunities for women in coaching.
Aside from obvious moral and ethical arguments that it is simply wrong for women who
do not fit this profile to be excluded from the coaching workforce, the existence of this
view poses significant challenges for the recruitment of new female coaches and the
development of existing ones. Women need to be viewed as a valuable part of any
coaching workforce.
Existing coaches are less likely to progress on coaching qualifications if they feel they do
not fit the profile required to be successful. Similarly, recruiting only female coaches that
meet this profile could exclude a significant number of potential new coaches from the
almost 12 million women who want to participate more in sport (and may be considered
a key target group for developing newly qualified female coaches)4. A more diverse
coaching workforce creates more choice for participants and will therefore lead to
increased (retained) participation.
If it is accepted that only women with certain personality traits, or who fit a specific
‘coaching mould’ are suited to coaching, why should any woman in any sport consider
becoming a coach? A number of recommendations are examined in section 4 which aim
to effectively respond to this issue across sports and society.
3.5
Confidence is key
Confidence emerged as a key theme throughout this research. A lack of confidence has
been identified, possibly due to negative gender issues and perceptions in sport.
However, confidence is also cited as a key personality trait required by female coaches
aiming to develop in coaching and attain relevant coaching qualifications.
Almost three-quarters (71%) of the coaches interviewed said female coaches may be
discouraged from starting a coaching qualification if they lack confidence. This view was
expressed by coaches from a range of sports (cycling, football, gymnastics, multi-sport,
swimming, rugby union).
Of these, almost three-quarters (73%) said the most likely reason for lacking confidence
is if female coaches think they will be in the minority (i.e. the only female) on a training
course. Again, this view was provided by coaches in a range of sports including
swimming, football, cycling and multi-sport coaches. The only sport to explicitly state
that this issue does not exist is gymnastics - a sport which may be considered
traditionally female.
4
Women and Informal Sport, Womens Sport and Fitness Foundation, 2011
Page 21 of 36
“I did a Level 2 qualification and I failed that one after a horrible time on it. I was the
only woman on the course and the way men approach mountain biking is different to
other cycling, they're used to playing around in car parks bunny hopping a lot and I felt
a bit like, I'm out of my depth, I'm the only one who can't do anything. And I had 2 days
of not being able to do anything, things I could normally do no problem. I don't think it
was the course it just didn't help who I was there with. It definitely affected my
confidence because of who was there.”
Qualified cycling coach
“My friend was on her own as I couldn't get funding for the course. She hated it, she was
really disappointed I couldn't go and she only went because she'd already paid for it. She
couldn't waste the money but really wasn't happy about going on her own, she didn't like
being amongst all these guys on her own. She was really nervous about going on it and
didn't feel comfortable at all.”
Qualified cycling coach
The qualified coaches citing a lack of confidence see it as a key barrier which they
themselves have overcome, but which other female coaches may struggle to overcome
in future. This reinforces the personality barrier identified in section 3.4 above.
In addition, the only two unqualified coaches interviewed who had experience of starting,
but not completing, a coaching qualification both identified low confidence as the key
barrier. For one coach it prevented her from passing her assessment as she did not feel
confident enough to complete specific practical assessments such as map reading in
front of other male coaches. The second coach failed her initial assessment and lacked
the confidence to re-take it a second time due to fear of failure.
“When I did the course there were 3 blokes and 3 women and the women, we were so
nervous about the assessment, so nervous. If I had been able to do it with the women it
would have been a confidence boost.”
Unqualified cycling coach
“I want to finish but I haven't had the courage yet to face it again.”
Unqualified cycling coach
Although both quotes above are from cycling coaches, this is not considered to be a
cycling specific issue. Many coaches interviewed from a range of other sports identified
low confidence as a barrier. (Cycling is the most represented sport in this study in terms
of the number of coaches interviewed).
The NGBs/partner organisations interviewed also supported these views, identifying lack
of confidence as a likely barrier to female coaches’ achievement in qualifications. They
also pointed out that key individuals such as course tutors should be responsible for
building the confidence of women on their courses.
“Being the only female on a course doesn't create an environment that females feel
confident to speak up within.”
NGB
“Confidence could be an issue but I'd hope that would be built up by the tutor.”
Page 22 of 36
Partner Organisation
The remaining qualified coaches (in rugby union, swimming, cycling and gymnastics)
said confidence can be lacking or damaged if female coaches do not believe they will be
able to complete the activities and perform the skills required on a training course.
Rugby union and gymnastics coaches referred to the physical nature of some activities
being ‘naturally more suited to men.’ Whereas swimming and cycling coaches said
women may be intimidated and therefore lack confidence if they have to perform tasks
in front of male coaches, particularly if they are highly experienced practitioners in their
sport.
“Courses are structured so you're supposed to coach the participants, there's running
around and the average woman and average man, the man will always win, so that
makes you feel a bit daft.”
Qualified rugby union coach
“A lot of requirements are supporting the gymnast physically and I find I'm not very
good at that, I'm not very tall and don't have long arm length. Physically supporting
them is very difficult for me. Looking at the next course up the Level 5 is heavy on
physically supporting gymnasts and that's something I'm not confident with. I think it's
my own issue and confidence, it scares me, I'm not bad at it but...”
Qualified gymnastics coach
“The fact that it's very male definitely puts females off going on coaching qualifications
and it would definitely put them off going back for more too. The higher up you get the
worse it is, level 1 is fine, level 2 probably 30% women, but level 3 is probably 30%
women but very very high level people, mountain bike champions and professors of
sport, for ordinary people up against these highly qualified people in the NGB uniform is
very intimidating.”
“The Level 3 was very intimidating sitting next to professors of physiology and I was just
teaching women to ride in Kent. I don't think they made it easy for me, I'm a reasonably
outgoing person and if I wasn't I don't think I'd have survived the process really. It was
all very intimidating and all very male. Everyone is very male, very good, very
experienced, I've done this I've done that, and although it says everywhere you don't
have to be a pro rider to be a coach, I was the novelty in that I only wanted to coach
normal people, not elite sportspeople, it is very intimidating being with those sorts of
people.”
Qualified cycling coach
It is noted that one cycling coach believes her sport becomes more male dominated the
higher coaches progress. Level 3 was identified as a particular problem due to the status
of males coaching at this level. This is reflective of what may be considered a known
phenomenon in sports coaching, where the gap between qualified male and female
coaches becomes greater at the higher qualification levels.
While evidence from other coaches identifying issues at specific qualification levels is
minimal, this notion of male dominance at Level 3 is also put forward by a highly
qualified football coach. She suggests there is a dearth of female coaches at this level,
Page 23 of 36
while another qualified cycling coach also links the lack of women at Level 3 directly to
confidence.
“What I see is a mixture of less experienced and more experienced men and only
extremely experienced women at level 3 and I think that's a confidence issue. You need
to be very very confident and robust as a woman in order to access a coaching
qualification I think.”
Qualified cycling coach
“In college I always try to recommend qualifications and I also mentor Level 2 coaches
and I always try to get them to go onto Level 3 as we have a massive gap at the minute
between Level 2 and Level 3.”
Qualified football coach
Exploring the reasons why there are fewer female coaches at the higher qualification
levels was not a direct focus of this research. Therefore, only a very small number of
coaches provided responses which provide insight into this issue.
One qualified swimming coach said there are more women teaching swimming than
coaching swimming, but did not know why this was the case. In contrast, two highly
qualified football coaches suggested there are far fewer women coaching at the highest
levels as opportunities for women to coach and work at these levels are very limited,
limited even to whom they feel they can coach.
"I think we've got to catch up in terms of the opportunities females have to access the
courses or access the type of players you need.”
Qualified football coach
“The opportunities females have are very limited, males can coach on both the mens and
womens game whereas we can only really go into the womens side.”
Qualified football coach
The other unqualified coaches interviewed had no experience of the qualifications
process. Nevertheless, one rugby union coach said confidence may be lacking if female
coaches think they will be in the minority on a training course. Although this evidence is
provided by only one coach, it suggests the notion of confidence being affected as a
result of being in the minority on any training course, not just in formal qualifications:
“On courses I've been on there's me and one or two other women and loads of men, and
you can get strange looks off them for being a woman on a rugby course. I know a
friend who won't go on courses because of that, it's a bit uncomfortable.”
Unqualified rugby union coach
The remaining unqualified coaches with no experience of undertaking qualifications said
confidence is damaged by negative societal perceptions of female coaches that exist in
their sports. As noted in section 3.3, this is reported by unqualified swimming and rugby
union coaches. However, qualified football, swimming, cycling and multi-sport coaches
also said negative perceptions can impact on female coaches and their likelihood of
progressing in coaching.
Page 24 of 36
Recommendations aimed at breaking down the barriers relating to lack of confidence are
examined in section 4.
3.6
Practicalities – more of a barrier for women?
Practical barriers relating to time, cost and location are relevant to both male and female
coaches. However, in the context of this research the report aims to explore how these
barriers can present different challenges for females.
The majority of qualified coaches said everyday practicalities were the main barrier
preventing them from progressing onto further coaching qualifications. This affected both
coaches with a single qualification and those who have progressed and achieved multiple
qualifications.
“Finance, the higher you go the more they cost. And time, I'm self-employed so it's a
double barrel really, you pay a large amount to go on a course and you don't get any
income on the days you are there so it's double the cost to me. Finance would definitely
be the issue.”
Qualified football coach
“It's time, weekends, during the week I've been on flexi time or I have the evenings, but
courses are on weekends and always on the weekends when we're all around the
country doing sport.”
Qualified cycling coach
“Just financial restraints and time, I work and when not at work I'm coaching so there's
not much time left.”
Qualified cycling coach
“Travel, a lot of the good things are in London.”
Qualified triathlon coach
Almost half the unqualified coaches interviewed who said they had considered
qualifications also said time and location are the main reasons why they have not yet
undertaken any.
“The scheduled timings of courses and the location are the major problems. I was
looking into doing a Level 1 qualification but it is only run on Sundays when our games
are played. Where we live, all our games are at least an hour and a half drive so I
couldn't go to the training in the morning and then play in the afternoon either. For Level
2, they are run only on Saturdays, but again, as someone who works full-time, is a
mother and a rugby coach, I don't have time to go on Saturday either, as much of the
day is spent preparing for games on Sunday.”
Qualified rugby union coach
“I was close to getting it sorted but it’s so difficult. I'm a mum with a swimming
daughter which entails a lot of hours and I work full time. Before they used to run the
courses in school holidays, it was in a full week or when I wanted to take a holiday with
the family. It wasn't easy to find one nearby, they were 30 odd miles away. As a
Page 25 of 36
volunteer you do think it’s not worth it (the hassle of overcoming the barriers). I wasn't
doing it to make money, it's more hassle than it's worth.”
Unqualified swimming coach
“The only course that fitted me was quite a long way away so there was a logistical
problem as well.”
Unqualified badminton coach
These barriers are reported in a range of sports and could potentially pose problems for
female coaches in any sport.
While it is recognised they could also affect male coaches, evidence presented in section
3.2 suggests time can be a barrier to female coaches for entirely different reasons.
Coaches suggested gender related issues in wider society can lead to women fulfilling
certain stereotypical roles. For example, as the primary carer of children and with core
responsibility for household tasks. This can lead to a lack of time for coaching and
qualifications. As men do not always fulfil the same roles it is perceived that they do not
have the same responsibilities and time commitments, giving them more time to
progress in coaching and through coaching qualifications.
Coaches interviewed did not make the same link between gender issues and barriers
relating to cost and location, therefore further research may be required to understand
how these barriers affect female coaches differently to males. For example, if female
coaches fulfil the roles detailed above, do they have less money available for
qualifications because they work fewer hours than men/earn less than men?
Another practical barrier female coaches may face relates to the content of coaching
qualifications and how well qualification delivery matches the learning styles of women.
This was not reported by coaches during this research, with a number of qualified
coaches praising the content and the way their qualifications were delivered. However,
the extent to which this is a barrier is a question sports coach UK is continuing to explore
outside of this research.
Page 26 of 36
4. Interventions for Change
This is recognised as an extremely complex issue to solve. Multiple barriers are identified
at both the societal and individual levels. In some cases these barriers affect all sports
and in others, specific sports only. This ensures there is no one size fits all solution to
increasing the number of qualified female coaches.
Instead, a number of recommendations are put forward which will respond to the
barriers identified within this complex environment. The recommendations are based on
coaches’ suggestions for improving the accessibility of coaching qualifications and our
existing knowledge in this area. sports coach UK will work to implement these
recommendations with the help of key partners.
4.1
Coach suggestions
Coaches provided a number of suggestions for improving the accessibility of coaching
qualifications for female coaches. These are presented in Figure 5 below.
Figure 5 Coaches’ suggestions for improving the accessibility of qualifications
Other, 13%
Mentoring
system, 8%
Provide more
information, 8%
Increase the
number of
females on
qualifications
courses, 29%
Female only
courses, 21%
Greater
accessibility,
21%
The most popular suggestion was to increase the number of female coaches on coaching
qualification courses, while still ensuring male representation. This was suggested by
both qualified and unqualified coaches in a range of sports (football, cycling, rugby
union, swimming, multi-sports). Some coached noted that female only courses would
only serve to segregate males and females, not integrate them.
”I know there are female only courses out there but not sure whether that's the way
forward as we are trying to integrate them”
Qualified football coach
Page 27 of 36
“I don't like segregation. We can't separate males from females, everyone must work
together.”
Unqualified multi-sport coach
Some coaches supporting courses with increased female but also male representation
said women could learn from men on the course (and vice versa). Separate research
undertaken by sports coach UK surveying unqualified female coaches for one of the
NGBs involved in this project also found a higher proportion preferred male and female
courses than female only provision.
Figure 5 suggests demand also exists for female only courses. Governing Bodies may
consider further research into the provision of female only courses in their sports.
However, based on the findings from research conducted by sports coach UK, the
recommendations presented in section 4.2 focus on increasing the number of women
undertaking qualifications alongside male coaches. This approach is seen as less divisive,
more inclusive and with potential to promote an enhanced learning environment for both
male and female coaches.
Where coaches suggested greater accessibility this relates to overcoming practical
barriers by providing qualifications in more convenient local locations, in the evenings
and at reduced costs. An unqualified swimming coach and an unqualified rugby union
coach also suggested online learning could increase accessibility and overcome barriers
relating to childcare. While a number of unqualified rugby union coaches said
qualifications delivered in smaller blocks of learning would be more suitable for female
coaches, particularly those with children.
“I would happily do it online if it was available but I'm not sure it is. That gets round the
issue of childcare too.”
Unqualified rugby union coach
“For women with kids or commitments it would be better as a half day, more of them. If
you pay for childcare it's easier to organise 3 hours than it is for 8.”
Unqualified rugby union coach
Despite these suggestions being made by coaches in specific sports it is possible that
these alternative delivery formats could appeal to female coaches in any sport.
Another suggestion is to provide female coaches with more information prior to them
starting a course to help build their confidence and ensure they are aware of what the
course involves, what is required of them and who is likely to be there.
“I think more resources for coaches before they go on a course would be very helpful,
setting out what they will be expected to know and do, what assessments will be like,
almost like a pre-induction pack or just when people are Googling, something clubs can
give people, "I'm thinking of sending you on a coaching course, have a look at this
information" it could help reduce dropout rates I think.”
Qualified gymnastics coach
“I think a one pager saying what's going to happen on a coaching programme could
possibly be useful, for me it wouldn't put me off not knowing anyway but I think for
Page 28 of 36
some people it would put their mind at rest in terms of what to expect and what might
happen.”
Qualified multi-sport coach
This suggestion was supported by a cycling coach who said she often speaks to female
coaches individually to provide this type of information prior to a course starting.
“If I run sessions and women are interested I'll communicate with all of them individually
to say what we will be doing, who will be there, whereas men will just turn up to do it.
It's like a hurdle to get over before they even get there.”
Qualified cycling coach
Also on the subject of providing more support, cycling coaches identified the need for a
mentoring system, potentially managed online. This could enable coaches to converse
with each other and share best practice.
Finally, the ‘other’ category includes suggestions to ensure greater visibility of female
coach role models. The importance of female role models to encourage womens’
participation in sport was noted by the recent Culture, Media and Sport Committee
meeting on Women in Sport5. Girlguiding’s latest Girls Attitudes Survey also identified
the need for more female role models. It found a ‘role model deficit’ exists whereby the
lack of role models for girls and young women negatively affects their aspirations6.
The ‘other’ category also included suggestions to increase advertising of coaching
qualifications to female coaches and, through existing members of sport/coaching
networks, raise womens’ awareness of the value female coaches can add to a
community and club.
“It's having people in their network to help them see it's really beneficial to be on a
course or for the club it will really help them if you go on the course and progress to the
next level. For me it's an element of a hobby, how to improve that but also if you lose
your job you could go on with it professionally. That could be something that a lot of
women could tap into to support their families, making them realise that the club relies
on volunteers to keep the club going, that kind of altruistic thing for kids to see and then
perhaps volunteer themselves.”
Unqualified athletics coach
Raising awareness by highlighting the altruistic nature of a coaching role may appeal to
female coaches given that the majority of those involved in this research started
coaching for altruistic purposes (see section 2.1).
It may also be worthwhile for any awareness raising exercises to highlight the personal
benefits women can gain from coaching as well as the positive impact coaching can have
on female participation in sport. Some coaches interviewed said more women will
participate in sport as a direct result of having a female coach.
“Females are more likely to get involved in sport if they are coached by a female.”
5
6
Culture, Media and Sport Committee, Women in Sport, 12 November 2013
Girlguiding, Girls Attitudes Survey 2013, Equality for Girls
Page 29 of 36
Unqualified multi-sport coach
“I've found in my experience women are a lot more comfortable with a female coach,
and they feel more confident. I coach a group of vulnerable women and talking to them,
to get involved in the sport in the first place, they're only doing it because it’s with a
female coach.”
Qualified triathlon coach
“Female riders respond better to female coaches, they see me, I'm not particularly
sporty and see what I can do, so they think she can do it so can I. I think it helps
women to envision what they can achieve if they see other women who they can identify
with that confidence, it gives them that confidence completely. It's all about building up
skills, knowledge and most of all their confidence. I've been shocked at the lack of
confidence in women but why when I am that person too. But you can bet your bottom
dollar that when they've built up that confidence on the road it affects their work and
their life, it builds up their confidence in other parts of their life, their health and fitness,
their mental and physical health.”
Qualified cycling coach
“It's a fab job for when I retire and it's also a fab job for women with kids who want to
work part-time, their partners could have the kids in the evening but awareness needs to
be raised.”
Unqualified swimming coach
“A bit of exposure to women doing coaching rather than doing brownies or guides. If it
was seen, on the telly, how much fun it is. And if you're a mum and you've got kids
you've got those skills already, you know how to handle kids, and for an awful lot of our
mums who watch their children, they don't get out a lot, they do dinner, washing go to
bed. Sunday morning they come along, meet people, run around, do a bit of exercise, it
improves their self-esteem, confidence, it's a way of making women fitter and making
them feel good about themselves.”
Qualified rugby union coach
4.2
Recommendations
The following recommendations aim to break down the barriers identified in this
research, both at individual level and at the wider sport and societal levels. This will
result in an environment in which women are encouraged into coaching and provided
with the support and opportunities required to progress as a coach through
qualifications.
The recommendations provide organisations such as Governing Bodies with a tool to
develop interventions which will initiate positive change. The first recommendation
responds to the strong evidence gathered from this research in relation to the confidence
barrier and how this may be overcome by increasing the number of women undertaking
coaching qualification courses alongside male coaches. The evidence gathered is
sufficiently strong to recommend action is taken in this area as a result of this research.
Recommendations two to four recommend specific actions which, at this stage, sports
may benefit from piloting to confirm feasibility for wider rollout.
The final two
Page 30 of 36
recommendations identify a need for further research into two possible areas which have
potential for significant positive impact.
1. Providers of coach education increase the number of female coaches
undertaking coaching qualification courses alongside male coaches.
There is strong evidence to suggest women can be discouraged from undertaking
coaching qualifications if they believe they will be the only woman on a coaching
qualification course. Increasing the number of female coaches on these courses,
while still ensuring male representation was the most popular solution from coaches
interviewed in this research. This is seen as a way of making qualifications more
accessible to women, integrating male and female coaches and giving both groups
the opportunity to learn from each other.
It will help break down confidence barriers by ensuring women do not feel isolated on
coaching qualification courses. Increased integration will also help break down
barriers at wider sport and societal levels by changing the negative perceptions of
female coaches held by some male coaches.
2. Make coaching qualifications more accessible by delivering courses in
alternative formats, including in smaller blocks of learning and in the
evenings.
Evidence from coaches suggests this will make qualifications more accessible for
women facing practical barriers relating to time. Providing more online learning was
also identified as a possible solution to these practical barriers. Developers of coach
education should consider delivering coaching qualifications in this way in order to
appeal to a wider target market of female coaches and also males facing the same
practical barriers.
3. Provide female coaches with more information prior to starting a
qualification. This will include details of what the qualification involves,
what is required of them and who is likely to be there.
Pre-course information is potentially an inexpensive resource which could be
developed and provided online. The research suggests female coaches would
welcome this type of information prior to starting a qualification. It will provide
reassurance and help build confidence. For example, short videos of coaches
undertaking practical assessments will help to reassure female coaches that they
have the capabilities to complete the same assessments. The information will also
help reassure women that coaching qualifications are suitable for them, not suitable
only for women with the specific personality traits identified in this research.
4. Provide mentoring systems for female coaches undertaking coaching
qualifications.
In addition to pre-course information, named mentors – or potentially a network of
mentors managed online – provide an extra level of support for female coaches
undertaking or thinking about undertaking coaching qualifications. Mentors provide
female coaches with the opportunity to share good practice, information and ideas.
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They may build confidence and break down personality barriers. Mentors can also
raise women’s awareness of coaching qualifications and the personal benefits which
can be derived from coaching - coaches interviewed identified word of mouth as their
main source of information on coaching qualifications.
5. Develop role models to encourage more women to become qualified
coaches.
Promoting role models that women can relate to can help break down barriers at the
individual and wider sport and societal levels. Role models can inspire individual
women to get involved in coaching and become qualified. They can give women the
confidence to start a qualification by reassuring them that they do not have to have
specific personality traits to succeed.
Increasing the visibility of female coaches in sport and society through the use of role
models can also help change negative perceptions of women in sport and in wider
society. More female coaches as a result of role models may also have a positive
impact on female participation in sport.
However, further research is required to help design the most appropriate role
models. We must be clear who the role models are targeting – existing female
coaches who do not have qualifications or women who are not involved in coaching at
all? We must also clarify the most appropriate methods for promoting role models in written materials, videos or a combined approach?
We must also confirm what we want to present as a role model. It may be beneficial
to present a coaching environment, for example a club, rather than an individual
female coach. The latter could potentially reinforce the personality barrier identified
in this research by promoting role models with the specific personality traits
identified. In contrast, a model environment has potential to promote female coaches
working alongside male coaches, which may have greater impact at sport and society
levels.
Role models have potential for significant positive impact. sports coach UK will
continue to work with key partners to conduct further research in this area.
6. Review the extent to which coach education matches the learning styles of
women.
This research did not gather evidence on this topic. However, we know from previous
anecdotal evidence that due to the majority of coach educators being male, the
delivery styles employed may act as a practical barrier to female coaches. In
addition, many developers of coach education programmes are men. A consequence
of this is that many qualifications have been written to match the learning styles of
men.
There is potential for the content and delivery of coach education to be better suited
to the learning styles of women. Improvement in this area could help increase the
appeal of coaching qualifications to women and subsequently increase the number of
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women undertaking them. sports coach UK will work with key partners to conduct
further research in this area and develop appropriate solutions.
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Appendix I - Methodology
Method
A primarily qualitative methodology was designed to reflect the nature of this study – to
understand and learn from individual female coaches’ experiences of coaching and
qualifications.
To gather evidence, two semi-structured questionnaires were designed comprising
approximately 12 to 15 questions in each, the majority of which were broad open-ended
questions aimed at deriving as much detail as possible from each coach.
Interviews were conducted via telephone and lasted between 15 and 30 minutes. Scripts
were not strictly adhered to, with coaches encouraged to recount their experiences in the
key areas of the research.
A third questionnaire was also developed comprising broad questions to obtain the views
of partner organisations representing the sports taking part and womens sport as a
whole.
Response
A total of 35 interviews were conducted, 21 with qualified coaches and 14 with
unqualified coaches. This exceeded the original target of ten coaches from each group
(20 in total).
The following charts detail the spread of responses in each group by sport.
Qualified coach response
Cycling
38%
Multi-sport
19%
Gymnastics
10%
Swimming
10%
Football
10%
Rugby Union
5%
Dodgeball
5%
Triathlon
5%
0%
5%
10%
15%
20%
25%
30%
35%
40%
45%
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Unqualified coach response
Rugby Union
29%
Cycling
21%
Multi-sport
14%
Roller Derby
7%
Various (Fitness)
7%
Swimming
7%
Athletics
7%
Badminton
7%
0%
5%
10%
15%
20%
25%
30%
35%
“Multi-sport” refers to coaches involved in a variety of sports, in the majority of cases
these were coaches involved in swimming, athletics and cycling.
Recruitment
A variety of methods were used to recruit coaches. A recruitment survey was hosted on
the sports coach UK website and advertised via the sports coach UK Twitter page. This
identified female coaches who were interested in taking part and collected their contact
details.
In addition, the recruitment survey was advertised on partner websites and Twitter
pages. Female coaches who had recently taken part in partner training courses were also
approached for interview, after previously giving their permission to be contacted for
research purposes.
Finally, three interviews were conducted with partners representing specific sports and
womens sport as a whole.
Respondents were asked to provide as much detail as possible when drawing upon their
experiences of each of the topics discussed. The key area of the research was to identify
and understand the barriers that may exist within the qualification process, which
crucially, could potentially discourage other female coaches from undertaking
qualifications in future.
In order to learn from coaches who have experienced these barriers first-hand, evidence
was gathered from both qualified coaches who have experienced barriers but managed
to overcome them and unqualified coaches who have started qualifications but not
completed them.
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As only a very small number of the unqualified coaches recruited met these criteria, the
majority of evidence relating to barriers to qualifications is gathered from qualified
coaches.
Note on statistics
Where quantitative questions were used in the interviews, these are converted into
charts and tables displaying the results in proportional (%) terms.
Similarly, in some cases proportions are used to express qualitative findings resulting
from open-ended questions. This provides readers with a clearer understanding of the
strength of feeling attached to particular results.
To enable the use of proportions with qualitative findings, questions have been analysed
thematically to identify key themes. Within each key theme, responses have been
grouped into categories to identify instances where more than one coach provided the
same response. Categories have then been assigned a proportional value which
represents the number of responses in a category in relation to the total number of
responses in the corresponding theme.
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