Online Program for Coaching Girls: Coaching HER

Study Overview
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Brief Summary
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Despite the numerous physical and psychological benefits of taking part in sport, studies consistently show that only 15% of adolescent girls globally meet the recommended daily exercise guidelines (Guthold et al., 2018). The team climate, created by coaches, has been identified as a critical factor in both girls' participation in, and enjoyment of, sport and movement (CITE). Research indicates that girls disengage from sport because of body image concerns, uncomfortable and objectifying uniforms, appearance-related teasing from peers and coaches, untrained coaches, and negative team cultures (Murray et al., 2021; Vani et al., 2021). help coaching girls books as another form of media that produces commonsense proof of girls' sport inferiority, essentializes gender differences, reifies the gender binary (Kane, 1995), and marginalizes the sport participation of girls. The beliefs, values and expectations of significant adults can positively or negatively influence self-perceptions, motivation, experiences, and behaviors of children (Fredricks & Eccles, 2005; Brustad et al., 2001) and also directly influence the coaching behaviors of adults (Cassidy et al., 2005). The 'coaching girls' books examined for this study were formulaic products written from a perspective of difference, despite extensive evidence from meta-analysis research of gender differences which supports the gender similarity hypothesis (Hyde, 2005, p.590). ambivalent and primarily non-research based messages contained within the books trivialize, misrepresent, distort, and marginalize girls' emotions, thoughts, relationships, skills and behaviors in sport contexts (Birrell & Theberge, 1994), while upholding coaching boys as normative praxis. Coaching girls books appear to help coaches of female athletes, while simultaneously reifying gender stereotypes that undermine female empowerment that can occur in and through sports. Praxis based on gendered beliefs of inherent difference is dangerous as it can undermine male-female relationships as well as beliefs of equality, and deprive all children of the opportunity to develop their full human potential (Barnett & Rivers, 2004). Coaches must be aware that coaching is a gendered practice in which beliefs and values are enacted, sometimes in ways that limit the experiences of their athletes. On the other hand, sport participation can improve girls' self perceptions and lead to accrual of health and development assets if the coach and adults in the context are aware of the gendered nature of sport, and strive to eliminate deleterious effects (LaVoi, 2018). This study will test an educational program for coaches aimed at reducing gender essentialist beliefs and gender stereotypes of coaches, to improve the sport experience for girls.

Official Title
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Coaching HER: Eliminating Gender Stereotypes in Sport Coaching

Conditions
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Intervention, Waitlist Control

Intervention / Treatment
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* Behavioral: Coaching HER


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Current Coaches of adolescent girls English speaking U.S. resident Exclusion Criteria: Participants under 18 years of age Coaches outside of the US Coaches who only coach adult women or men/boys

Ages Eligible for Study
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Minimum Age: 18 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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Accepts Healthy Volunteers

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Triple


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Coaching HER<br>Participants in the interventional condition will take part in an online program consisting of 6 modules over 2 weeks | Behavioral: Coaching HER<br>* The CoachingHER coach education program is a six-module online program aimed at upskilling coaches in [the effectiveness, feasibility, and acceptability of the Coaching HER; the first online program aimed at reducing gender stereotypes for coaches]. Each module will take approximately 20 minutes to complete and consists of educational content, interactive elements (quizzes, checklists, opinion polls, reflective exercises), and additional resources.<br>|
| No Intervention: Waitlist Control<br>Participants will not be explicitly told their study condition, although they will be made aware of the assessment time points and whether they receive the intervention between T1 and T2 (intervention) or after T2 (waitlist control). Following completion of post-intervention assessments (T2), the control condition will participate in the intervention; but, they will not be monitored or assessed. | |

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in coaches' self-efficacy in tackling gender stereotypes | Change in coaches' self-efficacy in tackling gender stereotypes assessed via the Coach Confidence: Gender Stereotypes In Sport (modified from Vaughan et al., 2004) | Baseline, pre-intervention; immediately after the intervention (2 weeks later) | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in coaches' self-efficacy in tackling gender essentialist beliefs | Process Outcome | Baseline, pre-intervention; immediately after the intervention (2 weeks later) | 
| Total feasibility, acceptability, and adherence of the intervention (assessed via a self-report questionnaire) | Assess the feasibility, acceptability, and adherence of the CoachingHER coach education program | Immediately after the intervention | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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Athletes, Girls, Coaches, Web-based, Coach Education, Gender Stereotypes