Study Results
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Basic Information
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COMPLETED
NA
55 participants
INTERVENTIONAL
2022-05-01
2022-08-31
Brief Summary
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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.
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Detailed Description
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Conditions
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Study Design
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RANDOMIZED
PARALLEL
PREVENTION
TRIPLE
Study Groups
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Coaching HER
Participants in the interventional condition will take part in an online program consisting of 6 modules over 2 weeks
Coaching HER
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.
Waitlist Control
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.
No interventions assigned to this group
Interventions
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Coaching HER
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.
Eligibility Criteria
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Inclusion Criteria
* English speaking
* U.S. resident
Exclusion Criteria
* Coaches outside of the US
* Coaches who only coach adult women or men/boys
18 Years
ALL
Yes
Sponsors
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Unilever R&D
INDUSTRY
Nike
INDUSTRY
Laureus
UNKNOWN
University of West England
UNKNOWN
University of Minnesota
OTHER
Responsible Party
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Locations
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University of Minnesota
Minneapolis, Minnesota, United States
Countries
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References
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Barnett, R., & Rivers, C. (2004). Same difference: How gender myths are hurting our relationships, our children, and our jobs. New York: Basic Books.
Birrell, S., & Theberge, N. (1994). Ideological control of women in sport. In D.M. Costa & S.R. Guthrie (Eds.), Women and sport: Interdisciplinary perspectives (pp. 341-359). Champaign, IL: Human Kinetics
Brustad, R.J., Babkes, M.L., Smith (2001). Youth in sport: Psychological considerations (2nd ed.). New York: John Wiley & Sons
Cassidy, T., Jones, R., & Potrac, P. (2005). Understanding sports coaching: The social, cultural and pedagogical foundations of coaching practice. New York: Routledge.
Fredricks, J.A, & Eccles, J.S. (2005). Family socialization, gender, and sport motivation and involvement. Journal of Sport & Exercise Psychology, 27, 3-31. https://doi.org/10.1123/jsep.27.1.3
Guthold R, Stevens GA, Riley LM, Bull FC. Worldwide trends in insufficient physical activity from 2001 to 2016: a pooled analysis of 358 population-based surveys with 1.9 million participants. Lancet Glob Health. 2018 Oct;6(10):e1077-e1086. doi: 10.1016/S2214-109X(18)30357-7. Epub 2018 Sep 4.
Hyde JS. The gender similarities hypothesis. Am Psychol. 2005 Sep;60(6):581-592. doi: 10.1037/0003-066X.60.6.581.
Kane, M. J. (1995). Resistance/transformation of the oppositional binary: Exposing sport as a continuum. Journal of Sport and Social Issues, 19(2), 191-218. https://doi.org/10.1177/019372395019002006
LaVoi, N.M. (2018). Girls' physical activity participation: A best practices model and summary. In N.M. LaVoi (Ed.) The 2018 Tucker Center research report, developing physically active girls: An evidence-based multidisciplinary approach (pp. 197-213). Minneapolis, MN
Murray, R. M., Sabiston, C. M., Coffee, P., & Kowalski, K. C. (2021). Strengthening the relationship between physical activity and physical self-concept: The moderating effect of controllable attributions. Psychology of Sport and Exercise, 52, 101828.
Vani, M. F., Murray, R. M., & Sabiston, C. M. (2021). Body image and physical activity. Essentials of exercise and sport psychology: An open access textbook, 150-175.
Other Identifiers
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STUDY00015642
Identifier Type: -
Identifier Source: org_study_id
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