Course Content
Introduction
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Purpose and Objectives of the Framework
Importance of Gender Mainstreaming in Coaching Education
Methodology and Development Process
Key Findings from SheCOACH Research
Institutional Capacity Assessment for Gender Equality
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Institutional Capacity Assessment for Gender Equality
Understanding Institutional Readiness
Key Indicators for Gender-Responsive Coaching Education
Self-Assessment Checklist for Institutions
Key Requirements for Effective Gender Mainstreaming
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Key Requirements for Effective Gender Mainstreaming
Institutional Commitment and Leadership Support
Policies and Regulations for Gender Equality
Allocating Resources and Building Capacity
When, What, and Where to Mainstream Gender in Coach Education
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When, What, and Where to Mainstream Gender in Coach Education
Identifying Key Areas for Integration
Gender-Inclusive Curriculum Design
Representation and Participation of Women in Coaching
Gender-Responsive Teaching and Learning Approaches
Techniques and Tools for Gender Mainstreaming
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Techniques and Tools for Gender Mainstreaming
Conducting a Gender Audit in Coaching Programs
Integrating Gender Equality in Coaching Certification Programs
Training Modules and Educational Materials
Addressing Gender Bias and Stereotypes in Sport Coaching
Developing a Gender Mainstreaming Plan
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Developing a Gender Mainstreaming Plan
Key Components of a Gender Mainstreaming Plan
Roles and Responsibilities of Stakeholders
Setting Objectives and Expected Outcomes
Monitoring and Evaluation System for Gender Inclusion
Implementation Strategies for Coaching Education Providers
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Implementation Strategies for Coaching Education Providers
Best Practices and Case Studies from Coaching Programs
Best Practices and Case Studies from Coaching Programs — Italy
Best Practices and Case Studies from Coaching Programs — Greece
Best Practices and Case Studies from Coaching Programs — Slovenia & Europe
Best Practices and Case Studies from Coaching Programs — Europe
Best Practices and Case Studies from Coaching Programs — Spain
Best Practices and Case Studies from Coaching Programs — Cyprus
Best Practices and Case Studies from Coaching Programs — Austria
Overcoming Barriers to Gender Mainstreaming
Action Plan for Sports Federations and Coaching Associations
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Action Plan for Sports Federations and Coaching Associations
Policy Recommendations for National and Regional Bodies
Creating an Inclusive Coaching Environment
Strengthening Mentorship and Support Networks for Women in Coaching
Advocacy and Awareness Campaigns
Monitoring, Evaluation, and Reporting
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Monitoring, Evaluation, and Reporting
Key Performance Indicators for Gender Equality in Coach Education
Data Collection and Reporting Mechanisms
Feedback and Continuous Adaptation of Strategies
Digital Accessibility and Dissemination
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Digital Accessibility and Dissemination
Leveraging the SheCOACH Platform
Strategies for Engaging Stakeholders and Target Groups
Conclusion and Recommendations
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Conclusion and Recommendations
Summary of Key Actions for Gender Mainstreaming
Future Directions and Sustainability Measures
Call to Action for Sports Organizations and Coaching Educators
6 — Framework for gender mainstreaming in coach education

Key Indicators for Gender-Responsive Coaching Education

A gender-responsive coaching education institution does more than include women in its programmes —it ensures that the structures, methods, and culture of learning actively support equity. The following indicators, based on international frameworks (e.g., UNESCO, UN Women, European Institute for Gender Equality), help identify the extent to which an institution is moving toward this goal:

  • Leadership Commitment: Top leadership champions gender equality visibly and consistently. This commitment is reflected in strategy documents, public messaging, resource allocations, and representation in governance structures (Norman, 2010).
  • Policy Frameworks: Clear and up-to-date policies are in place to address gender equality in recruitment, training, curriculum development, and grievance procedures. Policies are linked to measurable targets and are publicly available.
  • Balanced Representation: Women are not only participants in coaching programmes but also serve as mentors, educators, decision-makers, and experts in curriculum design and evaluation (Barker-Ruchti et al., 2015).
  • Curriculum and Pedagogy: Learning materials are free of stereotypes and reflect diverse realities in coaching. Inclusive pedagogical practices engage with topics such as unconscious bias, gender-sensitive communication, and intersectionality (Shaw & Hoeber, 2003).
  • Access and Participation: Programmes are designed to be accessible to all. This includes flexible learning options, scholarships, childcare support, and outreach to underrepresented groups (Lockwood, 2006).
  • Capacity Building: Staff receive regular training in gender mainstreaming, inclusive coaching, and bias mitigation. Continuous professional development is embedded in the institution’s HR strategy.
  • Data and Monitoring: Sex- and gender-disaggregated data are collected systematically and used to evaluate progress, inform programming, and report transparently to stakeholders (Kane, 2013).
  • Safe and Inclusive Environments: Procedures for addressing harassment and discrimination are clearly communicated and consistently enforced. Support systems (e.g., ombudspersons, anonymous reporting tools) are in place to protect all learners and staff.

These indicators serve not as checkboxes but as evolving benchmarks. Institutions are encouraged to prioritize areas for improvement, set realistic goals, and celebrate incremental progress.

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