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

Allocating Resources and Building Capacity

Mainstreaming gender in coaching education is not cost-neutral —it requires dedicated funding, trained staff, and time to implement systemic change. Literature emphasizes the need for resource planning at both strategic and operational levels (Shaw & Hoeber, 2003).

Key actions include:

  • Designating a gender equality officer or focal point within the institution.
  • Establishing a dedicated budget line for gender equality programs.
  • Providing regular training on gender sensitivity, unconscious bias, and inclusive pedagogies.
  • Supporting cross-functional teams or committees to drive change collaboratively.

Capacity building should extend to all stakeholders: faculty, staff, decision-makers, and students. Peer learning, external expert input, and international exchange can further enhance internal capabilities.

By embedding these structural, policy-based, and capacity-oriented practices, institutions can move from isolated good intentions to sustained systemic transformation in coaching education.

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