This research project aims to (a) investigate the experiences and opportunities of lone women coaches in men’s professional football, (b) explore both the actual and preferred forms and sources of learning among women football coaches, and (c) design, implement, and evaluate a male allyship workshop for men and women working within men’s football environments.
Knowledge Creation
Study 1 (in press) examined the experiences and opportunities of lone women coaches—those who are the only female coach—working in men’s football environments. Thirteen UEFA-licensed women coaches participated in the study. Thematic analysis revealed three higher-order themes: (a) initial coaching intentions, shaped by familial influence and a passion for football, (b) experiences of gender-based discrimination, including sexism, inequality, and feelings of isolation, and (c) limited learning opportunities, particularly around mentorship and access to formal coach education.
Study 2 builds on these findings by investigating the actual and preferred forms and sources of learning among women football coaches. The results will inform recommendations for football clubs and governing bodies, aiming to improve coach education and support the development of inclusive and effective learning environments.
Knowledge to Action
To influence coaching policy and practice, it is essential to mobilise the knowledge generated from the first two studies. Study 3, therefore, aims to design and deliver an allyship workshop for both men and women working within men’s football settings. The workshop seeks to promote gender equality and equity for women coaches in these environments.
The findings from this study will inform practical interventions to improve the experiences of women coaches and enhance male coaches’ awareness of their roles in fostering inclusive professional relationships. Additionally, by contributing to the broader literature, the study will support evidence-based recommendations for football organisations—enhancing coach education and guiding governing bodies in the development of inclusive and effective learning environments.