Updated AusPlay Survey (AusPlay) data is provided annually in April and October. Some key reports relating to women and girls based on AusPlay data include:

• AusPlay Data Portal, Australian Sports Commission, (accessed 8 February 2023). Allows users to view and interrogate the wealth of data collected in the AusPlay survey from October 2016 to the current release data.
• AusPlay National Sport and Physical Activity Participation Report, Australian Sports Commission, (November 2022). The 2021 Census tells us there are 10.6 million females in Australia aged 15+, making up 51% of the 15+ population. There are 3.3 million females aged 15-34, 3.4 million aged 35-54 and 3.9 million aged 55+. Since October 2015, we have interviewed around 67,600 females aged 15+ in the AusPlay survey. This report presents a high level overview of participation among key demographic groups in Australia. Where data allows, each section provides: Headline indicators, Motivations for being active, Barriers to being active, All participation rates, Most popular sport-related activities, Most popular non-sport-related activities.
• AusPlay Focus: Women and Girls Participation, Australian Sports Commission, (November 2017). This publication delves into the participation of Australian women and girls in sport and physical activity, and the difference between male and female patterns of behaviour. It uses AusPlay data collected from July 2016 to June 2017. The data demonstrates that girls and women are just as active as boys and men. However, they are more likely to participate in non-sport related physical activity, and less likely to participate in sport-related activities, particularly club-based sport. The key motivators for women to be active are physical health, fun and socialising. Sports can use this information to potentially target future products more effectively to women and girls. The research also showed that parenthood affects many parents active lifestyles, particularly when children are younger. This effect is evident for both parents.

• Why Girls Play Sports: Are Girls Motivated Differently in Various Parts of the World?, Global Nomads World, (26 November 2019). The author raises questions about different motivations to participate in sport in Europe and based on a program in India. In Europe, key motivators included: keeping fit; improving physical appearance; controlling weight; maintaining health; and relaxation. In India, the girls reported wanting to feel strong, confident and safe and have fun. Activities of choice were different between European and Indian groups. The author concludes by saying that, 'Undoubtedly, as grassroots girls sports programs continue to grow and flourish in different parts of the world, it will be very important to better understand the needs and motivations of different groups in order to best develop girls sports programs to help serve these needs'.
• Gym harassment: how sexism, stalking and surveillance stop women working out, Sirin Kale, The Guardian, (3 February 2020). Last week the story of one woman’s harassment went viral after her gym responded dismissively. Here, others speak out about the unwanted attention they have received.
• GO! Run: Closing the gender gap in girls’ participation in sport and physical activity, Hayley Degaust, WellSpring, (1 May 2019). There are many challenges girls can face when trying to participate in sport and physical activity that have contributed to a decline in their participation. GO! Run is a free, running program for girls only, developed to increase girls’ participation in physical activity opportunities by breaking down some the many barriers.
• Suncorp Australian Youth and Confidence Research 2019, Suncorp Australia, (May 2019). In 2017, Suncorp partnered with Netball Australia to launch Team Girls, an initiative to build a nation of confident girls in sport. This movement was a response to the 2017 Suncorp Australian Youth and Confidence Research. In 2019, they conducted the same research again. The results indicated that Australian girls aged 11-17 are significantly less active than boys the same age, less likely to play sport and more likely to stop playing sport. One in 3 girls stopped playing sport because they thought they weren't good at it, but many also felt that sport could make them more confident. Parents believed that sport is a key confidence booster for girls and admitted that their daughters were not doing enough physical activity. The influence of families and friends in supporting girls to be active was recognised by both parents and children.

• Factors relating to women and girls' participation (retention and dropout) in sport, Institute for Health and Sport, Victoria University, (February 2023). The survey was completed by 5,055 women and girls including 2,016 who played football and 3,039 who participated in gymnastics. The proportion of women and girls who had dropped out (48%) was slightly lower than that of those who were still participating in football/gymnastics (52%). Women who dropped out of sport and those who continued participating had very similar motivations. However, retained women were more motivated by social reasons and to be outdoors (for football players), whereas those who had dropped out were more motivated by learning a new skill and because sport gave them a sense of achievement. For girls in both the retained and dropout group, having fun participating in gymnastics was driven by being challenged to improve, having a friendly coach and trying their best.
  • Summary of recommendations, Rochelle Eime, Melanie Charity, Aurelie Pankowiak, et al., Victoria University, (February 2023).
• Girls in Action Sports Project (GASP), Final report, Verity Cleland, Meredith Nash, Melanie Sharman, et.al., University of Tasmania, supported by the Tasmanian Government, through Communities, Sport and Recreation Division – Department of Communities Tasmania, via Womensport and Recreation Tasmania, (June 2021). Data were collected through interviews and focus groups which concentrated on the enablers and barriers to action sport engagement and equality and equity issues. A gender-related policy review and collation of membership numbers by gender across the three sports were additional arms of the project. Details practical recommendations that could be implemented by a range of stakeholders and organisations. These recommendations were informed by the overall findings of the policy and membership review, interviews with young people, and focus groups with parents and stakeholders.
  • GASP* study key findings Young people’s and adults’ perspectives on how to get more girls involved in action sports [infographic], Menzies Institute for Medical Research, University of Tasmania, (May 2021).
  • Girls in Action Sports Project (GASP) [ video], Menzies Institute for Medical Research, University of Tasmania, YouTube, (20 August 2021).
• Go Where Women Are, Sport England, (2020). Insight pack takes an in-depth look at engaging women and girls in sport and exercise. It does so by exploring our current understanding of women, their relevant motivations, barriers and triggers to getting more active, and what this means for sports and exercise activities and initiatives. The pack pulls out seven key learnings that are most important to keep in mind when delivering sport and exercise to women and girls. They are:
  • Change the offer to suit the women you’re targeting – don’t expect women to change to fit sport and exercise
  • Don’t just talk about ‘sport’ – for many women, sport has baggage
  • Differentiate sport and exercise from other interests by promoting (not preaching) the additional benefits – sell what your audience is looking for
  • Seeing is believing. Making sport the ‘norm’ for women relies on local women of all ages, sizes and faiths not only becoming active, but celebrating it and encouraging others to join in
  • Use positivity and encouragement to drive action – stimulating action through fear of consequences will have little traction
  • Make it easy for women to act: right time, right place, right welcome, right company, right gear
  • People make or break the experience – ensure your audience is appropriately supported along the way.
• Physically literate girls: the need for schools to develop girls who are physically literate, ACHPER Victoria, Victoria University and the Office for Women in Sport and Recreation, (2020). According to recent research, Australia is ranked one of the worst performers for 11–17 year old girls globally. Over 90% of girls surveyed reported insufficient levels of physical activity, with a marked decrease in sport participation by girls during the 12–14 years of age and from 17+ years. As girls grow older, they report lower levels of enjoyment, confidence, competence and understanding, particularly during the teenage years. Some of the key identified barriers included: body image; low confidence; prioritising schoolwork; gender constraints; less focus on competition; and feeling uncomfortable.
• Getting girls active: Reducing gender inequality in physical activity, Simon Sebire, Professor Russ Jago, Kate Banfield, et.al., University of Bristol, Policy Report 11/2017, (2017). Most girls are less active than boys from childhood to adolescence. Creative and concerted efforts are needed to directly address this gender gap. Our research shows that peers, parents, active travel to school and after-school clubs hold promise to help girls become and stay active.
• Female participation in sport and physical activity, VicHealth, (August 2015). Understanding and addressing the barriers preventing more female participation in physical activity is complex. Evidence shows that gender and the needs of females should be considered when developing specific physical activity opportunities.
• What sways women to play sport? Using influencers to unlock opportunities that positively impact women’s sporting behaviours, Women in Sport (2015). Statistics show that in England there are 1.9 million fewer women than men playing sport regularly (at least once per week). This report looks at the motivations behind female sporting participation to help providers gain a better understanding of how to further drive and sustain participation by girls and women. The Behavioural Architects, a research group with specialist knowledge in applying behavioural theory, conducted research on the impact that 'influencers' and 'role models' have on female sporting participation. The study found six key spheres of influence that sport providers can use to leverage greater participation among women:
  • Possibilities – opening her eyes to what she can do. Inspiring women with real stories they can relate to can help to prime participation.
  • Togetherness – sharing her intentions increases commitment. A friend’s invitation makes sport participation more attractive and there is also greater safety in numbers.
  • Socialising with friends is rewarding and bonding becomes a strong external motivator.
  • Support – ensuring she has behind the scenes support. Support from the people in her everyday life (particularly family) is critical to sustained participation.
  • Progression – giving her a sense of direction. Progressive improvement, positive reinforcement and setting realistic goals help sustain participation.
  • Belonging – making her feel included and valued. Participation in sport must be enjoyable and provide an experience worth repeating; personalised contact that underlies respect and recognition.
  • Internalise – helping her reflect on her achievements. Focusing on feeling good about oneself and the sporting experience, internalising her own behavioural journey.
• Women and Sport: insights into the growing rise and importance of female fans and female athletes. Repucom, (2014). The rapid rise in the importance, influence, and value of female fans has been one of the most distinctive shifts in the sports marketing landscape in the last 50 years. This has been driven by some major societal and cultural changes around the world and the increasing participation of women in sport. Fans are at the centre of the sports marketing equation and one of the primary reasons why sponsors invest in sport; female fans are considered of particularly high value to some sponsors given their influence over purchasing decisions. Using data derived from a large number of interviews around the world, this report looks at several commercial and societal implications of the growing female fan population, as well as factors influencing women's participation in sport. Key findings regarding motivators and barriers to sport participation follow:
  • The main drivers for women’s participation in sports were: general health; stress relief; weight loss; being around friends; social connections; personal reward (feeling good); and getting out of the house.
  • The main barriers for women’s participation in sports were: feeling outside one’s comfort zone; injury; cost; fear of failure; embarrassment (body image); not meeting self-expectations; and logistics (child care, transport, facility location).

• The implications of female sport policy developments for the community-level sport sector: a perspective from Victoria, Australia, M. Casey, J. Fowlie, M. Charity, et al., International Journal of Sport Policy and Politics, Volume 11(4), pp.657-678, (2019). This study examined trends in sport participation among females over a six-year period (2011–2016) within five popular sports, by age and region. It also identified future challenges community sports face in increasing female sport participation. Results showed that female sport participation levels increased over the six-year period, with greater proportional increases among the youngest age group (4 to 9 years) – the common entry age into the organised sport through modified sports programs. Retention of females in sport throughout adolescence and adulthood remains a challenge. Community-level sports face challenges to accommodate growth in female sport participation in terms of availability and quality of sport infrastructure and volunteer capacity – both human resources to deliver sport and organisational capacity to devise and implement strategies to recruit and retain females. They also face challenges associated with the social construction of gender within sport and club environments. Sport policies that encourage female sport participation need to also consider the supply of sport such as maximising infrastructure usage, gender equity facility usage policies and developing volunteer capacity.

• Toolkit: Reframing Sport for Teenage Girls, Women in Sport, (2019, last updated September 2022). Our toolkit inspired by Reframing Sport for Teenage Girls brings you resources and key findings from the research which is funded by Sport England. It also brings together important insight about girls from various other sectors and will be updated regularly as new insight becomes available.
• She's got it all: talen, determination, and barriers men don't have to worry about, Canadian Women and Sport, (accessed 28 February 2023). To help keep more girls and women in sport, things need to change. And we all have a role to play. Here are some ideas for what you can do to better understand how women and girls experience sport and how to support them. Focus areas include: coaches, parents/guardians, administrators, allies, and corporations and media.

• Gender equality in sport needs to start at the clubhouse, Victoria University, (18 November 2020). Increasing participation alone isn't enough to shift traditional gender relations in sports that have traditionally privileged men, a new study led by Victoria University and Monash University shows. The study found women and girls felt devalued within sports clubs through ongoing micro-practices including difficulties gaining access to quality facilities, poorer training times, less recognition on club’s social media, and lower recognition of their achievements and successes.
• Why do more girls quit sports than boys? David Benay, Active for Life, (28 August 2020). By their late teens, one in 3 girls who used to play sports has quit, compared to just one in 10 boys. This gender gap persists past the teen years and continues into adulthood.
• Five ways to make gyms and swimming pools more accessible to women, Sport England, (24 August 2020). This Girl Can campaign has published the results of a new survey which showed that, out of those women who had returned to gyms and pools, as many as 87% felt safe with the anti-coronavirus (Covid-19) measures in place. To help encourage more women to go back, especially important given how gym settings support women to be active, the This Girl Can community has set out a list of ideas that would further help to combat concerns around feeling intimidated or judged (51%) or feeling uncomfortable in their swimwear (73%). The top five ideas were:
  • A discreet offer from staff to help with equipment (48%)
  • A code of conduct in the weights room like time limits and re-racking heavy weights after use (36%)
  • Hooks by the pool to hang towels to restrict time walking in swimming costume (44%)
  • Women’s only areas/dedicated swim time for women (36%)
  • Fewer full-length mirrors (21%).
• #FITSPO a flop at inspiring women to get active: New This Girl Can campaign focuses on the feeling not the scales, VicHealth, (1 March 2020). While it might be popular on Instagram, new research from health promotion foundation VicHealth has found most Victorian women are turned off exercise by images of taut and toned #FITSPO influencers. Key findings from a survey of over 1000 Victorian women found that around two-thirds of women (66%) aren’t motivated by #FITSPO images of women on Instagram. Over three-quarters of women find seeing women of all different body shapes getting active motivating. A third of women feel bad or inadequate about their own bodies and fitness when they see #FITSPO images on Instagram. Almost 80% of women want to see more women with a range of body shapes included in physical activity advertising.
• Time to tackle the physical activity gender gap, The Lancet Public Health editorial, (22 July 2019). The physical activity gap between boys and girls begins early. Children's exposure to narrow gender norms around boys versus girls activities and a failure to adapt the types of sports offered can instil this lack of enjoyment and body confidence, and in turn, shape attitudes to physical activity into adulthood. Indeed, many women are put off by certain physical activities over concerns about stereotypes, because of insecurities around body image, or feeling constrained by cultural acceptability. Women and girls' sport generally receives less investment at the grassroots level—including access to equipment, transport, and coaching and to safe and welcoming facilities. Women still often play the lead role in childcare and managing households—for many, in addition to paid work—which means they generally have less leisure time.
• Busy mums encouraged to prioritise their own activity levels, Sport England, (17 June 2019). A survey conducted by Opinium showed that 61% of mums would feel guilty about taking time to exercise. It also showed that a lack of time is keeping busy mums from exercising, with 30% reporting to have less than an hour free to themselves per day. However, almost 70% of mothers think it is important for their children to see them exercising. Outside of work, mothers said they were most likely to prioritise tasks revolving around family, such as spending time with them, housework and cooking, but only 17% of the 1,006 respondents prioritised their own exercise.
• Unleashing the Value of Women’s Sport Fact sheet, NSW Office of Sport, (2017). Growing sport for girls makes good business sense. It also helps address the gender imbalance in sport participation and contributes to improving health, social and equality issues.

• Sportswomen’s Apparel Around the World: uniformly discussed, Linda K Fuller (ed.), Springer, (2021). This volume presents a collection of essays that explore the relationship between sporting clothing and gender. Drawing on uniform and sports apparel as a means of exploring the socio-sexual politics of the contemporary world, the contributions analyse the historical, political-economic, socio-cultural and sport-specific dimensions of gendered clothing in sport.
• Developing Sport for Women and Girls, Emma Sherry, Katie Rowe, Routledge, (2020). Provides critical analysis of contemporary sport development, from high performance pathways to engaging diverse communities to the use of sport to empower women and girls. Each chapter explores various contexts of sport development and sport for development theory with a specific focus on women and girls. It covers key topics such as health, education, sexual orientation and participation across the life course, and features international case studies in every chapter. [available from the Clearinghouse for Sport, GV709.D47 2020]

• The Commonwealth Guide to Advancing Development through Sport, Kay T and Dudfield O, Commonwealth Secretariat in collaboration with the Commonwealth Advisory Body on Sport, (2013). Chapter 7 ‘Advancing Gender Equality through Sport’ identifies policy priorities for governments and states that gender equality underpins major development goals, including ensuring education for all, improving child and maternal health and combating disease. There is a well-established tradition of using sport to address issues of empowerment for girls and women, and sport can act as a powerful mechanism to challenge social attitudes that legitimise unequal female treatment.

• The case for change, Sport New Zealand, (2018). This provides an overview of research illustrating the 'case for change' for women and girls in sport. The focus areas are: leadership; participation; and value and visibility. Highlights NZ research relating to barriers to participation are significantly higher for females compared to males. Young women and girls want: to have fun and socialise; to feel safe to participate; not to feel judged; to keep fit and maintain my weight; to feel confident doing what they’re doing; activities to fit around their other commitments.

• Victorian participation in organised sports, VicHealth, Federation University, Victoria University, Sport and Recreation Spartial , (February 2022). The report illustrates participation across age, sex and location in 2020 and compares this with participation in 2015, 2016, 2017, 2018 and 2019 in Victorian club-based sport. In it's sixth year, the report combines data from Victorian State Sporting Associations (SSAs) for 10 major sports: Australian football, basketball, cricket, football (soccer), gymnastics, hockey, netball, sailing, swimming and tennis.
  • During COVID-19 restrictions women were more impacted than males, by having competing demands of working from home, home schooling children, caring for young children and other family members as well as other home duties and commitments. Boys have historically been provided greater opportunities than girls to play sport. Further, women are likely to prioritise their children’s participation in sport over their own. This is because many mothers feel guilty about themselves returning to play sport as they juggle with the expectations of motherhood. These findings confirm the need for continued bespoke strategies enabling women and girls to participate in sport with a specific focus on retention of participants.
• Keeping Girls in the Game: Factors that Influence Sport Participation, Zarrett, N., Veliz, P.T., and Sabo, D. Women’s Sports Foundation, (2020). This report explores how key characteristics of youth (intrapersonal), their social influences (e.g., interpersonal parent and peer factors), and experiences within the sport setting may vary by gender, age, race/ethnicity, family socioeconomic background, and region. The survey was administered to a nationally representative sample of American boys and girls (N=3,041) between the ages of 7-17 and their parents (N=3,041) to inquire about child‑related, sport-related, and systemic factors expected to influence youth access, experiences, and motivations for initial participation (entrance) and sustained/continued participation in sport. Key findings included: Disparities persist; Parents play multiple roles in supporting or hindering their girls' participation in sport; gender stereotypes in sport prevail; importance of role models, "if you can see it, you can be it"; sport can help build positive body image; coaches shape the sport experience; some girls live for competition, and some girls are in it for the fun; cost, transportation, and lack of access keep youth out; maintianing a love of sport (overcoming competing interests) is key to continued participation; and, there is a need to educate parents about the academic benefits of participation.
• She Belongs: Building Social Connection for Lasting Participation in Sport, Vanessa Wallace, Canadian Women and Sport, (2020). When a girl chooses to play sports, what she will gain goes far beyond kicking a ball, learning a new stroke, or crossing a finish line. Through positive sport experiences, girls are more likely to reap the benefits of sport participation and grow into confident and motivated leaders. Creating a positive social environment that intentionally fosters a sense of belonging is integral to the retention of girls in sport and physical activity. For many boys, good performance creates a stronger sense of social belonging. In contrast, for many girls, feeling a strong sense of social belonging will enhance their performance. This resource is designed for coaches who are ready to intentionally support equitable sport. She Belongs offers practical recommendations to create social connection and better engage girls in the Learn to Train and Train to Train stages of the Long-Term Development in Sport and Physical Activity Framework (LTD).
• Reframing Sport for Teenage Girls: Building strong foundations for their futures, Women in Sport , (Apirl 2019). Funded by Sport England, this research provides evidence supporting the need to reframe sport and physical activity as something that girls value and perceive to enhance their lives. It includes 8 Principles of Success to support organisations to bridge the ‘relevance gap’ in sport for girls and ensure it has a more meaningful place in their lives. A toolkit to help organisations implement the principles is also available.
• Active Lives Children and Young People Survey: attitudes towards sport and physical activity academic year 2017/18, Sport England , (March 2019). More than 130,000 children and young people were surveyed in the academic year 2017-18, with participation figures published in December. This new analysis has identified five key findings that give us further insight into the attitudes of children and young people towards sport and physical activity. One of the key findings of the report is that enjoyment is the biggest driver of activity levels. Despite the majority of children (68%) understanding that sport and activity is good for them, understanding had the least impact on activity levels. However, girls are less likely to say they enjoy or feel confident about doing sport and physical activity (58% of boys enjoy it, compared to 43% of girls and 47% of boys feel confident, compared to 31% of girls). Among children aged 5 to 7 years, boys are more likely to love playing sport, while girls are more likely to love being active.
• Coaching through a Gender Lens: Maximizing Girls’ Play and Potential, Zarrett, N., Cooky, C., Veliz, P.T., Women’s Sports Foundation, (2018). The report indicates a number of positive ways parents, coaches, and programs are meeting the needs of girl athletes. More can be done to help address the challenges of recruiting and retaining girls in sport.
• Women and Girls in Sport, Active Recreation and Physical activity - A Participation Review, Reece, LJ., Foley, BC., McInerney, C., et.al., SPRINTER Group, University of Sydney, (2017). The purpose of this report is to provide strategic guidance for increasing participation in women and girls across the life course, in sport, active recreation and physical activity. This encapsulates all-encompassing movement that is delivered through the sport and active recreation sector. Critically though, no single domain, policy or program will, in isolation, deliver sufficiently meaningful increases in participation at the population level; a comprehensive, multifaceted and multisector approach is necessary.
• Women in Sport: Fuelling a Lifetime of Participation, Canadian Women and Sport, Dairy Farmers of Canada, (2016). An extensive and important resources for anyone looking to understand the status of women and girls in the Canadian sport system. Key challenges highlighted in the report include: a sharper decline in girls’ participation rates during adolescence than boys’; high costs to participate and few perceived financial opportunities for a career as a female athlete; a lack of prominent role models and quality media coverage; and a need for coaches who can support positive sport experiences for girls. With recommendations for system, community and individual level change, there’s a part for everyone to play in improving the Canadian sport landscape for women and girls.
• Go where women are: Insight on engaging women and girls in sport and exercise, Sport England, (June 2015). This review explores our current understanding of what women want from sport and exercise programs; their relevant motivations, barriers, and triggers that prompt them into being more active. This review also identifies what this means for sports and exercise activities and initiatives, so that program deliverers can adjust to the needs of women and girls. Seven key principles for program providers are discussed: (1) change the offer to suit the women being targeted, listen to marketing and customer experiences of women; (2) don’t just talk about sport, consider how to present and explain the intended experience; (3) differentiate sport from other interests by promoting (not preaching) the benefits; (4) make sport the ‘norm’ for women of all ages, sizes, and cultural backgrounds by celebrating it; (5) use positivity and encouragement to drive action (rather than fear of the consequences of a sedentary lifestyle); (6) make it easy for women to act, address both practical and emotional barriers to participation; and (7) remember that people make or break the experience, ensure participants are properly supported along the way.
• Retaining the membership of women in sport, Confederation of Australian Sport, report to the Government of Australia, Office for Sport, Department of Health, (December 2013). The multi-dimensional and highly demanding lifestyles of women in Australian society present many challenges and obstacles to the way women engage in sport during their adult life stages. This study provided insights from 1,121 Australian women 'masters sport' competitors on their motivations, challenges, needs and issues faced in their decision to continue playing sport. The study acquired data from female participants at four Australian Masters Games from 2007 to 2013. Online survey methods were used to collect data and 21 in-depth, face-to-face interviews with female competitors were conducted during the 14^th Australian Masters Games held in Geelong in October 2013. A number of practical issues that would facilitate greater women’s participation in sport were identified in the survey:
  • provision of child care facilities
  • increasing affordability – reducing costs of participation in sporting competition and events
  • scheduling of sporting competitions – insights were provided about the structure and timing of sporting competition
  • access and availability of local sporting facilities
  • access and availability of sports officials
  • promotion of local sporting opportunities – improved advertising and promotion.
• Actively engaging women and girls: Addressing the psycho-social factors, Johnstone L and Millar S, Canadian Association for the Advancement of Women and Sport and Physical Activity, (2012). Psycho-social factors relate to: autonomy and control; involvement and empowerment; social capital and social cohesion; social support and support networks; social diversity and tolerance; vulnerability and security; and role conflicts and imbalance. These psycho-social factors can either contribute to, or discourage, girls and women from sport and physical activity participation, depending upon the actions taken by parents, peers, coaches, educators, officials, and leaders. Factors identified in this report as enabling participation include:
  • perceived and demonstrated value of the activity
  • positive perception of one’s own skills and ability
  • progress in the successful mastery and refinement of skill;
  • high self-esteem and positive perceptions of physical competence
  • positive self-perception of physical appearance
  • experiences that are enjoyable and satisfying
  • acceptance of one’s actual or perceived sex, gender identity and/or gender expression
  • acceptance of one’s socio-economic status, race, culture, disability
  • feelings of cohesion, belongingness, emotional support from peers and others
  • effective conflict resolution
  • a sense of security.
• Muslim Women in Sport, Women’s Sport and Fitness Foundation and Sporting Equals, (2010). This report identifies perceived or real barriers and suggests how sporting organisations can become more inclusive for Muslim women. In general, Islam promotes good health and fitness and encourages both men and women to engage in physical activity to maintain healthy lifestyles. However, there are aspects of the religion which affect how sports can be practised by women. For example, their faith does not allow them to engage in mixed gender sports and the environment and dress code also requires consideration. Due to religious misinterpretations or simply a lack of awareness, many Muslim women face barriers to sports participation. For many, apprehension about taking part stems from a fear of discrimination or of facing negative attitudes from service providers in relation to their religious and cultural needs.

• Teens’ dreams of becoming professional athletes: the gender gap in youths’ sports ambitions, Ingunn Marie Eriksen, Sport in Society, Volume 25(10), pp.1909-1923, (2022). In comparatively gender equal Norway, most boys and girls participate in sports at about equal rates. This apparent gender equality is investigated further: do young teens also profess equal ambitions of becoming professional athletes? Drawing on 81 interviews with 12- and 13-year-olds, the study suggest that the boys and girls make similar investments in sports, but there are clear gender differences in the ways they describe their future ambitions. The majority of the boys talk about wanting to become professional athletes and going ‘all in’, but very few of the girls do – the ambitious girls rather talk about skills development. The paper argues that cultural narratives thus shape young people’s self-understanding and ambitions, both boys and girls may suffer consequences of this: in a sports-internal logic, the girls may be given limited practical possibilities, resources and support – but boys may risk regret, disappointment and wasting time and resources.
• Gender Relations, Gender Equity, and Community Sports Spaces, Ruth Jeanes, Ramòn Spaaij, Karen Farquharson, et al., Journal of Sport and Social Issues, Volume 45(6), pp.545-567, (2021). This study employs a spatial analysis to critically examine gender relations within an Australian football and netball community sports club that has sought to address gender inequity and promote the participation of women across the club. Notable changes included increased female representation in the club’s decision-making structures, growing numbers of female members, and the establishment of a women’s and girls’ football section. The findings reinforce that although a greater number of women and girls are participating in community sport, this alone is not significantly reshaping gender relations. Policies seeking to promote gender equity in sport need to enforce changes in club environments in addition to focusing on increasing women’s participation.
• “Girls Aren’t Meant to Exercise”: Perceived Influences on Physical Activity among Adolescent Girls—The HERizon Project, Emma Cowley, Paula Watson, Lawrence Foweather, et al., Children, Volume 8(1), (2021). Adolescent girls are less active than boys, with approximately 10% of girls in Ireland and the United Kingdom meeting the minimum recommended daily physical activity (PA) guidelines. This study investigated factors perceived to influence PA among adolescent girls from low socioeconomic areas in order to inform the design of a future intervention (The HERizon Project). A total of 48 adolescent girls (13–18 years) from low socioeconomic areas of the United Kingdom and Ireland participated in focus groups (n = 8), to explore perspectives of physical activity and the influence of gender within this. Most girls enjoyed PA and were aware of its benefits. They identified both barriers and facilitators to PA at intrapersonal (fear of judgement and changing priorities WITH age), interpersonal (changing social pressures and support from others) and organizational (delivery of PE) levels. Gender inequality was a multilevel factor, crossing all socioecological levels. Although many adolescent girls enjoy PA, their experiences appear to be limited by a fear of judgement and an overarching sense of gender inequality. Future interventions, such as the HERizon Project, should address influences at intrapersonal, interpersonal and organizational levels to promote positive PA experiences for adolescent girls.
• Girls Do Not Sweat: the Development of Gender Stereotypes in Physical Education in Primary School, Carolina Cárcamo, Amparo Moreno, Cristina del Barrio, Human Arenas, Volume 4, pp.196-217, (2021). Stereotypes about gender-appropriate behaviour play a key role in doing physical-sports activity. Based on the expectancy-value model, this study describes the gender beliefs of boys/girls regarding physical education. A total of 30 children (half-boys, half-girls) that were 4th- and 5th-year pupils (8–10 years) at two Colombian schools were interviewed using a semi-structured script focusing on open-ended questions. Interviews were recorded, transcribed and analysed. The results suggest gender differences in boys/girls already in the 4th year with respect to their abilities and the value they put on physical education based on a wide range of gender stereotypes. Specifically, boys/girls see football as a men’s sport, while skating, handball and volleyball are perceived as women’s sports. Furthermore, boys/girls have a dominant gender narrative that makes femininity subordinate to masculinity, thereby encouraging binary gender beliefs and practices. These stereotypes are reflected in their choice of activities and in how they use the school facilities, educing in this way the opportunities of both boys/girls as far as physical-sports activity are concerned. We discuss the findings emphasizing their relation to education and sociocultural influences. The conclusions suggest the need to make boys and girls more aware about gender equality, make changes to the activities and to how the physical spaces are used and provide equal teaching and learning experiences to reduce a divide still present in physical-sports education.
• More opportunities, same challenges: adolescent girls in sports that are traditionally constructed as masculine, Nadia Bevan, Claire Drummond, Liz Abery, et al., Sport, Education and Society, Volume 26(6), pp.592-605, (2021). The present study investigated adolescent girls’ experiences (N = 34, aged 13–17 years) in three sports that are traditionally constructed as masculine in Australia: football, cricket and Australian rules football. Through a sociological gendered lens, results from narrative inquiry indicated that adolescent girls are required to navigate gender constructs and sexuality stereotypes. Numerous inequities between girls and boys exist and are challenging to negotiate. The present findings suggest that social connectedness, mentors and same-sex role models assist girls to navigate their sport involvement. These findings provide a sound basis for future research to explore practical solutions to keep girls engaged in such sports.
• The #MomsGotGame Campaign: What the Research Says About Mom’s Participation in Physical Activity and Sport, Veronica Allan, SIRC, (9 September 2020). The purpose of this document is to provide a summary of the evidence that underpinned the development of the #MomsGotGame campaign. To this end, a literature review focused on mother’s participation in physical activity in sport was conducted. The benefits of physical activity and sport participation cannot be understated. And while moms recognize the importance of physical activity for their health and wellbeing, they often prioritize the needs of their children, household, or employer above their own. Despite the fact that many moms want to participate in physical activity and sport, additional parenting duties and limited access to fitness facilities and organized activities (e.g., exercise classes, sports leagues) are creating additional challenges to being active. As such, resources and support provided through #MomsGotGame will consider the unique challenges and circumstances for mothers during the COVID-19 pandemic. To address or overcome these barriers, messages and programs should focus on increasing positive attitudes about mom’s participation in physical activity and sport (e.g., self-compassion, encouragement from others) and reframing beliefs about mom’s social roles (e.g., shared household and childcare duties). The delivery of programs and messages using digital technologies (e.g., mobile apps) represents another promising avenue for promotion.
• Sociodemographic Determinants of Physical Activity and Sport Participation among Women in the United States, Jennifer Pharr, Nancy Lough, Angela Terencio, Sports, Volume 8(7), (July 2020). Little is known about the sociodemographic determinants of physical activity among women, especially among the different subcategories of physical activity (sport, conditioning exercise, recreation, and household tasks). The purpose of this study was to examine the sociodemographic determinants among subcategories of physically active women in the United States by analyzing Behavioral Risk Factor Surveillance System (BRFSS) data. There were significant differences in all sociodemographic variables among the four subcategories of physical activity. Women who participated in sport were more likely to be in the younger age groups; however, physical activity declined among all subcategories beyond the age of 64. Women who participated in sports were more diverse, likely to be employed, and college graduates compared to the other subcategories. Women who participated in recreational or household tasks were more likely to meet the criteria to be categorized as highly active; however, they exercised at a lower intensity. The sociodemographic characteristics of physical activity and sport participation can be used to create promotional strategies to increase physical activity and improve fitness and health among women who tend towards participation, and also to change programs to accommodate women from other sociodemographic groups.
• Fitness- and appearance-related self-conscious emotions and sport experiences: A prospective longitudinal investigation among adolescent girls, Eva Pila, Catherine Sabiston, Diane Mack, et al., Psychology of Sport and Exercise, Volume 47, (March 2020). The objectives of this longitudinal study were to describe changes in fitness-related and appearance-related self-conscious emotions (i.e., guilt, shame, authentic pride, hubristic pride) and sport experiences (i.e., sport commitment, enjoyment, anxiety) over time, and examine whether between- and within-person differences in these emotions predict sport experiences during adolescence. Insights from the research suggest that: fitness-related shame and guilt increased; and pride, sport commitment and enjoyment decreased over 3 years. Girls with higher levels of fitness-related shame and guilt and lower levels of pride reported worsened sport experiences. Girls reported poor sport experiences at times when all emotions were worse than their own average. Fitness-related self-conscious emotions contribute to sport experiences above and beyond appearance emotions.
• Building cultural diversity in sport: a critical dialogue with Muslim women and sports facilitators, Nida Ahmad, Holly Thorpe, Justin Richards, et al., International Journal of Sport Policy and Politics, Volume 12(4), pp.637-653, (2020). This paper draws upon focus groups with 38 Muslim women and 14 sports facilitators to explore the opportunities and constraints for Muslim women’s participation in sport and active recreation in Aotearoa New Zealand. The paper highlights the (mis)understandings between Muslim women and sports organisations as to the needs, barriers and strategies for building sport as more culturally inclusive. Bringing the voices of Muslim women and facilitators together into critical dialogue, we reveal important inconsistencies between perceived barriers. We also highlight the important work some individuals are doing to develop inclusive spaces for ethnic minorities. Ultimately, this research demonstrates the importance of cultural awareness, and the need for multicultural training initiatives across sports organisations to improve practice and policy.
• Indigenous Australian women promoting health through sport, Megan Stronach, Hazel Maxwell, Sonya Pearce, Sport Management Review, Volume 22(1), pp.5-20, (February 2019). Listening to Indigenous women and facilitating opportunities for them to take control of their own participation can help facilitate this process. Indigenous-women's only opportunities, partnerships with health agencies and sports organisations, culturally safe spaces and Indigenous women acting as role models are some factors that may augment Indigenous women's agency, and thus empowerment. Government, sports, community organisations and health agencies which provide these conditions in their program design can help to overcome entrenched social, historical and health inequalities that Indigenous women may experience.
• Associations between environmental attributes of facilities and female participation in sport: a systematic review, Clare Hanlon, Claire Jenkin, Melinda Craike, Managing Sport and Leisure , Volume 24(5), pp.294-306, (2019). Relevant articles were identified through seven databases and included if female specific results were reported on the association between attributes of the physical environment and sports participation. Most studies were moderate quality and in terms of life stage focused on adolescent girls. Environmental attributes of facilities including perceived safety, convenient location and suitable amenities in sport and school facilities were associated with female participation in sport. The authors conclude that attributes of the physical environment may influence female participation in sport. Conclusions are tentative, based on minimal studies in this area. More attention to identify environmental attributes of facilities associated with encouraging female participation in sport across their transitional life stage is required to enhance understanding and guide facility development.
• Engaging Fathers to Increase Physical Activity in Girls: The “Dads And Daughters Exercising and Empowered” (DADEE) Randomized Controlled Trial, Philip Morgan, Myles Young, Alyce Barnes, et al., Annals of Behavioral Medicine, Volume 53(1), pp.38-52, (2019). This study looked at the ways in which fathers may influence their daughter’s physical activity. Previous evidence has demonstrated that father's often spend more physically active time with their sons and rarely participate in family based programs. The trial intervention was an 8-week program including weekly educational and practical sessions plus home tasks. Assessments were at baseline, 2 months (post intervention), and 9 months. The primary outcomes were father–daughter physical activity levels (pedometry). Secondary outcomes included screen-time, daughters’ fundamental movement skill (perceived and objective) proficiency and fathers’ physical activity parenting practices. This study provided the first experimental evidence that efforts to increase physical activity behavior in preadolescent girls would benefit from a meaningful engagement of fathers.
• Which Women are Highly Active Over a 12-Year Period? A Prospective Analysis of Data from the Australian Longitudinal Study on Women’s Health, Toby Pavey, Tracy Kolbe-Alexander, Leonie Uijdewilligen, et al., Sports Medicine, Volume 47(12), pp.2653-2666, (2017). The aims of this study were to identify the proportion of younger and mid-aged women who met the 300-min recommendation over a 12-year period, examine how the 'highly active' women achieved this level of activity (in terms of walking, moderate activity, and vigorous activity) and to identify the sociodemographic, biological, lifestyle and work-related determinants of being 'highly active'. The findings clearly indicate that the upper limit of the Australian PA guidelines is achievable for large numbers of women. Factors associated with being highly active were different for younger and mid-age women, but healthy weight, high education and paid work (full-time in the younger women, part-time in mid-age) were common characteristics of highly active women in both cohorts.
• Sistas’ and Aunties: sport, physical activity, and Indigenous Australian women, Stronach, Megan, Maxwell, Hazel, Taylor, Tracy, Annals of Leisure Research, Volume 19(1), pp.7-26, (2016). Indigenous women have alarmingly low rates of participation in organised sport and physical activity (PA) in contemporary Australian society. To gain a better contextual and cultural understanding of the issues involved, we discussed the life experiences and the place of sport and PA with 22 Indigenous women. A complex amalgamation of cultural beliefs and traditions, history, gendered factors and geography are presented in the women's stories. Sport and PA were highly regarded, providing the women with opportunities to maintain strong communities, preserve culture and develop distinct identities as enablers. The women called for culturally safe spaces in which to engage in PA and noted the need for Indigenous females to act as role models. The study provides preliminary understandings that can be used to facilitate greater sport and PA inclusion and implications for future research are presented.
• Girls Just Wanna Have Fun: Understanding perceptions of effective strategies and outcomes in a female youth-driven physical activity-based life skills programme, Bean C, Forneris T, Fortier M, Journal of Sport for Development, Volume 3(4), (2015). The Girls Just Wanna Have Fun (GJWHF) program is community-based and youth-driven, the program is designed to help Canada’s female youth (ages 5 to 18 years) by providing opportunities for girls from low-income families to increase their physical activity and develop life skills. This study explored the contextual factors viewed by participants as important in the delivery of GJWHF and the perceived developmental outcomes resulting from participation. From the results, several critical factors emerged as themes, they were: (1) the importance of a girls' only environment; (2) establishment of a trusting and caring environment; (3) the importance of positive leader support; (4) the emergence and strengthening of friendships; (5) development of a positive future orientation; (6) strong identity formation; and (7) development of leadership and teamwork. Overall, results from this study indicated that the GJWHF program met these expectations. Participants perceived the program as providing a positive context, including supportive external leaders, and providing an opportunity to learn a number of life skills.
• Narrating the Multiplicity of ‘Derby Grrrl’: Exploring Intersectionality and the Dynamics of Affect in Roller Derby, Adele Pavlidis, Simone Fullagar, Leisure Sciences, Volume 35(5), pp.422-437, (2013). This article explores how identity categories intersect to shape the meaning of roller derby for different women. Narratives recount the complex affective relations (passion, frustration, pride, shame) that women negotiate in forming leisure identities in relation to the social context of their lives. The article aims to contribute to the development of feminist thinking about leisure as a negotiated space of transformation, creativity and difference.
• “It's all about the journey”: women and cycling events, Simone Fullagar, Adele Pavlidis, International Journal of Event and Festival Management, Volume 3(2), pp.149-170, (2012). The purpose of this paper is to develop a gendered understanding of women's experience of a mass cycle tour event. The research findings identify a number of gender issues for professionals to reflexively consider in designing, promoting, managing and evaluating mass cycle tour events. The findings have implications for how active tourism events are conceptualised, promoted and managed as gender inclusive.
• Physical Activity of Remote Indigenous Australian Women: A Postcolonial Analysis of Lifestyle, Doune Macdonald, Rebecca Abbott, David Jenkins, Leisure Sciences, Volume 34(1), pp.39-54, (2012). In the context of rising chronic diseases amongst Indigenous peoples, there are calls for the adoption of more healthy lifestyles. In this context, this paper explores thoughts about physical activity from 21 Indigenous families through the voices of women and girls living in remote rural communities in the Torres Strait and Northern Peninsula Area of Australia. Speaking back to physical activity as a lifestyle choice, three consistent themes emerged: shame; gendered positioning; and welfarism. In conclusion, the perspectives of Torres Strait islanders and Northern Peninsula Area communities suggest that there are deeply embedded ways of thinking about the body, familial obligations and the provision of and access to being active that are not consistent with Western health policies predicated upon individuals shouldering responsibility for taking exercise.

• How to get (and keep) girls playing: strategies for engaging and retaining girls in sport, Made to Play, (2020). There are some basic things that coaches can do ahead of time to make sure that they are creating girl-centered environments. Some of these things have to do with the physical space, the language we use, the examples we elevate and the way we model behaviors. In some cases, like with facilities, coaches may not have direct control over these things. Regardless, it’s important for them to understand and advocate to program administrators for the needs of the girls on their teams.
• Women in Sport Communication and Marketing Strategies, Victorian Government Change Our Game, (April 2019). The Change Our Game Women in Sport and Recreation Communication and Marketing Guidelines have been developed in conjunction with the Victorian Equal Opportunity and Human Rights Commission (VEOHRC) to assist community sport and recreation organisations looking to develop inclusive communication and marketing practices.
• HERA Toolkit, (accessed 1 March 2023). Whether you’re a coach, teacher or sports organisation we’ve pulled together resources, case studies, videos and research on how best approach getting girls active – have a look for yourself!
• International Guide to Designing Sport Programmes for Girls, Women Win, (accessed 1 March 2023). This is a collaboratively-authored tool designed to help organisations develop and improve effective and sustainable programmes. It is intended to promote a global conversation between people who are passionate about changing girls' lives through sport. Programme Design includes these considerations: (1) understanding and overcoming challenges; (2) choosing the right sport for your programme; (3) using a curriculum; (4) building support for your programme; (5) safe spaces; (6) recruiting girls; and (7) developing leadership.
• Keeping girls in sport, Jumpstart/Respect Group, (accessed 1 March 2023). Developed in partnership with the Coaching Association of Canada and Canadian Women and Sport this is an online resource that helps coaches and youth activity leaders to create safe and respectful environments for female athletes.
• Project 51 Toolkit, Women in Sport, (accessed 1 March 2023). Project 51 aims to help girls in the most deprived areas of the UK fulfil their potential and use sport to overcome the impact of negative gender stereotypes. It provides practical advice, tools and research relating to the themes 'think', 'say', and 'do'.

• Pathway considerations for supporting the Female athlete, Linley Frame, Australian Swimmers Association, Debbie Fisher, Football Federation Australia, Kristen Veal, Basketball Australia COE, Eddie Dennis, South Australian Institute of Sport, Winning Pathways Workshop, (13 December 2017).
• Women in Sport - breaking the mould, Giles Thompson, CEO, Racing Victoria, Mandy Spear, COO, Titanium Security Arena, Laura Johnston, General Manager Performance and Culture, Swimming Australia, Our Sporting Future Conference, (16 November 2017).
• Sport and gender equality, Kate Jenkins, Federal Sex Discrimination Commissioner, Our Sporting Future Conference, (16 November 2017).
• Growing your game for girls, New South Wales Sport and Recreation, Sports Talks workshop, (20 May 2013).
  • Research to practice, Cathy Gorman-Brown, Project Officer.
  • You kick like a girl, Good for you, Libby Sadler, AFL.
  • Growing the game for school girls, Michael Doyle, Australian Rugby Union.
  • Linking with local Government, Amanda Spalding, Sport and Recreation NSW.
• Understanding the Female Athlete, Sue Robson, Head of Physiology, Sport Scotland Institute of Sport, Smart Talk Seminar Series, (17 April 2012).

• Play Fair, Fast and Female Canada, (2015). This documentary film questions the assumption that women’s fight for full rights in the world of sports is over. The film explores five decades of activism and legal challenges that women fought to ensure they would have equal access and rights to compete in sports on elite and community levels.
• This Girl Can – what about you?, National Lottery, YouTube, (23 January 2015). Are you up for breaking a sweat? The UK Lottery-funded This Girl Can campaign s designed to inspire you to ‘sweat like a pig’ – and ‘feel like a fox’ while you’re doing it.
• Women Win: digital storytelling project, Women Win, (accessed 1 March 2023). Women Win is committed to not just telling stories of girls' sport achievement and the impact those stories have, but helping build the skill and leadership of girls to tell their own story. A collection of videos is available to listen to and view.

• Active Lives: Children and Young People Survey - Attitudes towards sport and physical activity, Sport England , (March 2019). This analysis identified insights into the attitudes of children and young people towards sport and physical activity.
  • Physically literate children do twice as much activity. The more of the five elements of physical literacy —enjoyment, confidence, competence, understanding, and knowledge—children have, the more active they are.
  • Enjoyment is the biggest driver of activity levels. Despite the majority of children (68%) understanding that sport and activity is good for them, understanding had the least impact on activity levels.
  • Children who have all five elements of physically literacy report higher levels of happiness, are more trusting of other children, and report higher levels of resilience (continuing to try if you find something difficult).
  • Physical literacy decreases with age. As children grow older, they report lower levels of enjoyment, confidence, competence, and understanding. Previous research from Sport England shows that activity levels drop when children reach their teenage years.
  • There are inequalities between certain groups of children. Girls are less likely to say they enjoy or feel confident about doing sport and physical activity (58% of boys enjoy it, compared to 43% of girls, and 47% of boys feel confident, compared to 31% of girls). Among children aged 5-7, boys are more likely to love playing sport, while girls are more likely to love being active. Children from the least affluent families are less likely to enjoy activity than those from the most affluent families, and previous research shows they are also far less likely to be active. Black children are more physically literate than other ethnic groups—driven by boys, but they're less active than the population as a whole.

• Associations between young children's perceived and actual ball skill competence and physical activity, Barnett L, Ridgers N and Salmon J, Journal of Science and Medicine in Sport, Volume 18(2), pp.167-171, (March 2015). A total of 102 children (56% boys, 44% girls) aged 4 to 8 years completed assessments. The results showed that girls had lower perceived and actual object control competence and were less active than boys. Actual object control competence was positively associated with perceived object control competence and this relationship did not differ by sex. However, neither actual nor perceived object control competence was associated with moderate to vigorous physical activity. Young children's perceived ball skill abilities appear to relate to actual competence. In older children, object control skill is associated with physical activity, so targeting young children's object control skills may be an intervention priority.
• Benefits of early development of eye-hand coordination: Evidence from the LOOK longitudinal study, Telford RD, Cunningham R, Telford RM, et al., Scandinavian Journal of Medicine and Science in Sports, Volume 23(5), pp.e263-269, (2013). Data from the LOOK Study was used to investigate the longitudinal and cross-sectional relationships between eye-hand coordination (EHC) and cardiorespiratory fitness, physical activity, per cent body fat, body image, and organised sport participation in 406 boys and 384 girls at both 8 and 10 years of age. Cross-sectional analyses showed that boys and girls with better EHC were significantly fitter. A longitudinal relationship showed that girls who improved their EHC over the two years became fitter. There was also evidence that children with better EHC possessed a more positive body image. At 8 years of age, boys and girls participating in organised sport possessed better EHC than non-participants. These data provide evidence for the premise that early acquisition of this single motor skill promotes the development of a child's fitness, body image and participation in sport.
• Child, family and environmental correlates of children's motor skill proficiency, Barnett L, Hinkley T, Okely A, and Salmon J, Journal of Science and Medicine in Sport, Volume 16(4), pp.332-336, (2013). This study looked at what factors were correlated with motor skill proficiency among 76 Australian preschool children, 34 boys and 42 girls (mean age 4.1 years). The researchers found that age, prior swimming lessons, and access to home exercise/sports equipment were positively associated with motor skill proficiency. These factors explained 20% of the variance in motor skill. In addition, gender, parental involvement in play activity, and the amount of unstructured physical activity that was classified as moderate-to-vigorous in intensity, accounted for 32% of the variance in object control skill.
• Contribution of organized and non-organized activity to children's motor skills and fitness, Hardy L, O’Hara B, Rogers K, et.al., Journal of School Health, Volume 84(11), pp.690-696, (2014). This study examined the associations between children's organised physical activity (OPA), non-organised physical activity (NOPA) and two health-related outcomes—fundamental movement skill (FMS) and fitness in a sample of children aged 10 to 16 years. The authors concluded that both OPA and NOPA are important contributors to children's health-related outcomes. Among the girls, OPA was more strongly associated with both fitness and FMS competency. These findings support the importance of providing children with opportunities to engage in a range of daily physical activities, both organised (school physical education programs and school sport) and non-organised activities (active transport to school, play and social sport).
• The effectiveness of a community-based fundamental motor skill intervention in children aged 3-8 years: Results of the “Multimove for Kids” project, Bardid F, Lenoir M, Huyben F, et.al., Journal of Science and Medicine in Sport , Volume 20(2), pp.184-189, (2017). This study examined the effectiveness of a 30-week fundamental motor skill program in typically developing young children, and investigated possible gender differences. The intervention group (N=523) of 280 boys and 243 girls was compared to a control group (N=469) of 233 boys and 236 girls. The intervention group received 60 minutes of motor skill instruction weekly, delivered by trained instructors in a child care setting; the control group received no specific instruction. The intervention group demonstrated significantly better scores on object control tests, compared to the control group. The gains in object control were greater for boys than girls within the intervention group, but girls had greater gains in locomotor skills than boys. This study demonstrated the effectiveness of motor skill instruction in a community setting. The authors speculate that gender differences may be due to instructional strategies.
• Gender and age affect balance performance in primary school-aged children, Mickle K, Munro B, and Steele J, Journal of Science and Medicine in Sport, Volume 14(3), pp.243-248, (2011). Compromised ability to balance (stability control) may hinder a child's ability to master fundamental movement skills and, in turn, the capacity to participate in sporting activities. This study looked at the postural stability of primary school-aged children to determine if gender had an effect. The ability to maintain postural stability is an essential pre-requisite to competently perform many activities of daily living as well as sports skills. Stability (balance) is an important component of fundamental movement skills and a significant transition occurs between the ages of 7 to 10 years. It was hypothesised that gender differences may exist due to earlier maturation of the neurological, visual, vestibular and proprioceptive systems in girls. It was also postulated that postural stability would improve with age among both boys and girls. This study concluded that static postural stability in children was affected by age and gender, young boys displayed greater postural sway than girls. Proficiency in dual limb balance tasks is usually obtained by 9 years of age, although the more difficult single limb balance is more competently performed by children age 10.
• Global self-esteem, perceived athletic competence, and physical activity in children: A longitudinal cohort study, Noordstar J, van der Net J, Kak S, et.al., Psychology of Sport and Exercise, Volume 22, pp.83-90, (January 2016). Two groups of Dutch children were followed; one group from kindergarten to grade 2 and the other group from grades 2 to 4. This study found that an increase in global self-esteem was significantly associated with perceived athletic competence and the amount of moderate-to-vigorous physical activity (MVPA) for girls, but not for boys. Perceived athletic competence declined slightly over time in boys, but remained stable in girls. The authors speculate that the decline in boys was due to their greater participation in vigorous activity. Because boys participated more in MVPA than girls, they were also more exposed to situations in which they could compare their athletic performance with their peers, resulting in a decline in perceived athletic competence. Other studies have shown similar responses among boys and girls and the authors offer no clear explanation for the results in this study.
• Prevalence and correlates of low Fundamental Movement Skill competency in children, Hardy L, Reinten-Reynolds T, Espinel P, et.al., Pediatrics, Volume 130(2), pp.e390-398, (2012). This study examined the demographic and health-related characteristics of Australian school-aged children assessed as having low competency in fundamental movement skills (FMS). Overall, the prevalence of students with low motor skill competency was high. Girls with low socioeconomic status (SES) were twice as likely to be less competent in locomotor skills compared with high SES peers. Among boys, there was a strong association between low competency in FMS and the likelihood of being from non–English-speaking cultural backgrounds. There was a clear and consistent association between low competency in FMS and inadequate cardiorespiratory fitness. It was concluded that primary school-based interventions focusing on skill acquisition, as well as fitness education, could significantly improve health-related fitness and physical activity levels in older children.
• Relationships between fundamental movement skills and objectively measured physical activity in pre-school children, Cliff D, Okely A, Smith L, et.al., Pediatric Exercise Science, Volume 21(4), pp.439-439, (2009). Gender differences in the relationships between fundamental movement skill (FMS) sub-domains (locomotor skills and object- control skills) were examined in preschool children. Among boys, object-control skills accounted for 17% of the variance in time spent in moderate-to-vigorous physical activity (MVPA). Among girls, locomotor skills accounted for 19% of the variance in time spent in MVPA. The authors concluded that gender and sub-domain of FMS may influence the relationship between FMS and time spent in MVPA among preschool children.
• Skeletal maturation, fundamental motor skills and motor coordination in children 7–10 years, Freitas D, Lausen B, Maia J, et.al., Journal of Sport Sciences, Volume 33(9), pp.924-934, (2015). This study looked at the relationship between skeletal age and fundamental motor skills (FMS) and gross motor coordination (GMC) in a large sample (N=429 children, 213 boys and 216 girls). Skeletal maturity is influenced by gender. However, this study found that skeletal age alone, or interacting with body size, had a negligible influence on FMS and GMC, accounting for only 9% of the variance.
• Sport motor competencies and the experience of social recognition among peers in physical education – a video-based study, Grimminger E, Physical Education and Sport Pedagogy, Volume 18(5), pp.506-519, (2013). Being recognised as a competent and accepted member in the peer group is one of the most important basic human needs for children and adolescents. However, it is the peer group itself that decides which competencies are valued and which are not. Through this process a social order, as well as peer power constellations, is created. This study aimed to determine if, and how, sport motor competencies are used as a criterion for recognition or non-recognition among peers. The results of this study show that sport motor competencies and the social position in a peer group are significantly related. However, the findings were only significant for boys’ peer group and not for girls. The authors concluded that sport motor competencies play an important role in the everyday struggles of children for recognition within their peer group.

• Physically literate girls: the need for schools to develop girls who are physically literate, ACHPER Victoria, Victoria University and the Office for Women in Sport and Recreation, (2020). According to recent research, Australia is ranked one of the worst performers for 11–17 year old girls globally. Over 90% of girls surveyed reported insufficient levels of physical activity, with a marked decrease in sport participation by girls during the 12–14 years of age and from 17+ years. As girls grow older, they report lower levels of enjoyment, confidence, competence and understanding, particularly during the teenage years. ACHPER Victoria has worked with Victoria University and partnered with the Office for Women in Sport and Recreation (Change Our Game) to understand why this is, and how we can work together as communities to help change these statistics for the better. A new infographic designed to help communicate research findings and provide a clear pathway for schools and communities to create better opportunities for girls to become physically literate.

• Push Play: Young women’s stories of sport and real life, Women Win, (2015). This series showcases young women from around the world telling stories of what sport means in their lives. These women come from Cambodia, Kenya, India, Zambia and each has a unique story. The common thread among them is how participating in or discovering sport has shaped, influenced or saved their lives.

• Women Sport Australia (WSA) Mentor Program. WSA also has an Ambassador program.
• #RethinkRoleModels. The Australian Netball Diamonds partnered with Samsung Electronics Australia to shine a light on positive role models and to celebrate the values of hard work, determination and passion that we see in our sport. The Rethink Role Models campaign includes a mini-series showcasing how some of our Diamonds overcame adversity to represent Australia.
  • Rethink Role Models: The Australian Netball Diamonds, Australian Netball Diamonds and Samsung Electronics, YouTube, (2016).
  • Laura Geitz – “Inner Strength”
  • Sharni Layton – “Prove Them Wrong”
  • Kim Ravaillion –“Worth The Sacrifice”
  • Caitlin Bassett – “Rise Above It”
  • Paige Hadley –“Never Give Up”

• Australian kids need active, sporty parents, Australian Sports Commission, AusPlay Survey, (2017). Recent AusPlay results confirm a high correlation between a parent’s engagement in sport and that of their child, indicating that active parents can be a positive influence on their children. Nearly 90 per cent of kids with at least one parent who plays and volunteers in sport are active in organised sport or physical activity outside school.
• #FITSPO a flop at inspiring women to get active: New This Girl Can campaign focuses on the feeling not the scales, VicHealth media release, (1 March 2020). While it might be popular on Instagram, new research from health promotion foundation VicHealth has found most Victorian women are turned off exercise by images of taut and toned #FITSPO influencers. Key findings from a survey of over 1000 Victorian women found that: around two-thirds of women (66%) aren’t motivated by #FITSPO images of women on Instagram; over three-quarters of women find seeing women of all different body shapes getting active motivating; a third of women feel bad or inadequate about their own bodies and fitness when they see #FITSPO images on Instagram; and, almost 80% of women want to see more women with a range of body shapes included in physical activity advertising.
• Parents Making Youth Sports a Positive Experience: Role Models, Daniel Francis Perkins, PennState Extension, (20 October 2017). The atmosphere set by organisations, parents and coaches is a major factor in determining whether or not youth will have a positive experience in a sports program. This bulletin is written to assist parents in fostering a positive climate that enables children and youth involved in sports to enjoy themselves and reach their full potential. It focuses on the benefits and risks of youth sports, discusses parents as role models and provides practical tips for parents.
• The Power of Role Models, Football Federation Australia, from the Women's Football Development Guide, p.36, (May 2016). If a girl has never seen women participating in sport, it will be virtually impossible for her to imagine playing herself. What can you do to raise awareness of female role models?
• Why do girls need athletic role models? SIRC Blog, (10 June 2015). When role models are mentioned in sport, the first thing that comes to mind are high profile celebrities. While positive role models can be found in amateur and professional sports, it's the people they see every day that makes the biggest difference.

• Case Study: Measuring the impact of the FA player appearances programme 2015-2016, Women in Sport, (2017). This report looks at the impact of elite sport stars on girls. The Football Association (FA) runs an established ambassador programme, enabling female football players to share their stories and inspire at a local level, with female players visiting schools and community groups for a number of years. Key findings reported are that player appearances provide a really positive experience for girls in school and community settings. Additionally, the four key impacts reported were: re-enthusing and validating girls’ participation in football; actively and meaningfully getting across positive life lessons; inspiring girls to believe they can achieve in football; and driving interest in the women’s elite game.
• Keeping Girls in the Game: Factors that Influence Sport Participation, Zarrett, N., Veliz, P.T., and Sabo, D. Women’s Sports Foundation, (2020). This report explores how key characteristics of youth (intrapersonal), their social influences (e.g., interpersonal parent and peer factors), and experiences within the sport setting may vary by gender, age, race/ethnicity, family socioeconomic background, and region. The survey was administered to a nationally representative sample of American boys and girls (N=3,041) between the ages of 7-17 and their parents (N=3,041) to inquire about child‑related, sport-related, and systemic factors expected to influence youth access, experiences, and motivations for initial participation (entrance) and sustained/continued participation in sport. Key findings included: Disparities persist; Parents play multiple roles in supporting or hindering their girls' participation in sport; gender stereotypes in sport prevail; importance of role models, "if you can see it, you can be it"; sport can help build positive body image; coaches shape the sport experience; some girls live for competition, and some girls are in it for the fun; cost, transportation, and lack of access keep youth out; maintianing a love of sport (overcoming competing interests) is key to continued participation; and, there is a need to educate parents about the academic benefits of participation.

• “Dad! Let's go have a hit…”: Sources and types of support in female cricket players, John Warmenhoven, Juanita R. Weissensteiner, Clare MacMahon, Journal of Science and Medicine in Sport, Volume 23(10), pp.991-998, (October 2020). This research showed that: mothers and fathers were primary givers of financial and emotional support (>70% for both parents across the entire cohort); mentors offered meaningful sport specific informational and technical (or coaching related) support; and siblings and peers played integral roles, acting as fellow participants for practice and play. Access to coaching also emerged as a dominant point of difference between community and elite cricket players consistently across all support providers. The father emerged as a dominant provider of support for elite players across five different dimensions of support.
• Elite footballers as role models: promoting young women’s football participation. Dunn, C. Soccer and Society, Volume 17(6), pp.843-856, (2016). Reports the experiences and thoughts of elite female footballers in Great Britain in relation to role models. In particular, it discusses their views on how to encourage young women’s football participation from elite, down to grass-roots levels.
• The inspirational effect of sporting achievements and potential role models in football: a gender-specific analysis. Wicker, P., Frick, B. Managing Sport and Leisure, Volume 21(5), pp.265-282, (2016). This study examines the trickle-down effect of potential role models and sporting achievements, respectively. Specifically, it examined the inspirational effect of same-sex and opposite-sex role models on male and female participation in German amateur football. Longitudinal data on German football club memberships and amateur teams were collected for 21 regional football associations over a 15-year-period. The results found that sporting success does not automatically lead to the development of positive role models and inspirational effects.
• Role models of Australian female adolescents: A longitudinal study to inform programmes designed to increase physical activity and sport participation. Young, J., Symons, C., Pain, M., et. al.,     European Physical Education Review, Volume 21(4), pp.451-466, (2015). This study examined role models of adolescent girls and their influence on physical activity by surveying 732 girls in Years 7 and 11 from metropolitan and non-metropolitan regions of Victoria, Australia. Survey questions included whether they had a role model and if they did, the gender, age, type and sporting background of that individual. The survey found the majority of participants nominated a family member, peer or celebrity sportsperson as their role model who was female, played sport and was less than 50 years of age. Non-metropolitan-based adolescent girls and year 11 adolescent girls were more likely to select a role model who they knew played sport than metropolitan-based adolescent girls and Year 7 girls respectively. This study highlighted that family members, peers and sportspeople should be included as role models in programmes designed to increase physical activity.
• She Needs to See it to be it: The Importance of Same-Gender Athletic Role Models, Claire Midgley, Gabriela DeBues-Stafford, Penelope Lockwood, et.al., Sex Roles, (5 January 2021). In four studies, we examined the importance of gender-matched athletic role models for women. Although both women and men may benefit most from exposure to high profile athletes in their own sport, women may have fewer motivating role models available to them. When asked to nominate examples of athletes, women were less likely than men to list same-gender examples and athletes from their own sport; even high-performing female athletes were less likely to nominate a same-gender role model than their male peers. Women were nevertheless significantly more motivated by the same-gender and sport-matched examples (Studies 1–2). We demonstrate that same-gender role models are particularly valuable for women because they provide evidence that success is attainable, better represent a possible future self, and counteract negative gender stereotypes. Thus, although they derive special benefit from exposure to female athletic superstars, women are less likely than men to find such role models in their own sport of interest and, consequently, may be at a disadvantage relative to men. The present research illustrates the practical value of role models for women, with important implications for media and educational programming.
• Sports role models and their impact on participation in physical activity: a literature review. Payne W, Reynolds M, Brown S, et.al., for VicHealth, (2003). This extensive review of 95 peer-reviewed articles examined the extent of evidence for the hypotheses that: (i) sportspeople act as role models and have a positive impact on individuals and the broader community; and (ii) there is a link between sporting success and wider health improvements. Conclusions:
  • role model programmes should be seen as a continuum from a single exposure to a long term mentoring approach
  • there is ample theoretical evidence to support the idea for conducting role model programs
  • role model programmes should encompass parents, teachers and other significant adults, as well as celebrities and sportspeople
  • role models are not always positive; they can be seen to promote negative social images, beliefs and behaviours.
  • there are significant gender differences in the way athletes are viewed as role models, with males being more likely to identify with successful athletes while females tend to identify with parents
  • the most effective role model programmes are those that focus on developing a long term, mentor relationship, particularly for individuals from socially disadvantaged and at-risk groups.
• The value of female sporting role models. Meiera, M. Sport in Society, Volume 18(8), pp.968-982, (2015). This article examines the evidence in relation to the value and functions of female sporting role models. Areas discussed include: participation, leadership, advocacy, gender stereotypes, inspiration, ethics, safeguarding and prevention, media and business and giving back to sport. The author argues that rather than just increasing female SRMs in numbers, attention should be dedicated to the selection variety that encompasses the functions of role models.

• How I Roll featuring Casey Donovan, Wheelchair Sports NSW/ACT, YouTube, (14 September 2020). Official Video for HOW I ROLL - the anthem for girls and women in wheelchair sport.
• Play. Sport. Australia. Sporting Heroes, Sport Australia, YouTube, (2 November 2016). Watch these kids talk about their greatest sporting heroes. Their answers may surprise you.