Gender Equality in Sports

Handbook on good practices
Since the Enlarged Partial Agreement on Sport (EPAS) was set up in 2007, one of its major
priorities has been the promotion of diversity in and through sport. To this end, the Council
of Europe has developed a pan-European programme involving a variety of stakeholders from
public authorities and the world of sport. All have an important role to play in reversing Gender equality
the discriminatory trends currently observed in sport and in promoting sport as a means
of fostering diversity and social cohesion. in sports
This collection of handbooks of good practices is an illustration of current policies and
practices throughout Europe. Its aim is to disseminate and share positive experiences
highlighting the potential of sport for promoting the Council of Europe’s fundamental
values of human rights.
http://www.coe.int/epas
PRINCIPAUTÉ
DE MONACO
Ministère d’Etat
Access for Girls and Women
to Sport Practices
Clotilde Talleu
Good practices Handbooks, No. 2

The opinions expressed in this work are the responsibility of the authors and do
not necessarily reflect the official policy of the Council of Europe.
All requests concerning the reproduction or translation of all or part of
the document should be addressed to the Directorate of Communication
(F-67075 Strasbourg Cedex or [email protected]). All other correspond-
ence concerning this publication should be addresed to the Directorate
General of Education, Culture and Heritage,Youth and Sport.
Cover design and layout: Documents and Publications Production

Department, Council of Europe
Cover photo: Council of Europe/Sandro Weltin
Enlarged Partial Agreement on Sport (EPAS)
Council of Europe, September 2011

Printed at the Council of Europe
Contents The association Elan sportif: promoting boxing
for women (France) ........................................................................ 22
Foreword ..................................................................................................5
“The Kick for Girls” (Der Kick für Mädchen – Fußball)
Introduction ............................................................................................7 school project (Germany) ............................................................. 23
1. Physical and sports activities and the gender issue The SheZone association: combining sport and social
in Europe ..............................................................................................9 activities for women (Denmark)................................................... 24
1.1. Girls/Boys and Women/Men: separate sporting worlds .........9 The “Widening Access Through Sport (WATS)”
1.2. Disparities and inequalities among girls and women ........... 12 programme (United Kingdom) ..................................................... 25
1.3. The main obstacles to participating in sport........................... 13 Participation in organised physical activities – a means
for women to fight stress (Bosnia and Herzegovina) ............. 26
2. Overview of good practices in Europe ............................... 19
The activities of the Slovak Olympic Committee’s
“Midnight Sport” and “Open Sunday”: opening up “Women and Sport” Commission (Slovakia) ........................... 27
sports facilities to young people at the weekend
3. Recommendations ....................................................................... 29
(Switzerland) .................................................................................... 20
Bibliography ......................................................................................... 33
A guide to gender mainstreaming for local sports
policies (Spain) ................................................................................. 21 Editorial team ..................................................................................... 37
3
Foreword Examples of good practices exist – they can be of practical use to
policy makers and practitioners on the ground. At the same time,
Improving equality in sport has been a key objective of the Council of they can illustrate that sports are not inherently “masculine”. Indeed,
Europe from the very outset of its programme in the field of sport. these examples show how, if problems of access are finally curtailed,
The importance attached to “sport for all” policies is reflected in women around the world will willingly (and increasingly) want to
the European Sport for All Charter, adopted by the Committee of reap the many benefits which come from practicing sport, such as
Ministers in 1975. The Charter, along with a number of recommen- bettering ones physical and mental well-being.
dations, has since provided a reference for governmental policies in
sport and enabled individuals to exercise their “right to participate Sport can make a positive contribution to society: the practice of
in sport”. sport promotes mutual respect, tolerance and understanding by
pulling together people of different genders, races, religions, ages
Despite the many and diverse efforts by public authorities to pro- and economic backgrounds. Sport activities, correctly governed, can
mote equality, obstacles in every day life remain. As the Ministers be a tool to fight against discrimination, prejudices and stereotypes.
responsible for Equality between women and men pointed out at
the 7th Ministerial Conference hold in Baku in 2010: equality exists If the positive contribution of sport to society is universally accepted,
de jure but it does not always exist de facto. the fact that women and girls are still less likely to participate in
sport or physical activities is a serious concern. Phrased differently,
This is no less true in the field of sport, oftentimes considered to society has yet to harvest the full potential of sport. It is time we do
be an area dominated by “masculine” values. Despite commendable
so, and improving the access of women and girls to practice sport
initiatives and relevant recommendations by the Council of Europe’s
is only one of many necessary steps.
bodies,1 public authorities and the sports movement, the status
quo of gender equality in sport needs to be improved through firm
commitments at all levels, across all age groups, and by both sexes.
Stanislas FROSSARD
1. Recommendation on the Discrimination against women and girls in sport Executive Secretary
(Parliamentary Assembly Res 2005/12) and Resolution on the prevention of sexual
harassment and abuse of women, young people and children in sport (3/2000)
of the Enlarged Partial Agreement on Sport (EPAS)
adopted at the 9th Conference of European Ministers responsible for Sport in Directorate of Youth and Sport
Bratislava on 30-31 May 2000. Council of Europe
5
The Enlarged Partial Agreement on Sport (EPAS) seeks to facilitate best practices and positive experiences from across Europe.The last
discussion between various stakeholders, such as public authorities, part of the handbook presents a set of recommendations, drawn
policy-makers, researchers, non governmental organisations, sport from the analysis of the best practices, that shall enable practitioners
clubs and associations in disseminating a collection of handbooks and policy makers to improve gender equality in sport.
on good practices.
This handbook is the second number of a collection on good prac- This activity is wholly in keeping with the remit of the Council of
tices. It addresses the issue of gender equality in sport, focusing on Europe’s Enlarged Partial Agreement on Sport, which is to foster the
the access of girls and women to the practice of sport. The first sharing of experiences and develop standards that will help to unlock
part assesses the discrepancies in female and male sport practices the potential of sport, not least as an instrument for promoting the
and identifies gender-specific obstacles.The second chapter outlines Council of Europe’s core values.
6
Introduction (EPAS), in the context of its work on sport’s contribution to integra-
tion and intercultural dialogue.
This handbook is set against this background. It consists of a study
“Women’s sport is an expression of the right to equality and the freedom on the participation of girls and women in Europe’s various sport-
of all women to take control of their bodies and participate in sports
ing environments, focusing on access, obstacles and the activities
publicly, regardless of nationality, age, disability, sexual orientation
or religion”.
involved.
Declaration by the European Parliament following the report on It was decided from the outset to look solely into women’s involve-
“Women and sport” (2003)
ment in the practice of sport. The supporter phenomenon and the
issue of access to positions of responsibility in sports organisations
In recent decades, there has been a substantial growth in physical will not be dealt with directly although they are particularly interest-
and sporting activities in Europe as the nature, purposes and forms ing topics for investigation. It was also decided to address the gender
of these activities have diversified. If we include every possible form issue in all its aspects – we will be looking at the access of both girls
of physical exercise, a clear majority of EU citizens say that they are and women to sport – and to discuss the whole diverse range of
physically active at least once a week. However, this mass interest in physical and sporting activities, from individual sports to team sport
sport has not been matched by real democratisation. Disparities and and from sport in voluntary clubs and schools to self-organised or
inequalities continue to affect the physical and sporting activities of non-structured sport. Thirteen experts from different European
women, including those in the youngest age groups. Girls and women countries – Germany, Bosnia and Herzegovina, Denmark, Spain,
generally engage in sport less frequently than men, and not all are France, the United Kingdom (hereafter the UK), Italy, Switzerland
equally likely to have access to such activities. In view of the social, and Turkey – were asked to make contributions. Their knowledge
educational and cultural role of sport and its potential benefits for of women’s access to sport and the “good practices” introduced in
European citizens, this unequal access is a genuine problem. their own countries have enabled us to build up the best possible
overview of the issues at stake.
Progressively, the European institutions have taken up the issue of This handbook is divided in three parts. In the first, we will describe
gender in physical activities and sport. In its white paper on sport the current situation as regards the participation of girls and women
published in 2007, the European Commission identified improved in sport in Europe. We will then present a range of good prac-
access for girls and women to physical education and sport as one tices and then, having assessed the obstacles to sport and the les-
of its policy objectives. This echoes the concerns of the Council of sons learnt from these good practices, we will make a series of
Europe, and in particular its European Partial Agreement on Sport recommendations.
7
1. P
hysical and sports activities and the gender Significantly fewer women than men include sport among their
issue in Europe2 leisure pursuits. According to the Eurobarometer survey of 2010,
43% of men say that they engage in sport at least once a week
Reviewing the access of girls and women to physical activities and compared to only 37% of women. These results are borne out at
sport means taking account both of those who practise sport and national level although there are major variations from one country
of those who do not and looking at the issue from the viewpoint of to another. For example, in Italy 36.9% of men take part in a sport
inequality between the sexes – i.e. between girls and boys and women more or less regularly compared to 23.9% of women. In the Czech
and men – and within the same sex – i.e. among women themselves. Republic, the proportion of those not doing any sport is a particu-
Studying not only participation and motivation but also the obstacles larly interesting statistic: 78% of women do not engage in sport
to access will provide the basis for a diagnosis of the involvement of compared to 61% of men.
girls and women in Europe’s various sporting environments.
Participation rates are significantly different when it comes to physi-
This first part is based on data from quantitative and qualitative sur- cal exercise in the broader sense (including cycling, walking, dance
veys, most of which were conducted at national level.The data vary and other informal physical recreation). A large majority of European
in quality from country to country and cannot be compared directly. citizens say that they engage in some form of physical activity at least
However, they do reveal some of the major trends in women’s sport once a week. In France, women now account for 48% of practitioners
in Europe. of a physical activity or sport, a figure almost commensurate with
their share of the population. In Denmark, which has one of Europe’s
1.1. G
irls/Boys and Women/Men: separate sporting highest levels of sporting activity, 80% of the inhabitants, including a
worlds majority of women, say they are physically active.
Sport or physical activities? However, it must be stressed that the gap between men and
The gender differences vary according to the definition of sport used women where physical exercise is concerned varies according to
to gauge European citizens’ “sportiness” – sport as strictly defined age. Whereas, in general, young people are most heavily involved
or physical activities in the broadest sense. in physical or sports activities, it is in these age categories that
the gap between the sexes is widest. In France, there are more
girls aged between 12 and 17 than boys who have never done any
2. This chapter is based on a number of academic sources and reference works.
In order to make the handbook more readable and accessible for non-academics, sport outside their compulsory physical education classes at school
we will not use the academic system of citation consistently. All sources consulted (14% compared to 8%) and who have abandoned other sports
can be found in the literature section at the end of the handbook. activities without taking up another one (26% of girls, 15% of boys).
9
Access for Girls and Women to Sport Practices
Similar disparities have been noted in Denmark. Whereas 23% of decreases gradually for both sexes throughout their sporting career.
boys between the ages of 16 and 20 take part in competitive sport In Spain, the number of women registered with sports clubs declined
and 39% in other physical recreation, the corresponding figures for considerably between 2000 and 2006 in a trend which seems to
girls are 12 and 29% respectively. In Europe, therefore, boys engage indicate an increasing preference for recreational or health-oriented
in sport much more frequently than girls. activities.
Partially overlapping motivations Gender-differentiated sporting practices
The reasons given by women for practising a sport or a physical Besides motivation, one of the most obvious and enduring differ-
activity in European countries are broadly convergent but can be ences between women and men is the type of sport they choose.The
distinguished to a degree from those of men. Most EU citizens division of activities along gender lines still applies today although
exercise for the sake of their health but women seem to attach all the prohibitive rules have been lifted and in theory all sports
more significance to this aspect than men. For men in the EU, the disciplines are open to all women and men (Louveau, 2006).Whereas
main motivation for physical activity is often a desire to excel, to women are particularly attracted to sports in which major emphasis
pit themselves against others or to experience thrills. Women are is placed on physical expression (dance, gymnastics and ice skating),
more interested in keeping fit, improving their physical appearance, men are still found in a very large majority in close combat sports,
controlling their weight and preserving their health. There are no team sports played on large grounds (football, rugby), motor sport,
great differences between women and girls in this respect. A study extreme sports and endurance sports. This pattern is repeated in
carried out in Switzerland on the social significance of sport among many European countries. In Turkey for example, the most popular
young people shows that girls particularly appreciate the virtues of leisure activities for women are aerobics, walking and fitness activ-
good health and teamwork. In their view, sport is a way of forging ities using special equipment (exercise bikes, treadmills, and apparatus
social ties and togetherness and an efficient means of controlling to increase muscle tone). These results differ slightly when the age
their appearance and drawing closer to the ideal body image of a of the participants is taken into account. Like boys, girls seem to
slim body without overdeveloped muscles (Barker-Ruchti & al.). have a somewhat broader range of sports activities than their elders.
These sexually distinct motivations have direct effects on the way However, some girls and women do cross the lines of these gender-
people practise sport. Men, and boys in particular, take part in com- based categories and practise weightlifting, football, motor racing and
petitive sport more frequently than their female counterparts. In climbing in structured settings or even in competition.These sports-
the UK, only 12.5% of sportswomen aged between 16 and 34 com- women may be seen as groundbreakers for new cultural models (as
pete in organised competitions compared to 30% of men. This rate emancipated or modern women) but they also risk being categorised
10
Physical and sports activities and the gender issue in Europe
as “tomboys” whose sexual identity is regarded as doubtful as such as many as 61% of their members.Various reasons for this trend have
practices do not equate with the spontaneous categories on the been suggested, including the type of services on offer, the reduced
basis of which men and women decide what is suitable for a woman. emphasis on competition, the increased involvement of women
customers, and activities which are more in keeping with women’s
Different modes of organisation interests (preserving health and appearance, etc.) (AcNielsen, 2002).
Physical activities or sport can be carried out in different settings: in
school, as a compulsory activity or an option; in a voluntary sports
club; in a commercially-run sports facility; or as a self-organised
· Physical education in school
activity (in a public space or at home). These different modes of Physical education in school is a key part of both boys’ and girls’
organisation cover a whole range of actual arrangements which vary education. It fosters their physical and mental development and helps
according to the age and gender of the participants. them to learn about the attitudes they will need for all aspects of
life in society (such as acceptance of rules, respect for others and
· Voluntary sports clubs self-respect). Physical education also addresses major issues. Because
Practising a sport in a voluntary club does not seem to be a very it covers all the boys and girls in the same age group, it is regarded
popular approach with women, particularly older women. In more than ever as a sphere of equal opportunities and a key means
Switzerland, many more men are members of clubs than women of democratising sport.Yet, what happens in practice does not always
(30.6% compared to 18.9%). Girls are generally more likely to be live up to these intentions and major gender inequalities can be seen
members than their elders but they do not attain the membership both in access to physical education and in the way it is practised.
rates of boys (at the age of 14, 68% for boys and 54% for girls).
However, these figures vary considerably from country to country. In In general, girls are less interested in the subject than boys. Only
Denmark, where sports clubs are regarded as an important institu- 45% of German girls say that it is their favourite subject (compared
tion, 37% of women, 46% of men and 84% of children between the to 70% of German boys). Girls and boys also have differing attitudes
ages of 10 and 12 are club members. and ways of behaving in their physical education classes. A European
study highlights the fact that girls tend to take part less intensively
· Commercially-run sports facilities in exercises and games, to avoid the more physically taxing and
competitive situations, to participate less in lessons and, generally
Girls and women show a great enthusiasm for sport in commercially- speaking, to be absent more often from physical education classes
run facilities and, in particular, fitness centres.An Italian study shows than boys (particularly from swimming classes) (With-Nielsen &
that women are more inclined to join fitness centres, accounting for al., 2010).
11
Girls and boys and women and men do not have the same in any physical activity is four times higher among girls living in
degree of enthusiasm for sport, do not engage in the same insecure social circumstances.
activities, do not do sport in the same settings and do not
have the same motivations. Like other individual attributes, Level of education
gender considerably influences people’s involvement in
physical activities or sport. Another important factor is educational achievement. Research
conducted in France shows that the level of education is the most
1.2. D
isparities and inequalities among girls discriminating factor where women’s access to sport is concerned,
and women even ahead of income levels. Participation rates increase along with
the length of studies and the level attained (Louveau, 2004).
Occupation and income level
Economic inactivity or a low income are factors which inhibit access Among the youngest girls in France, the parents’ level of education
to physical or sports activities, whether organised by a voluntary club, also considerably influences whether they do sport and how much
a commercial establishment or the persons concerned themselves. they do. Of those that do, 57% do so at least once a week when
In France, economic inactivity is a particular source of disparities their parents have no educational qualification, compared with 87%
among women. Whereas on average 22% of French women do of those whose parents have a higher education qualification.
not engage in any physical activity, this rate rises to 42% for job-
less women. However, having a job does not automatically prompt Ethnic and cultural aspects
people to engage in a physical or sports activity.There are differences
according to occupational categories. In 2000, those who engaged Currently, we have very little quantitative and qualitative data on the
in no physical activity at all included 44% of women farm workers, sports activities of girls and women from an immigrant background
27% f women labourers but only 4% of women in management pos- and the information that we do have cannot be easily compared
itions and higher intellectual professions. Likewise, the probability of between one country and another. Research on this matter is still in
practising a sport increases along with women’s incomes. In the UK, its infancy and nationality laws – and, more generally, ways of integrat-
women whose annual household incomes are £52 000 or more are ing people from immigrant backgrounds – vary considerably from
three times more likely to be physically active than women earning country to country. In France, for example, the republican integration
less than £15 600. model does not recognise people as belonging to ethnic minorities
and hence does not allow any census of these communities to be
Lastly, household incomes generally affect the sports activities of made. Only the occasional qualitative study makes it possible to
children, particularly girls. In Germany, the probability of not engaging suggest certain hypothesis.
12
In the main, women from an immigrant background participate less physical activities are linked to the way in which they are organised
in physical activities than other women. In Denmark, whereas over (Walseth & al., 2004).
80% of women are physically active, only 50% of immigrant women
engaged in a physical activity in 2000. However, these results do Although the information on this subject is varied and
not reflect the more subtle distinctions between different minor- somewhat scarce, the growth of physical and sports activ-
ity groups. A Swiss survey reveals that women from the southern ities in Europe does not seem to have benefited all women.
European countries, the Balkans,Turkey and Eastern Europe have the Occupation, level of education, income and ethnic and cul-
highest levels of physical inactivity (45% as opposed to 25% among tural characteristics are factors which contribute to par-
immigrants from western and northern Europe) (Fischer & al., 2010). ticularly pronounced inequalities among girls and women.
Girls from an immigrant background do not escape this trend. In More so than among men, these factors combine to deter-
Germany for example, only 21% of them engage in a physical activ- mine the probability of taking up a sport, the type of sport
ity or a sport with a club whereas the figure is 58% for other girls chosen, the setting and the purpose of the activity.
between 5 and 11.
1.3.The main obstacles to participating in sport
It must be stressed here that ethnic background interacts with other
factors such as religion, class and other aspects which influence A study of the conditions in which sport is practised and the reasons
people’s identities, cultures and lifestyles. People from immigrant given by women to justify their attitude and their decision whether
backgrounds often live in disadvantaged neighbourhoods, have a low or not to take part in a physical or sports activity is a particularly use-
average level of education, are at high risk of becoming unemployed ful way of identifying other potential obstacles. First of all, contrary
and have low incomes compared to the rest of the population.These to commonly held views, neither the cost of sport (subscriptions,
combined handicaps put real obstacles in the way of girls and women kit, equipment) nor the remoteness of sports facilities seem to be
wishing to take in part in physical activities and sport. major obstacles to sports participation in Europe.
However, despite a much lower participation level than the national Conditions of sports participation in Europe
average, girls and women from immigrant backgrounds do not show
any particular lack of interest in sport. British, Norwegian and Belgian · A limited range of sports on offer
studies show that a large proportion of women from ethnic minor-
ities would be willing to get involved in sports activities if they had If we look at the sports on offer in some European countries, it
the opportunity.This would suggest that the inequalities in access to is clear that little account is taken of women’s and girls’ specific
13
requirements. In Germany for example, municipal sports clubs mostly

offer traditional sports which place the emphasis on improving
· P roblems relating to the accessibility and quality
of sports facilities
performance and excelling oneself. In addition, because adjustments
are necessary to cater for girls and women (in terms of facilities, Although, generally speaking, the nature of the activity is the main
supervision, teaching methods, kit and equipment, etc.), some sports reason why girls give up sport, they are also particularly concerned
organisers refuse on the grounds that women are not their target about practical aspects. For instance, 18% of French girls between
audience (Deydier, 2004). the ages of 12 and 17 say that they gave up sport because they had
no transport. A lack of transport combined with late hours and the
emergence of fears concerning their safety significantly deters girls
The problems are the same from one sports environment to another.
from taking part in a physical activity or sport (Hills, 2007).
In Denmark, a narrow view is taken of physical education. Whereas
children should be experimenting with different types of activity,
70% of the syllabus is taken up with ball games while only 10% is · A lack of gender segregated time slots for girls
given over to dance and gymnastics. In most cases, pupils are also and women
assessed according to their technical and tactical abilities (With-
Nielsen & al., 2010). It is particularly difficult for Muslim women to reconcile the rules,
values and practices of their religion and culture with the lifestyle
of western countries, particularly the way in which they organise
Lastly, open sports facilities designed for self-organised sport do not physical activities and sport.The lack of gender segregated time slots
seem to offer the same opportunities for boys and girls. In France, can be a major drawback for many girls and women from ethnic
local sports facilities built in disadvantaged urban neighbourhoods minorities. If sessions are mixed, they may choose to stay out of
(such as team sports areas and skate parks) are used almost exclu- sports of their own accord or be prohibited from participating by
sively by boys.They do not seem to be intended to encourage female their parents (Walseth & al., 2004). Participation in mixed sports
or mixed-gender participation. may violate their own integrity and that of their families.
Under these circumstances, the various systems of physical exercise · U nder-representation of women in technical
provision – whether offered by sports clubs or schools or organised and administrative teams
by individuals – can have unintended adverse effects on women’s
sport. By overlooking women’s and girls’ tastes and aspirations, they In many European countries, the proportion of women holding
can lead inadvertently to a form of exclusion. technical or administrative responsibilities in sports organisations
14
of any type (associations, federations, etc.) is extremely small. In

Switzerland, women account for only 36% of trainers and managers.
· The rules of national sports institutions
This proportion decreases the higher up the sports hierarchy one Some rules and standards governing the organisation of sport in west-
goes, reaching 19% in elite sports. It is very likely that this situation ern European countries – with varying degrees of institutionalisation
has an impact on the development of women’s sport although we – can act as obstacles to participation, particularly for girls and
do not yet have any precise data on this link. On the one hand, the women from an immigrant background or a Muslim culture.
under-representation of women in sport’s managing bodies may mean
that it is considered less necessary to implement policies designed Many national sports federations have introduced quotas limiting
specifically to increase women’s and girls’ involvement in sport (Koca access for persons who do not have the nationality of their host
& al., 2010). Secondly, the woman trainer represents a model with country to amateur and professional competitions.When combined
which many girls identify when they take up organised sports such with restrictive legislation on immigration and naturalisation, these
as football, basketball or rugby. As a result, the over-representation quotas can have an adverse effect on the participation and repre-
of men among trainers may prevent girls from starting such activities. sentation of foreign nationals in sport, particularly competitive sport.
With regard to women in particular, the ban on wearing veils in

· Manifestations of racism and discrimination most sports competitions and more general rules on clothing can
create considerable obstacles. In Turkey, the ban on the hijab and the
In the various sports environments, people from immigrant back- mixed-gender environments in competitive and recreational sports
grounds can be targets for exclusion, discrimination or even racism. lead to the exclusion of Muslim girls and women who are not will-
Very little data concerning women is available, but these problems ing – or allowed – to practise sport without covering their heads.
cannot be overlooked. Cases of racism involving women have occurred They are not able to reconcile their cultural and religious identity
in various countries (Austria, Belgium, Cyprus, Italy, Poland, Slovakia, with the sports bodies’ rules.
Hungary and Romania), mainly at football, basketball and handball
matches. But discrimination is not only found in competitive sport. Other more implicit rules govern voluntary associations. People
Lovell shows that physical education teachers generally pay less atten- from an immigrant background do not necessarily have the tools
tion to girls from East European immigrant families as they consider and knowledge to adapt to the voluntary organisational model for
them less motivated and skilful than other girls (Walseth & al., 2004). sport. In Denmark, these people often have difficulty getting involved
These stereotyped and racist attitudes represent major obstacles. in sport run by associations because they are familiar neither with
They can affect ethnic minorities’ enthusiasm for and involvement in Danish sporting traditions nor with sports clubs and their often
physical activities and sport. unwritten rules (Pfister, 2010). Other obstacles may stem from
15
sports organisations which have difficulty managing multiculturalism or ethnic minorities, where the gender-based division of domestic
and integrating people from ethnic minorities. tasks is particularly pronounced (Walseth & al., 2004).
More or less the same obstacles can be discerned among girls. Lack
Individual obstacles to sport practices of interest in sport combined with school and family obligations can
have an adverse effect on girls’ access to physical and sports activities.
· Lack of time – an obstacle which conceals another
The first and main reason given by non-practitioners to justify their
· Low level of relationship
attitude is lack of time. In Europe, 45% of those who answered the The extent of their circle of friends and the quality of their social
Eurobarometer survey, a slight majority of whom were women, relations can also act as obstacles to the participation of girls and
complained that they could not find the time to engage in a physical women in sport. Generally, it should be noted that, among young
activity or sport. people, the decision to participate in a sport is heavily influenced
by friends. British studies show clearly that peers play a key role
However, this is an unsatisfactory reason. The main issue is not so in young girls’ decisions to take up a physical activity or continue
much women’s lack of free time as the time they allow themselves with it. Positive relationships with their fellow participants or team-
to do what they want. Their interest or lack of interest is actually mates increase the pleasure they take from participating, help them
what determines how much time they devote to a physical activity to develop their skills and add to their self-confidence (Hills, 2007).
or sport. Most physically inactive women feel neither the desire nor
the need to engage in an activity. In France, 40% of non-participating Conversely, a lack of friends in the sporting community seems to
women say that they “have other interests” and 36% say that “they have a particularly adverse effect on the involvement of women,
do not like or have never liked sport”.This lack of interest is closely particularly women from ethnic minorities. They have no personal
tied up with the family obligations and responsibilities which have contacts to support them or give them advice and information on
been regarded for decades as women’s duties. Women who do not the opportunities available (Walseth & al., 2004).
participate in physical activities or sport are generally extremely
taken up with family and domestic matters (Louveau, 2004). Taking
care of the children, seeing to the upkeep of the house and the man-
· The influence of families
agement of the household are regarded as women’s prime activities Families, and parents in particular, play a crucial role in their children’s
during their free time. These family responsibilities are particularly initiation and continued involvement in sport. Because children lack
significant obstacles among women from working class backgrounds financial independence and have transport difficulties, parents have
16
to help. In France, 25% of young people from a working class back- non-participants do not know how to gain access to the different
ground say that they gave up sport because nobody could take them. systems of physical exercise provision and 56% are not comfortable
with membership procedures. However, this is only a minor obstacle.
Likewise, if there is a “sporting atmosphere” in the home and the If they are really interested in taking part in sport, both boys and girls
parents are particularly aware of the benefits of physical exercise, and women and men will seek out information on what is available
this can have clear beneficial effects on the involvement of girls and themselves. Current information retrieval and communication tools
boys. For example, having a parent – particularly a mother – who is are sufficiently advanced and diversified to permit rapid access to
physically active considerably increases children’s participation and the information required.
even reduces inequalities linked to the family’s social circumstances.
On the other hand, it cannot be denied that there is little coverage
of women’s sport and of sportswomen in the various media outlets
· Problems of adolescence and the issue of mixed sport (television, the press, radio and the Internet).The relative “invisibility”
of top-level sportswomen in the media does not give girls any models
During adolescence, puberty, physical changes and the search for
with which they can identify and which might encourage them to take
sexual identity are generally obstacles to girls’ involvement sport
up a physical activity or a sport. Boys have many sporting “heroes”,
and, more specifically, the learning of physical education at school.
but there are relatively few female icons in elite sport.
Girls can experience embarrassment, shyness or even shame when
they are asked to perform in front of other pupils, particularly boys All these individual obstacles of varying status and level
(Biddle & al., 2005)��
. The display of gendered bodies during ado- can affect girls and women to different degrees and help
lescence may be disturbing for girls and deter them from getting to explain why they do not take up – or decide to give up
involved to the degree that the teachers wish.The issue of whether – physical exercise.
physical education classes should be mixed or separate is regularly
discussed by national education institutions.
Communication, images and icons

The inadequate dissemination of sports information and images
can be another potential obstacle to girls’ and women’s access to
physical activities and sport. A study financed by “Sporting Equals”
has revealed a link between the lack of information on opportun-
ities to take up a sport and physical inactivity. It shows that 59% of
17
2. O
verview of good practices in Europe
National and European institutions believe that substantial progress
can be made in the sphere of sport and physical activities by iden-
tifying good practices and disseminating them in the various states
and organisations.
The overview presented in this part of the report is made up of eight
examples of good practices identified by the associate experts which
are aimed at enhancing girls’ and women’s participation in physical
activities and sport. The schemes were set up by public bodies
– local authorities, universities, etc. – or by civil society organisations
– sports clubs or associations – and they represent neither the full
range of activities carried out in this field nor solutions which can
be reproduced without thinking first about the way in which they
should be adjusted to the local context.They are described here to
encourage people involved in the sports sector to be more creative
and prompt them to devise ground-breaking schemes of their own
to promote the development of women’s sport.
19
Midnight Sports” and “Open Sunday”: opening up

“ Depending on the scale of the event, two or three adults are
sports facilities to young people at the week-end appointed as activity leaders. Several trainers are also present to
(Switzerland) organise activities and ensure that events proceed safely and in a
positive atmosphere. They make up the teams for team sports and
Project leaders: Idée Sport Foundation and local authorities may also run practice sessions. Instead of placing anyone under
Venue: Switzerland any pressure to perform, “Midnight Sports” and “Open Sunday”
Involved partners: Local councils, private foundations, public put the emphasis on self-organised recreational activities and the
authorities (governmental and cantonal level) opportunity to socialise.
Project period: since 1991 In 2009, 1 707 events were held in 94 venues and there were around
Target group: socially disadvantaged young people 69 000 visits from over 22 000 children and young people. Most
Sports: team sports, table tennis, dancing, circus, etc. of the girls who take part in these schemes do not usually engage
Information/contacts: www.ideesport.ch and www.mb-network. in any physical activity or sport and belong to families with a low
ch/content socio-economic standing and/or immigrant background. Girls take
part in practically all the activities on offer, but basketball, volleyball,
The main aim of Midnight Sports and Open Sunday is to encour- table football and dancing are most popular.
age children and young people to take part in a physical activity or
sport. The idea is simple. It is to provide young people with places For some years, participation by girls has been increasing significantly.
to meet and, in those places, to organise physical activities and In 2009, they accounted for 30.6% of those attending “Midnight
sporting events. Sports” and 37.8% of the participants in “Open Sunday”. Among the
factors accounting for the increase is a new project entitled “Sport
Every weekend, various activities – such as table tennis, dancing, ball and movement require space” dedicated to creating spaces specially
games and circus activities – are proposed in school sports halls. On reserved for female participants.
Saturday evenings these are called “Midnight Sports” and on Sunday
during the day they are called “Open Sunday”. The project is aimed
more particularly at children and young people from disadvantaged
social categories or those not covered by health promotion cam-
paigns. The activities are open to everyone. There is no need to
register in advance and participation is free of charge. Girls are an
integral part of the project. They are given the opportunity to do
sport in separate areas and help to devise and organise activities.
20
Overview of good practices in Europe
guide to gender mainstreaming for local sports

A • Sports associations or clubs: activities on offer, numbers of mem-
policies (Spain) bers, motivations, drop-out rates, use of public or private fund-
ing, human resources management, allocation of facilities and
Project leader: Spanish Federation of Municipalities and Provinces equipment, communication, etc.
(FEMP) • Sport at school: activities on offer, participation and drop-out
Venue: Spain rates, teachers’ qualifications, allocation of state subsidies, link
Involved partners: sports and gender equality experts, technical between school sports provision and sports provision by asso-
staff of local sports bodies ciations, etc.
Project period: 2009 • Sports facilities: location of sports centres, access, quality of ser-
Target groups: Spanish municipalities and provinces vices on offer, breakdown of groups of participants by gender, etc.
Sports: a wide range of sports This methodology for the incorporation of gender issues in local
Information/contacts: www.aventoconsultoria.com sports bodies is accompanied by a monitoring system which ena-
bles administrators to pinpoint deficiencies and introduce suitable
In 2009, aware that sports grounds are among society’s most male- remedies.The project initiators believe that women’s participation in
oriented settings, the Spanish Federation of Municipalities and sport can be increased through the provision of non-discriminatory
Provinces decided to produce a guide to help local sports bodies sports facilities and fair distribution of material resources and by
to take into account gender issues. Its aims are to describe instances promoting the involvement of women in local sports bodies.
of discrimination in various sports at local level, provide tools to
identify such cases and give advice on the development of public
sports policies based on gender and gender equality issues. In the
opinion of the project initiators, five aspects need to be taken into
account when assessing discriminatory practices:
• Local sports organisations and their structure: sports policies, pres-
ence of women on governing bodies and organisations, budget
level and allocation, communication, etc.
• Local sports provision: profile of local sports centre users, review
of activities on offer, use of material resources, survey of activities
practised freely in urban and/or natural settings, etc.
21
The association Elan sportif: promoting boxing in meetings, etc). This board is a channel for passing information
for girls (France) upwards and a forum for discussing the best ways of adapting to the
girls’ needs and solving problems in real time. Furthermore, under
Project leader: Elan sportif association an instructor’s supervision, girls are invited to manage the sports
Venue: Mulhouse, France activities at neighbourhood events or to take charge of warming up
Involved partners: Departmental Youth and Sport Directorate, exercises during training.
Fondation de France, Municipality of Mulhouse and private companies
Actions period: since 2006 Every year, there is an evaluation procedure involving the girls and
their parents. A questionnaire is sent out and group meetings are
Target group: girls from disadvantaged urban neighbourhoods
held.The goal is to find out more precisely how the sport is helping
Sport: boxing
these young girls, to take stock of the year just ended and to make
Information/contacts: www.elan-sportif.org
plans for the following one. Managing diversity and multiculturalism
For two years running, the association Elan sportif has been sup- is a recurring issue in the life of the club. Keeping up regular contacts
ported by the national charitable institution Fondation de France in its with parents and applying certain rules makes it possible to solve
call for projects entitled “Allez les filles!” (“Go on girls!”) rewarding many of the problems that arise.
successful schemes for the integration of girls in problem neighbour- The association is shortly intending to extend its activities to women
hoods or isolated communities through physical activity or sport. between the ages of 25 and 50. It will test out various arrangements
It has distinguished itself through its activities aimed at girls using to reduce constraints linked to domestic work (such as help with
boxing as a medium. homework and physical activities for children while their mothers
In 2010, sixty or so physically inactive girls, most of whom came from are training).
disadvantaged neighbourhoods in Mulhouse, took part regularly in
boxing exercises.To meet the need for the girls to be among them-
selves, the association set up a “gender segregated” time slot for girls
only and “mixed” sessions, during which boys and girls boxed side by
side. Sessions are held with small groups formed according to their
motivations (recreation, competition, etc.) and run by instructors
from sports federations.
The managers have also set up a participatory board to enable girls
to take part in the life of the club (by organising events, taking part
22
he Kick for Girls – football (Der Kick für Mädchen

T The project is constructed around the girls’ sporting, social and
– Fußball) school project (Germany) cultural interests. For it to succeed various educational precautions
need to be taken. It is necessary to establish good interpersonal
Project leaders: German Children and Youth Foundation relations within the group and with the trainer, allow the girls to
(Deutsche Kinder- und Jugenstiftung), STEP Foundation, University contribute to decision making, discover new playing venues with the
of Freiburg (Institute of Sport and Sport Sciences) girls, tailor the educational content of the sessions to the girls’ abili-
ties and place emphasis on personal development and improvement.
Venue: Freiburg, Germany
Project period: since 2009 At each session, the trainers enter their objectives and results in a
Target group: “Hauptschule” students training diary, which is regularly reviewed by the project’s experts. As
a result, any difficulties can be very rapidly addressed. Some sessions
Sport: football
are also analysed on video to try to understand more about the
Information/contacts: Prof. Dr. Petra GIEß-STÜBER, Albert- interactions among the girls and between the girls and their trainer.
Ludwigs-Universität Freiburg, Institut für Sport und Sportwissenschaft, Participants are interviewed to assess their degree of socialisation in
www.sport.uni-freiburg.de and through sport, to find out about their motivations and to hear
their views on the project. The acquisition of key skills is gauged
The Kick for Girls project is aimed specifically at girls attending using a longitudinal survey based on a questionnaire.
“Hauptschulen”, which are secondary schools reserved for less
academically able pupils, providing a vocational education. Many of One year into the project, the girls have taken pleasure from par-
these girls live in disadvantaged social circumstances. ticipating in it and have improved their motor skills. Some now take
part in training sessions and matches for the school league.
Once a week they meet in a familiar,“protected” setting – the school
sports hall or playing grounds – to play football.They are supervised
by a woman trainer, who has attended a special training course on
diversity, social inequalities and gender issues. During training ses-
sions, the girls are taught not only technical and tactical aspects but
also social skills (such as co-operation, compliance with rules, a taste
for hard work, etc.) that are essential for their success at school
and at work. By experiencing social diversity, they learn to position
themselves in a multicultural environment and manage the conflicts
which may arise from this.
23
he SheZone association: combining sport

T Because a dense and diversified social network is a genuine resource
and social activities for women (Denmark) which can be put to use in various aspects of everyday life (such
as education and jobseeking), the club is also seeking to create a
Project leader: SheZone association sports-based community in which women can forge ties with one
Venue: Copenhagen, Denmark another.To this end, festive events are organised throughout the year:
meals, end-of-year shows, games, etc. SheZone also encourages its
Involved partners: Integration and Leisure Department of the
members to adopt healthy lifestyles through information evenings
municipality of Copenhagen, Danish Ministry of Integration
on subjects such as food and diets.
Actions period: since 2004
For some years, the organisers of SheZone have been running an
Target groups: girls and women of Muslim culture and/or religion
educational campaign to alert members to how the club operates
Sports: swimming, aquagym, yoga, Pilates, gymnastics, dance classes, and the key role played by volunteers.They have also been trying to
art and discovery classes motivate members to take part in the decision-making process by
Information/contacts: www.shezone.dk holding informal meetings and providing the women with an Intranet
site, where they can make suggestions and express their views.
SheZone is an association which was set up in Copenhagen in 2004
and offers a broad range of sports for girls and women, particularly In six years, the membership of the association has grown from 40 to
those from ethnic minorities (nearly 80% of the members are first 500 and new sports sections have been set up in other neighbour-
to third generation immigrants).The organisers offer and guarantee hoods in Copenhagen. A very broad and diverse range of activities
optimum conditions for girls and women of Muslim culture and/or is on offer.
religion to participate in sport. No men or boys are allowed to take
part in its activities. Sessions are supervised exclusively by women
trainers and take place in closed sports halls.
The project leaders make constant efforts to be in tune with

women’s interests and desires. This means that at the beginning of
each sports season, the association’s programme changes and new
activities are added while other less popular ones are discontinued.
Currently, SheZone offers swimming, aquagym, yoga, Pilates, gym-
nastics, dance classes, a mother and daughter art class and discovery
classes for young children.
24
The “Widening Access through Sport (WATS)” WATS has been a great success. Girls regularly take part in the sports
programme (UK) and educational activities and derive great pleasure and satisfaction
from them.They even encourage other members of their community
Project leader: University of Loughborough to join the scheme.They acquire sporting skills and some have even
Venue: Loughborough, United Kingdom decided to train as sports trainers. Five years into the project, sport
Involved partners: local partners (organisations dealing with now seems to be part of these young Muslim girls’ lives.
education, gender and ethnic minorities)
The success of the programme is dependent, however, on the fol-
Project period: since 2003 lowing prerequisites:
Target group: girls from ethnic minorities
• working together with the ethnic community;
Sports: football, badminton, martial arts, netball and walking trips
• delegating the planning of the project to the development officer;
Information/contacts: www.lboro.ac.uk
• paying particular attention to families;
WATS was established in 2003 and is aimed in particular at girls from • offering a programme of activities tailored to girls’ needs and
ethnic minorities in the town of Loughborough. Its main goal is to desires;
encourage them to study for longer at a higher level, as education
is regarded as a key factor in the integration of ethnic minorities. • providing access to community sport in its broadest sense;
• informing the institution of girls’ specific demands such as gender
WATS is run by the university teaching staff and a consultative com- segregated spaces and time slots.
mittee made up of representatives of local educational organisations,
as well as, sport bodies and associations fighting against discrimina-
tion towards girls with a minority background.To attune the activities
to the target group’s needs, a 24-year-old English second-generation
immigrant woman from a Muslim background has been recruited as
a development officer and member of the management team. She
devises the programme and supervises most of the recreational and
educational activities on offer, which include football, badminton,
martial arts, netball and walking trips but also classes in communi-
cation and developing self-assurance and self-confidence, visits to
universities and discussions about higher education.These activities
are held in places and time slots reserved exclusively for women.
25
Participation in organised physical activities – • get women involved in physical activities suited to their age
a means for women to fight stress and abilities;
(Bosnia and Herzegovina) • help women who were traumatised by the war to relax physi-
cally and mentally;
Project leader: University of Sarajevo • alleviate stress and give practical advice on ways of relaxing
Venue: Sarajevo, Bosnia and Herzegovina during individual or team sports.
Involved partner: NGO Nahla
A sample of about 90 women aged around 50 is to be formed
Project’s starting date: September 2011 on a voluntary basis. The project will take place over two three-
Target group: middle-aged women month periods during which the women will engage in a physical
Sports: various types of physical activity (breathing and relaxation activity three times a week, supervised by trained and experienced
exercises, exercises to enhance suppleness and muscle strength), instructors.
dancing, folk dancing and outdoor activities
Following a health check-up, the women will take part in various
Information/contacts: www.unsa.ba types of physical activity including simple rhythmic exercises per-
formed to music (breathing and relaxation exercises, and exercises
The war in Bosnia and Herzegovina in 1992 had a major impact
to enhance suppleness and muscle strength), an introduction to
on Bosnian women’s health. In 1998, a survey by the University of
dance and folk dancing and outdoor activities.
Sarajevo revealed that only 13% of middle-aged women (around the
age of 50) engaged in a physical activity or a sport. As a result, the This ground-breaking project will have been fully successful if, when
university decided to set up a sports programme designed specifi- it comes to the final assessment, the participants express positive
cally for women. Under the project, which is still in the process of attitudes about physical activity and their test results show that there
development, activities will probably be run by Nahla, a Sarajevo- has been progress in their motor skills and well-being.
based NGO. Nahla is an education centre, one of whose aims is to
improve the quality of life of women and families. The wish of the
project leaders is to create a space dedicated to women, where
they can feel safe, socialise, improve their knowledge and acquire
the necessary skills to find work and take an active part in the life
of the community.
The project has three goals:
26
The activities of the Slovak Olympic Committee’s • the “Change Your Lifestyle” project (2005) encourages women to
“Women and Sport” Commission (Slovakia) look after their bodies and find time to engage in a physical
activity. Women take part in 60 minutes of supervised, free-of-
Project leader: Slovak Olympic Committee charge physical activity per day (walking, stretching and muscle
Venue: Trenčín, Liptovský, Mikuláš and Bratislava, Slovaquia development), for four days a week, over six weeks;
Actions period: since 1990
• dissemination of educational and communication material including
Target group: Women who are physically inactive or not members
an information and publicity leaflet on the benefits of regular
of a sports club
physical exercise and a book describing a range of exercises.
Sports: walking, stretching, muscle development and trainings on,
Nordic walking For some years, the Slovak Olympic Committee has been noting
Information/contacts: www.olympic.sk a decline in parents’ awareness about the benefits of physical and
sports activities. Because participation by children can prompt par-
At the end of the 1990s, the Slovak Olympic Committee decided ents to follow suit, the Committee recently started up the “Mum,
to set up a “Women and Sport” Commission, whose two aims let’s go to sport” competition, which rewards schools offering a
were to measure precisely how many women there were in sports large number of mother-and-child activities.
associations and in national teams, among participants, trainers and
administrative staff, and to find ways of increasing women’s involve-
ment in sports at all levels and in all functions. For this purpose,
the Commission offers various activities, which are organised on a
voluntary basis in co-operation with civil society organisations (such
as media bodies and NGOs).
Its “Women in Sport – Sport for Women” programme is aimed in
particular at women not involved in sport (women who are physically
inactive or not members of a sports club). It also proposes additional
training for trainers and referees to alert them to gender issues.
Examples of activities:
• theoretical and practical seminars on Nordic walking (2010) provide
training for trainers and instructors on the basic principles of this
discipline, which is particularly popular among women;
27
3. Recommendations equipment) in co-operation with sports organisations and
federations;
Based on the review of women’s participation in sport in Europe
• catalogue instances of discrimination and racism suffered by girls
and the survey of good practices, a number of recommendations
and women in the sports environment;
may be made. The EPAS and its member states, ministries of sport,
public authorities and sports movement have various levers at • pass on all the qualitative and quantitative data collected on
their disposal to develop and improve access for girls and women women’s sport to local decision-makers in order to persuade
to physical activities and sport of all kinds. These levers include them to take appropriate action.
training, proactive policies, measures to match supply to demand, The Council of Europe is called on to co-operate with other
communication, research and qualitative development of local action. European institutions to carry out the following activities:
• collect, analyse and disseminate data on girls’ and women’s
Gain a better understanding of the world sporting activities at European level and monitor developments
of women’s sport so that more effective action in them;
can be taken • establish clear criteria by which to assess good practices in
Increased knowledge of girls’ and women’s relationship to physical this sphere;
and sporting activities (voluntary, school and self-organised activ- • carry out a complementary study on the involvement of women
ities) is a vital key to devising appropriate policies and promoting in positions of responsibility within sports organisations (such
increased participation. as management and training).
For this purpose, local and national authorities are encouraged to:
Promote the implementation of proactive policies
• conduct quantitative surveys on the participation of girls and to promote sport for girls and women
women in sports in and outside school;
Political action is one of the keys to the development of equal access
• set up qualitative research involving various experts (such as for women and men to physical activities and sport at all the stages
sociologists, educationalists and psychologists) to learn more in their lives, irrespective of their social circumstances and their
about both obstacles to participation and women’s needs and ethnic and cultural background. In general therefore, the member
desires in the sphere of physical activity and sport; states, public authorities and sports federations are encouraged to
• collect relevant information (on matters such as activities that address the issue of women’s access to sport and introduce rele-
are accessible to women, existing sports provision, venues and vant measures.
29
More specifically, bearing in mind that equal opportunities and free to the family and can be trusted. It has also been shown that
access to sport can only be guaranteed if the public sector is strongly the majority of people who develop the habit of doing physical
involved, governments and other public authorities are asked to: exercise early on maintain that habit for the rest of their lives
• provide effective backing for the work of civil society organisa- (Special Eurobarometer 334, 2010).
tions promoting women’s participation in sport and combating • establish links between schools and clubs so that pupils are
sexual, ethnic and cultural discrimination. Consideration might be encouraged to continue participating in sport after they leave
given to the possibility of promoting such organisations through school.
the award of grants, while respecting Community law;
• ensure consistency between the different policies designed Tailor sports provision to women’s requirements
to foster women’s participation in sport. Emphasis should be
placed on concerted action transcending the usual boundaries To improve girls’ and women’s participation in physical activities and
between the different public and private players involved in the sport, all public and private provision systems must be aware of their
development and organisation of sport, particularly when it expectations and legitimate demands and the obstacles in their way
comes to drawing up national action plans and implementing and be in a position to satisfy their wishes at every stage in their lives.
and assessing programmes;
For this purpose, governments, state education services, sports asso-
• where necessary, take positive measures to eliminate the inequal- ciations and local authorities are asked to promote an integrated
ities suffered by girls and women in access both to sport and to approach to gender equality in the field of physical activity and sport
the positions of manager, instructor or teacher. Under certain and to make a joint effort to:
circumstances, appropriate measures are needed to achieve
full and effective equality between all girls and women regard- • offer and promote a wide range of physical activities and sports;
less of their social circumstances and their ethnic and cultural • provide sports facilities that are well served by public transport
backgrounds. However, it should be ensured that such measures and geared to their users’ needs in terms of conviviality and
are not in themselves discriminatory. comfort;
With regard to school physical education classes in particular, mem- • improve recreational sports provision and establish time-slots
ber states and the relevant authorities are urged to: for partly self-organised activities;
• give physical education a major role in school education (or • possibly offer specific classes and time-slots reserved for women,
restore it to that role) as it is generally easier for girls to practise while retaining the possibility of participating in mixed-gender
sport in a safe setting with known instructors who are familiar activities;
30
Recommendations
• provide care facilities and activities for children while adults are prepare teachers to manage problem situations caused by gender
participating in their chosen sport; differences and intercultural issues;
• take account of specific ethno-cultural and/or religious charac- • provide in-service training for administrative staff, sports club
teristics in line with national legislation and integration policies. volunteers and journalists to alert them to the issue of gender
In other words, look into the possibility of satisfying specific differences and inequalities.
demands such as the provision of women-only areas and women
trainers and the possibility of wearing veils; Improve the quality of local sports facilities
• regularly consult residents, club members and young people In addition to proactive policies, training and the adjustment of
in schools so that activities and the conditions in which they provision, other more local levers can be used to promote girls’ and
are practised can be tailored as closely as possible to their women’s involvement in physical activities and sport.
requirements.
Local sports clubs and schools are encouraged – the former through
their managers, instructors and employer municipalities and the lat-
Provide training in gender issues for all those ter through physical education teachers and the relevant ministerial
involved in organising and supervising physical departments – to:
activities and sport • appoint more women, on a paid or unpaid basis, to the staff of
bodies organising physical activities and sport. It is easier for
Because training is an important means of changing perceptions and women instructors and teachers to discuss issues related to
everyday practices, the member states and the relevant authorities physical development and health with adolescent girls;
are asked to:
• establish systems to encourage participation by girls and women.
• guarantee that the content of initial training for sports instruc- Involve them in the implementation of projects, decision-making
tors and trainers is of a high quality and incorporates the gender processes and, more generally, technical and administrative tasks;
dimension. Courses should focus among other things on know- • create conditions conducive to building self-confidence and a
ledge of women’s participation in sport and the appropriate liking for sport. Encourage teachers and instructors to place
pedagogical approach to physical activities and sport; more emphasis on self-improvement and skills development
• ensure that training for physical education teachers raises and less on comparison and competition;
the issues of mixed sport and gender. Courses should include • establish and nurture relationships of trust with parents. Alert
instruction in teaching strategies and working methods which them to the benefits of physical activity and sport and talk
31
regularly to them about what their child has been doing. Regular Local authorities and sports clubs are encouraged to:
interaction and visits to sports venues can reassure parents and • improve communication at local level about the organised and
remove obstacles to sport for girls. In this connection, clubs and self-organised activities on offer, the formalities involved and the
schools might also hold intergenerational events bringing parents financial support available for people on low incomes. Establish,
and children together; for this purpose, a joint web platform bringing together all the
• experiment with and devise innovative pilot projects (in areas information relating to a single location;
such as timetables, transport and the nature of activities) to pro- • go out and meet young people in schools, with the teachers’
mote access for girls and women to physical activities and sport. agreement, to inform them about their local sports clubs and
describe to them what is currently on offer;
• set up procedures to assess projects and activities using tools
such as fitness tests, questionnaires, individual or group inter- • run campaigns to publicise various sporting disciplines and the
views and meetings. Systematically involve girls and women in activities available for girls and women (through events such as
these. discovery days, open days and “women and sport” days).
All media outlets are also asked to:
Disseminate messages, images and initiatives • highlight the successes of top-level sportswomen and hold up
women who have succeeded in and through sport as examples;
Facilitate the exchange and dissemination of information and images
at local and European level to raise the profile of women’s sport • improve the dissemination of information on and images of
and contribute to its development. women’s sport;
• publicise “good practices” and report and condemn all instances
In this connection, the European institutions are encouraged to: of discrimination, sexism and racism affecting girls and women.
• co-ordinate the exchange of information and good practices
between member states. Promote the pooling of information,
know-how and practical experiences relating to the develop-
ment of women’s sport and measures to prevent discrimination
against girls and women;
• set up a resource centre gathering together all the knowledge
we have about women’s sport (surveys, experiments in the field,
advice and contacts).
32
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33
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Hohengehren GmbH, 2008, pp. 270-275. jointly with the 10th international ISHPES congress, Copenhagen,
Denmark, 2007.
Fischer A.,Wild-Eck S. et al., Das Sportverhalten der Migrationsbevölkerung.
Detailed survey carried out for “Sport Kanton Zürich 2008” and Kugelmann C. and Weigelt-Schlesinger Y., Mädchen spielen Fußball –
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35
Editorial team Elke Grimminger: Research assistant at the Department of Sport
Pedagogy of the Albert-Ludwigs-University Freiburg, Germany. Her
Project leader main emphases in research are: intercultural learning in sport, inter-
cultural competence of physical education teachers, professionali-
Clotilde Talleu: Consultant and Associate researcher at the Social sation of physical education teachers, group processes in physical
Sciences Research Team on Sport of the University of Strasbourg, education, videography, mixed method studies, physical activity of
France. The scope of her work covers sport public policies and preschool children.
integration of people pertaining to vulnerable and minority groups.
In 2010, she co-directed the publication “Sport and discrimination in Laura Hills: Senior lecturer in youth sport/sociology of sport
Europe” (Council of Europe, EPAS). She is also member of the scien- at Brunel University, United Kingdom. Her research and teaching
tific committee of the European Think Tank “Sport and Citizenship”. centres on gender, physicality, qualitative research methods, sports
culture and social identities. Her recent publications have focused on
social and embodied aspects of girls’ physical education experiences
Associate experts and gender, class, and body in mediated sport.
Ainhoa Azurmendi: Sports Consultant in Avento Consultoria, Fadila Ibrahimbegovic-Gavic: Associate professor at the
Spain. She has a Degree in Psychology, a Master’s degree in Equality University of Sarajevo, Bosnia and Herzegovina and member of its
between women and men (2003) and she is specialised in Psychology governing board since 2005. She has published about 40 professional
of sport (2006). Currently, she is working for public institutions and scientific papers on physical education. Her recent research
running out projects regarding equality between men and women focus on the impact of the war in Bosnia and Herzegovina on physical
in sports at local, provincial, regional and at state level. activities of girls and women.
Natalie Barker-Ruchti: Senior lecturer at the Department of Food Tess Kay: Professor of Sport and Social Sciences at Brunel University,
and Nutrition and Sport Science at the University of Gothenburg/ United Kingdom, and Director of BC.SHaW, the Brunel Centre for
Göteborg, Sweden. Her research activities have covered gender, Sport Health and Wellbeing research. She has been researching sport,
sport and sport coaching from a general perspective. inclusion and diversity for more than 25 years in the UK, Europe,
and in international development contexts.
Romaine Didierjean: PhD Student at the Social Sciences Research
Team on Sport of the University of Strasbourg, France. She is working Gertrud Pfister: Professor at the Department of Exercise and
on sport and physical activities of girls of Turkish origin in France Sport Sciences at the University of Copenhagen, Denmark. She
(Alsace) and Germany (Baden-Württemberg). conducted major international research projects on gender and
37
sport, women and football, sport and leadership and Muslim women
and sport. She is also a consultant in the International Society for
the History of Physical Education and Sport and the International
Sport Sociology Association.
Have also contributed to the data collection:

Antonio Borgogni: Assistant Professor at the Faculty of Sport
Sciences, University of Cassino, Italy. His main research topics con-
cern the relationship between the body and the city.
Simone Digennaro: Lecturer at the University of Cassino, got his
PhD in sport sciences from the Universities of Rome and Strasbourg.
He is cooperating with the European Observatoire of the Sport and
Employment and the International Sport and Culture Association.
Author of diverse monographs, books, and scientific articles.
Canan Koca: Associate professor at Hacettepe University, Turkey,
and researcher at Edinburgh University, Scotland. She is an executive
member of International Association of Physical Education and Sport
for Girls and Women and General Secretary of the Turkish Sport
Sciences Association. She has several international publications on
gender in physical education and sports.
Erika Vannini: Teaching and research assistant at the University
of Cassino. Author of a monograph concerning immigration and
several articles on sport and social intervention. She is engaged as
project manager in volunteerism. Her research topics are among
others gender issues.
38
Handbook on good practices
Since the Enlarged Partial Agreement on Sport (EPAS) was set up in 2007, one of its major
priorities has been the promotion of diversity in and through sport. To this end, the Council
of Europe has developed a pan-European programme involving a variety of stakeholders from
public authorities and the world of sport. All have an important role to play in reversing Gender equality
the discriminatory trends currently observed in sport and in promoting sport as a means
of fostering diversity and social cohesion. in sports
This collection of handbooks of good practices is an illustration of current policies and
practices throughout Europe. Its aim is to disseminate and share positive experiences
highlighting the potential of sport for promoting the Council of Europe’s fundamental
values of human rights.
http://www.coe.int/epas
PRINCIPAUTÉ
DE MONACO
Ministère d’Etat

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Handbook on good practices

Good practices Handbooks, No. 2

Cover design and layout: Documents and Publications Production

Council of Europe, September 2011

Partially overlapping motivations Gender-differentiated sporting practices

requirements. In Germany for example, municipal sports clubs mostly

of any type (associations, federations, etc.) is extremely small. In

With regard to women in particular, the ban on wearing veils in

Communication, images and icons

 Midnight Sports” and “Open Sunday”: opening up

 guide to gender mainstreaming for local sports

 he Kick for Girls – football (Der Kick für Mädchen

 he SheZone association: combining sport

The project leaders make constant efforts to be in tune with

The project has three goals:

Smith A.L., “Perceptions of peer relationships and physical activity

Talleu C., “Etre ensemble” dans les associations sportives. Contribution

Walseth K. and Fasting K., “Sport as a Means of Integrating Minority

With-Nielsen N. and Pfister G., “Gender constructions and nego-

Have also contributed to the data collection:

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Midnight Sports” and “Open Sunday”: opening up

guide to gender mainstreaming for local sports

he Kick for Girls – football (Der Kick für Mädchen

he SheZone association: combining sport