Sport as a catalyst for gender+ equality societal changes
Sport is often lauded for its capacity to foster inclusion and diversity at various levels. The notion of fair play is also deeply embedded in sports culture, valuing equal treatment and respect. However, these values of inclusivity and diversity within the sports ecosystem don’t include all principles of gender equality, challenged by a predominantly male-centric culture, but also by a “systemic silo structure” - addressing inequalities separately (age, disability, gender, etc.), Additionally, the high prevalence of gender-based violence in sports1 underscores the urgent need for comprehensive and targeted interventions.
For fair play in sport to be truly inclusive and diverse, it should also systemically incorporate principles of gender equality and intersectionality, to ensure that all individuals are treated with fairness and respect.
As sport has the potential to drive societal changes towards the integration of these principles, addressing gender+ equality in sports higher education institutions is a significant step not only towards a more inclusive sports culture but also to strengthen overall societal cohesion and inclusion.
The SUPPORTER project (2023-2025) was set up in response to HORIZON-WIDERA-2022-ERA-01-81 and committed to advancing inclusive gender+ equality within the European Research Area (ERA) by supporting the development of intersectional, innovative, inclusive and impactful gender equality plans (4I-GEPs) tailored to sports higher education institutions, and explicitly addressing gender-based violence.
This post is issued from SUPPORTER’s first Policy Brief, which presents observations from the project’s first year of activities of developing inclusive GEPs, at three different levels: institutional, sports educational and national (focusing on countries in Central and Eastern Europe). This post focuses on the project’s insights related to the development of GEPs in sports higher education.
Specific challenges related to the development of inclusive GEPs in sports higher education
Addressing intersectionality in sport
One of the main challenges in developing 4I-GEPs in sport education institutions arises from addressing intersectionality in sport. Competitive sport disciplines are typically divided into binary gender categories (male and female) with the rationale behind of ensuring “fairness” yet perpetuating the patriarchal status quo and excluding individuals whose gender identity or physiology does not neatly align with these binary categories, such as transgender, intersex and non-binary individuals2. Discussing intersectionality in this context therefore entails, not only raising awareness of its importance and expanding institutional knowledge on the subject, but most importantly, questioning the longstanding and present participant categorisation in competitive sports and dealing with the corresponding resistances.
A male-dominated ecosystem, contributing to the prevalence of gender-based violence
In addition, the sports ecosystem is still largely male-dominated, especially in leadership positions. This male-centric culture, combined with the highly competitive environment, limited transparency, hierarchical structure, and greater focus on maintaining sports traditions, integrity and profitability rather than on inclusion and individual safety, creates an environment that can contribute to gender-based violence. Despite its high prevalence3,4, only a few countries have specific legislation to address some types of gender-based violence in sports5, and most sports organizations (including higher-education institutions) lack or are in the process of developing effective policies or response systems to prevent and respond to violence when it occurs6.
Sports higher education institutions lack customised gender equality policies
This lack of customised gender equality policies and practices in the sports arena is clearly reflected in sports higher education. While there is a vast variety of guidelines, training material, and research dedicated to the advancement of gender equality in the fields of science, technology, engineering, and maths (STEM) education and research for example, sports education and research do not have tailored strategies at hand.
Moreover, sports faculties and universities scarcely participate in EU R&I framework programmes, therefore sports higher education is less impacted by the external compliance-pressure of the Horizon Europe funding eligibility criteria.
Promotion of gender+ equality in the ERA through sport
Sport significantly contributes to economic and social cohesion, promoting more integrated societies. Team participation, adherence to principles like fair play, rule compliance, respect for others, solidarity, and discipline, along with the organization of amateur sports through non-profit clubs and volunteering, strengthens active citizenship7.
- Therefore, sports - in particular, sports education - could be consciously considered a key catalyst for gender+ equality changes in society. For that, the notion of ‘Fair Play’ itself could take a new enhanced meaning if it is infused with the principles of gender+ equality.
- With that aim, further Horizon Europe funding calls need to be developed to promote gender+ institutional changes in sports and sports organisations:(from grassroots to academia.
Given sport’s specificities, the transformation of norms and practices in sports higher education needs innovative measures.8
SUPPORTER project main outputs:
- Policy Brief: support to the implementation of inclusive Gender Equality Plans
- Deliverable 2.1 Inclusive gender+ equality policy and practice in sports higher education institutions.
- Deliverable 2.2 Training materials and tools for institutional transformation.
- Deliverable 3.1 SUPPORTER Capacity building scheme.
- Deliverable 4.1 Report on the design of the institutional roadmaps.
To read further
1 Lang, M., Mergaert, L., Arnaut, C., & Vertommen, T. (2021). Gender-based violence in sport: prevalence and problems. European Journal for Sport and Society, 20(1), 57–78. https://doi.org/10.1080/16138171.2021.2003057
2 Strid, S., Lundvall, S., Grahn, K., Simonsson, A., & Wuiame, N. (2023). SUPPORTER D2.1 Inclusive gender+ equality policy and practice in sport higher education institutions. Zenodo. https://doi.org/10.5281/zenodo.8413754
3 Piggot (2020). Transgender, Intersex and Non-binary people in sport and physical activity. University of Hertfordshire. Sport+ Recreation Alliance. https://sramedia.s3.amazonaws.com/media/documents/f0a71dc4-c08b-43f9-a4c2-0968ecb8e331.pdf
4 World Players Association 2021 Census of Athlete Rights Experiences (CARE). 2021 Report. https://uniglobalunion.org/wp-content/uploads/WPA-Census-of-Athlete-Rights-Expierences-Report-2021-2-compressed.pdf
5 World Players Association 2021 Census of Athlete Rights Experiences (CARE). 2021 Report. https://uniglobalunion.org/wp-content/uploads/WPA-Census-of-Athlete-Rights-Expierences-Report-2021-2-compressed.pdf
6 Lang, M., Mergaert, L., Arnaut, C. & Vertommen, T. (2018). Gender-based violence in EU sport policy: Overview and recommendations. Journal of Gender-based Violence. 2 (1), pp. 109-118. Available: https://www.ingentaconnect.com/content/tpp/jgbv/2018/00000002/00000001/art00008
7 UNESCO and UN Women (2023). Tackling Violence Against Women and Girls in Sport: A Handbook for Policy Makers and Sports Practitioners. https://doi.org/10.54678/OIYQ8917
8 European Commission, Directorate-General for Education, Youth, Sport and Culture, (2007). White Paper on sport, Publications Office of the European Union. https://op.europa.eu/s/zIIU