Perceptions of and Approaches to LGBTQ Athlete Inclusion
Presentation
Overview
Overview
Description
Despite recent reports of a positive trend in the perception and treatment of lesbian, gay, and bisexual (LGB) individuals (Griffin, 2012), sport is still a discriminatory, and even physically hostile, environment for LGB athletes (Krane & Mann, 2014). Due to their leadership role, coaches may be one of the most influential figures for developing safe and inclusive team environments for LGB athletes (Viel & Demers, 2013). Yet, coaches, particularly at the high school level, rarely receive training or information about effectively coaching LGB athletes and dealing with homonegativity in sport (Viel & Demers, 2013). To address this concern, ten U.S. high school head coaches (Mage = 49.7 years) were interviewed to explore their perceptions and experiences associated with coaching openly LGB athletes. Specific attention was paid to their own perceived strengths and weaknesses in providing support to openly LGB athletes, as well as the impact of diversity training, or lack thereof, on coaching LGB athletes. Data were analyzed using a small research team and phenomenological open coding. Qualitative analyses revealed collective insights into the current climate and intricacies of high school athletics and the coaching of openly LGB athletes. Many coaches felt that sport should be void of sexuality and should instead focus on promotion of “being a team player.” Coaches also discussed the ways in which athletes disclosed their sexual orientations and the role that they as coaches played in creating safer atmospheres for all athletes to be authentic. Lastly, coaches reported a number of characteristics of the team climate and LGB athletes, which contributed to acceptance on the team, such as player talent, sport, played, and geographic location of the school. Future research directions and implications for advancements in coaching education will be discussed.
