2002 World Conference on Women and Sport: Montreal Tool Kit

TOOLS FOR ADVOCATING CHANGE

1. Building the Case for Gender Equity

Description of the Tool

This tool proposes three steps for building a case to educate people on the issues facing girls and women in sport and physical activity. Examples of data collection and ‘the case’ demonstrate what a strong case could look like.

When to Use it?

When you need to build awareness about the lack of fairness in current opportunities for girls and women in sport and physical activity
When you are trying to get gender equity on the agenda of your organisation, community, nation
When you want to build support from others within or outside your organisation. For example, the stats and facts in Step One and sample ‘Case’ in Step Two are an important part of Canada’s 2002- 2006 Strategy, used to build awareness and gather partners around gender equity.

Format

The initial paragraph provides a simple three-step process for building a case for gender equity. The rest of the tool provides an example. In addition, information provided in the sample National Gender Equity Policy, Tool #9, page 26, could be used in building the case.

Tool

Building a case means defining the issue in factual terms with rational arguments for change. An emotional plea for rightness or fairness is often hard to understand without a solid case for support.

Step 1: Gather factual information and statistics that demonstrate inequity or lack of fairness. Gathering statistics within your community, organisation, and/or nation is an important step, for without these numbers it is difficult to make a factual case. Find out participation rates for females and males at various ages, levels and roles, e.g., athlete, coach, official, volunteer administrator.

Step 2: Translate these facts and stats into something that is interesting, readable and tells the story of why girls and women should have more opportunities to participate and lead in sport and physical activity.

Step 3: Communicate your case to those who can influence change. It may be political leaders, bureaucrats, or decision makers in your organisation or community – but get the message out in a strong, rational manner.

Example of Step One

Interesting Facts and Stats
“Research indicates that girls and women do not participate in sport and physical activity to the same extent as boys and men. The Canadian Fitness and Lifestyle Research Institute found significant gender differences in activity levels reported for children and youth. ( ^{Canadian Fitness and Lifestyle Research Institute
(1999). Canada's Children and Youth: A Physical Activity Profile.)}

Forty-four (44%) of Canada’s children between 4 and 11 years of age were sufficiently active for health. (To be considered sufficiently active for health, reported daily activity was required. A daily level of activity could be achieved through participation in a combination of both organized sports and unorganised sports and activities.) Of these, 53% were boys and 35% were girls.
Overall, just over one half (52%) of male youth need to double their physical activity level, while 72% of females need to do the same.

Similarly, a recent national survey on sport participation in Canada (Sport Canada (2001). Sport Participation in Canada 1998 Report.) provides evidence that although girls and women are becoming more involved in sport, there is much more that needs to be done.

Male participation rates continue to be higher than females with 43% of males playing sports compared to 26% of females in 1998.
Adult women are participating less in sport: in 1992, over one-third (38%) of adult females participated; by 1998, this figure had dropped to just over 26%.
Girls continue to be less active in sport than boys, with just over half (54%) of the estimated 4.1M Canadian children aged 5-14 being active in sport. Of these, boys are more active (61%) than girls (48%).
Male coaches continue to outnumber female coaches but the number of women involved in coaching is increasing. In 1997/98, women comprised 17% of National Team coaches and in general, the salaries are higher for men than women coaches for comparable responsibilities and certification levels.
The gender gap between male and female referees, officials or umpires is decreasing; in 1998, 43% were women and 57% were men. Canadian women comprise only 36% of international Head Officials, compared to 64%, men.

Example of Step Two

There is a great deal of evidence to show that commitment to girls and women in sport and physical activity will reap significant benefits to individuals, communities, and society as a whole. These benefits, as well as some fundamental reasons for supporting equity for girls and women in sport and physical activity in Canada, are outlined below.

It’s a Question of Health – physical, mental, emotional and spiritual (Adapted from CAAWS (2000). On the Move: Increasing participation of girls and women in recreational sport and physical activity. )	Participation in sport and physical activity is essential to maintaining a good body image, reducing eating disorders and chronic diseases, encouraging smoking cessation, and contributing to the ongoing cardiovascular fitness and healthy bone development of girls and women. With an alarming increase in obesity, maintaining appropriate body weight is one benefit of regular participation in sport and physical activity. Heart disease and cancer are two of the leading causes of death. Being physically fit and leading an active lifestyle provide protection against the risk of heart disease and cancer, specifically colon cancer. With appropriate opportunities, participation in regular sport and physical activity can help to: Increase self-esteem Improve self-concept Enhance psychological well-being Increase physical competence, and Overcome boredom with positive leisure experiences. Participation in physical activity and sport is linked to greater levels of academic achievement and higher levels of positive social behaviour in children and youth.
It’s a Question of Lifestyle	Participation and leadership in sport and physical activity are associated with a heightened quality of life, advancing many qualities such as hard work, fair play, character development, teamwork, reduction of antisocial behaviours and feelings of alienation. Sport provides opportunities for women to excel as leaders, developing skills, and increasing contribution to community.
It’s a Question of Fairness	Girls and women’s representation in sport and physical activity as participants, athletes, coaches, officials and administrators is unrepresentative of their percentage of the population where they now represent x%. Providing equitable opportunities is fair and the right direction to pursue for (name of country).
It’s the Law	Equity is entrenched in the (name of legislation within your country than ensures equitable and fair treatment). Policies supporting equity for girls and women in sport and physical activity are a manifestation of this right. Note: not all countries have such legislation.
It’s a Question of Economics	For every 1% increase in the percentage of the population who become active enough to derive health benefits from activity, it has been estimated that (name of country, region) would save $x health care costs each year. (There may be other economic benefits beyond preventative health, such as tourism, productivity of work force, employment opportunities, sporting goods manufacturing and retail.)
It’s a question of Sustainability	Sport and physical activity rely heavily on volunteers. With increased demands on time from other activities, people are becoming less involved as volunteers, at least in sport. By getting more girls and women involved as leaders in sport and physical activity, communities can remain vibrant with a ready source of dynamic human resources.

There may be other points you can include in the “It’s a question of….” that would be good examples for your country, organisation or community.

Examples for Step Three

Now that the case is prepared it must be communicated to those who can influence change. Decide who needs to understand your case and decide how they will find out about it.

Who Needs to Know

How Will They Find Out

e.g., Minister of Sport

e.g., Media

e.g., Local recreation and sport leaders

Request meeting and present case.
Prepare and submit an article on the benefits of increasing opportunities for females to participate and lead in sport
Present the case to individuals responsible for setting up programs and schedules for recreation and sport opportunities on your community. Ask for an increase in the number and timing of opportunities for girls and women