In the realm of youth sports, Canadian Girls Baseball (CGB) stands out as a game-changer. This organization is breaking new ground by creating a welcoming space where girls can thrive in a sport traditionally dominated by boys. Through their innovative approach and supportive community, CGB is showing that when girls are given the opportunity, they can excel and lead in any sport.
Exploring Canadian Girls Baseball
Over the last 2 years, our research team (Dana Bookman, founder of CGB, in collaboration with Dr.’s Corliss Bean, Shannon Kerwin, and Michele Donnelley at Brock University, and the CGB participants) has been exploring how participating in an all-girls’ sport organization affects girl-identifying athletes. Through interviews with participants, coaches, parents, and youth advisory group members, as well as meaning map creation and observations, we have begun to unpack what it means to participate in an all-girls and women program, what have the participants learned from being involved with CGB, and what factors influence their consideration to continue their participation. We spent a lot of time getting to know the participants and having them communicate their feelings through a variety of methods.
For context, CGB is a registered Canadian Amateur Athletic Association that offers developmental and leadership programs providing pathways for girls aged 2-16 to stay engaged in sport. It is a women-led organization created to provide a safe and supportive environment for girl-identifying youth to participate in baseball. The aim is to ensure that all girls who want to play baseball should be able to by reducing and eliminating barriers to participation.
In this article, we give an overview of the benefits of providing a girls-only sport space and outline 3 evidenced-informed recommendations based on participants’ experiences and insights that can be applied across all youth sport organizations.
The need for creating girls-only sport spaces
According to Canadian Women and Sport, in 2021 “sport participation rates for Canadian girls decline steadily from childhood to adolescence with as many as 62% of girls not playing sport at all.” Research by Carlman and Hjalmarsson (2019) also emphasizes that sport has historically been organized to perpetuate dominant men stereotypes (aggression, disrespect, win at all costs). Which is why women and girls, and gender non-conforming (transgender and non-binary) individuals have experienced discrimination within the sport spaces they do have access to, and exclusion from sport completely.
Along with issues of discrimination, there are assumptions that certain sports are appropriate for men and boys due to being seen as more masculine. In contrast, these assumptions also apply to women and girls, with some sports being seen as more feminine, and more appropriate for them. This categorization limits opportunities for sport participation for people of all genders (Coakley, 2009; Fisher et. al, 2013). For example, the hypermasculine categorization of hockey alienates both girls and boys who do not feel comfortable in that particular culture.
The need to create space in baseball
When looking at baseball, it has traditionally been played by men and boys, with softball being the “alternative” for women and girls. This means that women, girls, and gender nonconforming individuals are left out of baseball and opportunities for women and girls in baseball have been and continue to be limited by dominant white-men stereotypes of hypercompetition and dominant aggression (Berdahl, 2021).
While all participants have a competitive edge and are excited to compete and win, research shows, generally speaking, that all participants have unique motives and ideas of what makes a quality playing experience.
The value of creating girls-only sport spaces
1. Acknowledging where the space needs to be created
In combination with access to boys’ sport spaces, girls-only youth sport spaces provide opportunities for girls to participate in sports they might not otherwise play. Often, the physical and social spaces of sport are organized in ways that are exclusive of girls (and of potential participants who are new to a sport). When in actuality, learning with and from girls and women is often experienced as welcoming and supportive (Travers, 2013).
However, it is crucial to acknowledge that differences between girls and boys sport do not exist because of essential or universal characteristics of girls/women or femininity. Instead, it is the result of intentional decision-making about how the activities and spaces are organized (such as the timing of activities, inclusive layout of space), and socialization (and sometimes re-socialization) about how to act and interact within them (such as thoughtful leaders connecting with athletes to focus on development from the start of a season). Sport is most effective when participants are also actively involved in the decision-making and take ownership of the activities and spaces.
2. Creating inclusive space for girls and women through CGB
We found sport programs gave the girls an opportunity to be part of a “community” and feel a sense of “belonging.” This was fostered by team camaraderie, the validation of successes both small and big (such as sliding into a base, hitting the ball, getting a home run), and the opportunity for girls to participate fully and freely in baseball, without fear of being judged or excluded.
As one parent from our study said, “With her [daughter] always playing boys’ baseball, I’ve noticed she is much more confident. She holds back with the boys’ league. I see her being more of a leader with the girls’ program.”
Through the survey responses, both the youth and parents highlighted a main reason for joining CGB was because of its girls’-only structure (and to make friends or be part of a team).
Another area where intentional opportunities are created for girls to engage in leadership positions in CGB is through their junior umpire and junior coach programs. It was found that these opportunities were valuable for youth athletes, but also for the junior coaches and umpires in these leadership positions. As one girl athlete said, “I didn’t know girls could be umpires.”
These, junior coaches feel they are “part of the movement” and understand they are “breaking the glass ceiling” and “making a difference in younger girls’ lives.” They recognize they are being a “leader” or “role model” by “empowering others” and “passing on knowledge”. One junior coach emphasized, “The first time I had a [woman] coach in a serious baseball setting, I was like, ‘this is amazing!’ I’ve watched my mentors and coaches and I want to do that one day… empower all the girls that are younger… pass on my knowledge, and skills and keep it going.”
From a broader societal perspective, Member of Parliament, Chris Bittle said to Brock News, “Positive role models in sport who create a safe and welcoming environment are more important than ever. Whether it is as athletes, trainers, coaches or executives, young women and girls deserve to see women in leadership roles in the sports they love.”
Given the impact and importance of creating girls-only sport spaces, there are 3 best practices recommendations that all sport and recreation organizations can learn from CGB:
- See it to be it; girls can be any part of the game
- We encourage other sport organizations to create leadership programs designed specifically for girls and women. Whether it be for roles as coach, official or board member. These spaces must be intentionally created and led by youth-focused groups, participant feedback, and intentional initiatives.
The evidence from our exploration of CGB emphasizes the importance of women mentors, and women-led, women-run organizations. Scholars advocate for women in leadership positions at varying levels of sport, as they are often considered to be role models and sources of influence for other women and girls, while also facilitating social inclusion (Eckholm et al. 2019; LaVoi et al., 2019). Increased visibility for women in these positions is critical, as it promotes coaching as a viable and acceptable profession for women and challenges the gendered assumptions and norms.
Mentors and role models of the same gender assist girls in navigating their sport involvement, by being an example of what continuation in sport can look like for them (Bevan et al. (2020). And girls’ and women’s sport participation itself can be an act of resistance to these gendered norms, especially in men-dominated sports (Eckholm et al., 2019; Messner, 2002), such as baseball. Seeing other girls and women in leadership positions (such as coaching) can be a source of inspiration, motivation, and inclusion.
2. Focus on values-based programming
- Sport programs must be led by fundamental values that are at the core of girls-only sport. This approach can help enhance safe environments for participants who identify as girls; and for all sport.
The concept of girls-only should be viewed as providing opportunities rather than focusing on deficiencies; for example, that girls are unable to compete in mixed gender/existing sport activities and spaces.
One way to do this is provide values-based programming like CGB where values linked to learning, belonging, connection and confidence are at the forefront. The values outlined in the girls’ only context within CGB provide the foundation for a safe sport context defined by inclusivity, trust, care and individual development (Macintosh et al., 2022). For example, the personal meaning map that was created by a youth participant outlines that girls value learning, comfort, connection, confidence and physical activity within their sport experience (see Figure 1).
These positive values have a fundamental influence on enjoyment and continued participation and are outlined in the core communication sent out through CGB (see the following link for access to the meaning map content promoted by CGB).
Safety is not only about physical environments, but even more importantly, about the cultural and social aspects of activities and spaces. Such an environment includes a starting point of acknowledging girls’ potential: to develop sport skills, leadership skills, and other important values (such as life skills).
3. Solicit Youth Voices
- Develop a youth advisory committee in which youth are engaged in decision-making, recognizing that one size does not fit all, and programming designed for girls and women should include the voices of those girls and women.
Similar to CGB, consider offering a range of programs for girls ages 4-16 across several geographic areas. The messaging should be, “whether you’re new to the game, have played before, or are fierce on the field, we got your back.”
The youth advisory committee, which provides the voice that will inform effective program development within CGB, highlights the importance of hearing from girls and understanding that girls want multiple access points and a sense of community. It is relevant to seek feedback on everything from the scheduling of games to the uniforms that participants are required to wear. Girls want to feel good about themselves when they play, and that starts with the uniform they must put on. It also includes how they are communicated with on the field. The data tells us we need to teach sports in a way girls specifically respond to (fun first, success second).
Conclusion
Our study found that girls participating in CGB are more likely to engage in other women-led or girls-only activities and adopt the presented strategies. These strategies, which include incorporating values of learning, belonging, connection, and confidence into programs, as well as developing mentorship opportunities for coaches and referees, can be implemented across youth sports organizations to support girls.
Moreover, it is crucial to collaborate with mixed-gender and boys’ sports organizations to enhance the experiences of all athletes and diminish the necessity for girls-only spaces. Change begins with small steps from each of us, creating a ripple effect of inclusivity. What actions will you take to ensure participants feel included in your sports environment?
Want to learn more?
- https://www.canadiangirlsbaseball.com/
- Unlocking potential: Research meets practice in sports mentoring. Canadian Centre for Mentoring Research. https://www.youtube.com/watch?v=UH9QUSRXI_4
- The Brock News. (Feb. 14th, 2024). Brock profs share insights at sport summit. https://brocku.ca/brock-news/2024/02/brock-profs-share-insights-at-sport-summit/
This blog is part of a series in collaboration with the Centre for Healthy Youth Development through Sport at Brock University. Written by a sport leader who attended the CHYDS’ hosted Youth Sport Summit in April 2024, this blog draws on a SSHRC-funded Partnership Engage Grant.