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Engaging culturally and linguistically diverse women and girls in sports

Women and girls from multicultural, migrant and refugee backgrounds participate in sport for the same reasons that other people do. Involvement in sport and recreational activities can also improve the resettlement experience for people who are newly arrived in Australia and their families.

There are few opportunities for women and girls from multicultural, migrant and refugee backgrounds to participate in sport due to barriers they may experience from within sporting environments or from within their own communities.

These barriers are sometimes based on cultural, religious and gender expectations placed on young women or because of their own cultural beliefs.

As sports providers you already have experience in working with all groups - so don’t be afraid to use your knowledge and experience when working with this target group.

While this resource is directed towards young women from migrant and refugee backgrounds, the strategies can equally apply to any group and are an integral part of program delivery.

Migrants and refugees, and in particular women and girls, face additional barriers that can make sport and recreation even less accessible.  

These include:

• lack of familiarity with the structure of sporting clubs and associations
• language barriers
• lack of priority given to sport by parents
• lack of transport
• fear of racism or discrimination
• cost
• lack of culturally appropriate venues and facilities.

Best practice in working with women and girls from a multicultural background

A number of best practice principles in working with multicultural women and girls have been developed as a result of the activities undertaken through the Multicultural Sport and Recreation program.

These include the need to:

• ensure organisers receive commitment and support from the women and girls and their families prior to offering the program. Unless the groundwork is sufficiently carried out, the program will have limited success, no matter how valuable the program appears
• establish a good rapport with community members and leaders
• hold meetings and ensure families are fully informed about the program and are given the opportunity to ask questions
• have information translated if necessary
• understand that newly arrived families are often very protective of their daughters - this may restrict participation.

Ten tips for designing a physical activity program for women and girls

Successful and sustainable programs tend to be those that have taken into consideration the following ‘needs’ when planning and programming:

Make activities fun

Top of the ‘wants’ list for activities is for participants to have fun, hence when designing the program take into consideration the following:

1. The activity should be an enjoyable and positive experience.
2. Eliminate the requirement to meet standards of fitness, ability, dress code.
3. Place emphasis on team achievements rather than the individual.
4. Provide an atmosphere that is non-threatening, bearing in mind that some of the participants may lack confidence, have low self esteem, fear competition, have a low fitness level, have to negotiate cultural barriers (language, customs, religious beliefs, and clothing requirements etc.) or be dealing with previous bad exercise experiences.
5. Conduct the program in a facility that is easily accessed by private or public transport, or if possible provide a pick-up service (community bus, car pool).
6. Ensure parking areas are well lit
7. Conduct activities during daylight hours or in the early evening.
8. Keep parents informed and try to provide information in other languages.
9. Try to meet religious or cultural requirements where possible, for example provide an area that can be kept separate from male visitors or participants.
10. Provide a gender specific environment; this includes having female coaches, staff and volunteers.

Employ a mixture of physical and social activities

To maintain interest, build confidence and enhance the formation of new friendships, a combination of physical and social activities works best. Try not to be too structured during the program and allow for some social interaction.

Encourage participant input in planning

Involving women and girls in the planning and ongoing delivery of a program gives them a more meaningful experience and can provide:

• a degree of ownership of the program and greater commitment to attendance
• an opportunity  to learn budgeting, planning and communication skills
• participants with the skills required to make the group self sufficient, thereby improving the chance of sustainability.

To encourage participant input in planning consider the following:

• ask  what they want to do
• get the group to collectively decide on appropriate activities.

Offer female only programs

Research has repeatedly found that gender specific programs result in greater participation from women and girls.

• Use female leaders and helpers.
• Conduct physical activities in a segregated area of a general use facility.
• Use sporting facilities during the day when there are fewer males present.

When working women and girls from a multicultural background there may be some cultural needs that need to be taken into consideration.

• Some communities may expect women and girls to dress modestly, so make allowances for clothing and cultural requirements such as wearing the hijab (headscarf).
• It is not always possible to find female coaches and trainers; if there happens to be a male coach or trainer, physical contact with female participants should be avoided.
• Be informed about cultural holidays and avoid activities during this time.
• Obtain consent before taking photos of young people.

Gear programs to similar age groups

The needs and interests of women and girls are often very different, making it difficult to adequately cater for a wide range of ages within a program. It is recommended that, in general, programs should be geared to specific peer age groups.

Include non-competitive activities

Women and girls, especially in the early skill-building phase, may prefer to participate in sport and recreation activities that do not involve the stress of competition.

• Place emphasis on participation, not the final score.
• Provide instruction on basic skills and promote skill development to build the confidence of participants.

Provide food and refreshments

Providing food and refreshments enhances the social aspect of a sports program.

• Provide food/snacks at the program launch
• Following an activity, provide refreshments to encourage participants to stay and socialise, discuss any issues or listen to a guest speaker
• If funds are tight it may be appropriate to ask participants to contribute the occasional plate of food to share
• When working with multicultural groups, take into consideration any special dietary requirements (such as providing halal or vegetarian options).

Offer prizes and giveaways

People like to feel a sense of achievement and recognition. Consider giving some prizes or certificates for participants to acknowledge their involvement.

Ensure participants feel comfortable and relaxed

To increase the likelihood of women and girls joining the program and being regular attendees, it is important that participants feel comfortable in themselves and their surroundings.

• Ask participants to wear comfortable casual clothes (avoid the need for trendy close-fitting garments that would cause body image issues or clash with cultural requirements).
• Music can ease tension and may also stimulate conversation. A good idea is to ask the participants to bring their own music.