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 This presentation is not meant to be offensive.  However, this presentation does contain some language that some people may find offensive.  PLEASE.

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Presentation on theme: " This presentation is not meant to be offensive.  However, this presentation does contain some language that some people may find offensive.  PLEASE."— Presentation transcript:


2  This presentation is not meant to be offensive.  However, this presentation does contain some language that some people may find offensive.  PLEASE NOTE: the language used in this presentation is actual data we collected from coaches.

3  Heterosexual perspective.  Male on female violence.  Data was collected from high school coaches.

4 Setting the stage…..

5  Sexual violence is a societal problem.  Sexual violence exists in many domains/spaces.  Athletics and sport is one example of domain/space  Other example is music  Some research suggests that sexual violence “roots” in power issues and entitlement.  Similar “roots” exist in sport.

6 The goal of this project was to develop a partnership between the North Carolina Coalition Against Sexual Assault (NCCASA), the North Carolina High School Athletic Association (NCHSAA) and UNC Greensboro (UNCG) that:  In the short-term, developed an educational program for high school coaches in North Carolina that effectively increased the positive role that North Carolina coaches can play in stopping gender-based interpersonal violence among their athletes.  Our long-term goal was to develop a strong partnership between NCCASA, NCHSAA and UNCG that provides the foundation for a future collaborative action, research and grant funding that: (1) enhances the leadership role that North Carolina coaches and athletes can play in reducing gender- based violence; (2) exposes, examines, and reduces the tolerance of gender-based violence by the athletic community; and (3) reduces gender-based violence perpetration by athletes.


8  One of the most fundamental aspects of coaching.  Powerful, yet often overlooked in terms of possibilities to create change.  Helps to create the “culture of a team.”  Establishes a “tone.”  Can be verbal and non-verbal.

9 Some statements lead us to believe that women are weak and men are strong. Allows some to believe it is okay for men to have power over women, which may include: Influence and persuasion Physically overpower Confuses the boundaries of what is right and wrong Allows us to think that sexual violence is not serious. Allows us to think if sexual assault happens, then something that the woman did brought it on.

10 1. What coaches need to believe. 2. What coaches need to know. 3. What coaches need to able to do.


12  Athletics can be a vehicle to educate youth to become responsible community members.  As a coach, your impact continues after their involvement in athletics is completed.  They will call you “coach” forever.  For many student-athletes, a coach is an incredibly influential figure.  As a coach, you have an opportunity.  To help your student-athletes maximize their physical, social, personal and psychological development.


14  As a coach, part of your job is to:  Provide opportunities to develop skills and learn responsibility in a safe, non-threatening and respectful manner, which includes: ▪ Physical skills ▪ Affective skills ▪ Emotional skills ▪ Communication skills ▪ Verbal ▪ Nonverbal

15  What sexual violence actually is.  Rape, assault, battery, coercion & harassment  Sexual violence is a societal issue.  Sexual violence is about power and control and not sex.  Sexual violence is preventable.

16  Language and word choice may contribute to a sexually violent culture.  Whose language? Whose word choice?  Yours  Your coaching staff  Your athletes  Parents  Administrators  Fans


18 “Man, I just got raped out there!”

19 “Don’t be a pussy!”

20 “Grow some balls!”

21 “We’re getting screwed out there!”

22 “Man Up!”

23 “Get up in that ass!”

24 “Thrust/roll your hips like you would your girlfriend!”

25 “Don’t be a sissy!”


27 1. Recognize sexually violent language when you hear it. 2. Do not use it. 3. Do not ignore it. 4. Be willing to stop it.  Athletes  Coaching staff 5. Know what to say to stop it.

28  Don’t know what to say when we hear it.  Don’t want anyone to think badly of me.  Don’t like confrontation.  Don’t want to make a big deal “out of nothing.”  “This sort of thing happens all of the time.”  Society gives us the checkmark to talk like this.

29  Introduce concepts of sexually violent language and speaking with respect as part of your team code of conduct  To other coaches, introduce concepts as part of your mission as a role model  Have a symbolic “code word/phrase” associated with the conduct

30  A code word or phrase can be “transparent” – meaning that when others hear it, they will be able to figure out what you are talking about to some extent because the meaning is clear from the code words.  Pro: clear and easy to understand  Con: may embarrass receiver of message if publicly heard

31 “Language Violation”

32 “Speech Foul”

33  A code word or phrase can be “opaque” – meaning is not directly related to the words; only “insiders” will understand the message.  Pro: Limits audience to those “in the know”  Con: have to clearly establish what the code means in advance so the meaning is loud and clear to those who need to receive message.

34 “Where’s our pride?”

35 “Be Aware!”

36 “Not in our vocabulary”

37  Address SVL violations seriously and at length in practice and meeting situations, but use the code word/phrase to build strong association  Give specific consequences for violation of this rule in line with other conduct violations  In high-pressure, game time situations, use code phrase only – still get message across without breaking focus

38  Primary authors:  Dr. Donna Duffy, UNCG  Dr. Paige Hall Smith, UNCG  Mark Dreibelbis, NCHSAA  Chiquana Dancy, NCHSAA  Monika Johnson Hostler, NCCASA  Contributing authors:  Ashley Frazier, UNCG  Dr. Deanne Brooke, Greensboro College  Leilani Madrigal, UNCG  Erin Reifsteck, UNCG  Marli Bennett, UNCG


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