Transgender Day of Visibility – March 31, 2020
With so many of us all over the world confined to our homes and small spaces because of the Covid-19 crisis, it becomes clear how essential physical activity and sport is for our wellbeing and mental health. Here in Spain, where no one can even go out for a walk or run, we are all experiencing the limitations of solitary sport and physical activity in our homes. We have found ways to participate through videos and solidarity from our living rooms, but most of us find comfort in the knowledge that when the world gets through this we will be able to go back to our teams, and get out on the pitch or the court or the dance floor again. I keep thinking about the many people who have no team to go back to when we are through this pandemic, the people who are excluded from sport and physical activity for many different reasons. And today, on Transgender Day of Visibility I think it is important to think about, in particular, how transgender (trans) people have been and continue to be largely invisible or excluded from sport for development (SfD) (or sport for social good) programs.
In my 10 years working with SfD organizations on gender equality, equity, and inclusion, I have witnessed a much-needed shift to increase participation of girls . Many of the programs I work with now have well developed policies and practices to get more girls playing sport. These organizations have learned to identify and address barriers for girls, including those from different backgrounds, with different experiences, abilities and access. In spite of all this progress with girls, I have rarely seen measures of intentional inclusion expanded to transgender participants. This is a missed opportunity because organizations that have developed the capacity to better include all girls could be all the more impactful if they apply that capacity equally to all genders.
I have witnessed encouraging developments: some organizations that have learned to interrogate gender equality with respect to girls are starting to question how this knowledge is applicable to all genders. The SfD actors with whom I work – foundations, community organizations, other consultants and advocates – are beginning to ask me“How do we reach out to and include young people who identify as transgender?” This is a crucial first step towards eventually implementing policies to increase trans participation.
This first step is so important because individuals in SfD organizations (and community sports organizations as well) often lack experience with trans participants and are not always confident about how to initially engage them. . However, this can be overcome through basic understanding about trans identities. The reality is many organizations would greatly benefit from simply understanding what trandgender means. Organizations beginning to ask questions about trans inclusion, and consultants like myself seeking to help them do so, are approaching the issue with humility and a recognition of how little we may know about the trans experience. This humility opens the way for the most basic, but most essential learning, such as: “what does being transgender mean?”; “what specific barriers do trans people experience in relation to sport?”.
Recognizing the power for change that lies within basic trans understanding and in honor of Transgender Day of Visibility, I would like to take this opportunity to explain here that “transgender people are those who experience incongruence between the gender that they were assigned at birth and their gender identity/experienced gender.”(Jones 2017) Trans people identify in different ways, which can be male or female, genderqueer, nonbinary, agender, or somewhere else on the spectrum of gender (https://www.hrc.org/resources/understanding-the-transgender-community).
Examples of emerging trans awareness by SfD organizations
I consulted five organiziations with which I have worked in the past and that have shown a particular interest in transgender participation. Their experiences are varied, some of them have several trans participants and have learned about specific barriers for these participants and have taken actions to address these, while others are just at the point of recognizing the absence of trans participants in their programs, but have not yet taken action to remedy it. The experience of these five organizations help provide insight and guidance to organizations who have not yet reflected on their gender inclusion or included trans participants and who feel in the dark about how to do so. The organizations I consulted each operate in a unique context, use different sports, and are at different points in their journey of understanding how they can better include trans participants.
The organizations I spoke to who have had some trans participants and begun to take action to be more inclusive are School of Hard Knocks in the UK and Active Communities Network in Belfast. School of Hard Knocks has both rugby and boxing, and they think there are more barriers for trans young people to join rugby rather than boxing. This is because in boxing participants compete and practice with each other based on weight and size, rather than gender necessarily. Rugby has presented a challenge at two levels; that the program has either boys or girls teams, which can be exclusive of trans people, and that it is a very physical sport where safety is a concern if there is a great difference in size and weight of participants. The approach that School of Hard Knocks has taken is that their coaches speak directly with and work with the trans participants from the moment they join the program to ask how they want to participate. For example, they ask them if they want to be on the girls team or the boys team, and then they work with them to decide if there are certain drills that are uncomfortable or dangerous (like full-contact drills) for them and together they decide how to participate, this may be in an adapted role like co-coaching or fitness during that drill. School of Hard Knocks has recognized that advertising their rugby program to new participants as boys and girls teams can be off-putting to trans participants, but they have not yet decided how to change this. Reaching out to and getting support from a local LGBTQI+ organization, in this case Stonewall (https://www.stonewall.org.uk/), has been essential to the coaches and program officers in the process of becoming more inclusive to the trans community. Active Communities Network has also connected with a local LGBTQI+ organization in Belfast, called Cara-Friend, to get training and create a partnership that allows them to better support young trans people by being able to refer them to an organization specialized in supporting LGBTQI+ youth. The initiative to contact Cara-friend was taken by two of the project officers at Active Communities Networks who requested that the organization invest in a training for them when they realized they did not have adequate knowledge to best support the trans youth who were joining the program. They explained that they did not feel they could support trans participants in the same way they supported other participants because they did not understand what transgender meant or the basic language to use with trans participants, for example which pronouns to use. They learned from Cara-friend some basics, such as asking participants which pronouns they prefer, which has given them the confidence to take steps to better supporting their trans participants. Through this process they also recognized that their reporting forms were not inclusive, they were excluding trans identities. So they have changed their reporting forms to include not only male and female as gender options, but also “prefer to self-describe.” It is important that trans participants are provided with the space to identify themselves. So, gender pronoun use in personal communications but also providing more than 2 gender options on all organizational written materials such as registration forms, M&E documents, etc.
The three other organizations I spoke with have recognised that they do not have any trans participants, and are reflecting on this, but have not yet taken action. Sketistan, who are in Afghanistan, South Africa and Cambodia, have had a third option for gender on registration forms since 2012, but have not yet had any trans identified participants. This simple fact suggests that there is research to be done to investigate barriers to trans participation that is context and country specific. Tiempo de Juego in Colombia have not yet had any trans participants, but feel that their program is welcoming to trans young people. As part of their curriculum, they train participants on sensitivity and awareness about LGBTQI+ inclusion. Similarly, Waves for Change in South Africa, who have not yet had any trans participants either, has started discussions about how to better support LGBTQI+ participants. Their main concern is safeguarding, because in their context they have identified dangers to people who identify as LGBTQI+ and therefore safeguarding for trans participants requires special consideration. They are exploring how the therapy aspect of the program could support participants who identify as LGBTQI+, as this is a psychological safe space that they aim to be inclusive and safe for everyone. It may be that linking with a local LGBTQI+ organization for all three of these organizations, as School of Hard Knocks and Active Communities Network Belfast have done, would be a good next step.
Limits of existing research
Existing research on the topic of trans participation in sport is limited in that the majority focuses on elite and professional sport and/or is research carried out in the US, UK, Canada or Australia. There is very little about trans inclusion and participation in community sport, and even less on SfD. Therefore the experiences of SfD organizations provides an opportunity to understand trans participation, and identify where more research is necessary. The existing research shows that the policies of international and national sport governing bodies are not necessarily inclusive and have an overall negative effect on transgender participation in sport. In spite of policies that govern and limit competitive sports, we as SfD practitioners are in a unique position to decide on our own policies and to take action to be more inclusive. Existing research also provides some insight to additional barriers for transgender people in sport and physical activity that SfD should consider and investigate. These are: fear of harassment in changing rooms, not feeling safe in public sport facilities, sports with teams that are either exclusively male or female, coaches and sport professionals who do not use the correct pronouns nor understand trans experience (see references).
We all know the proven social, psychological and physical wellbeing benefits of participation in sport and physical activity, yet we sometimes fail to acknowledge that individuals who may be in most need of those benefits have more barriers to access. Our ignorance of barriers for trans people to sport, and the general invisibility of trans individuals in SfD programs are a clear sign that we as a SfD community can do better to include the trans community. Or, more simply put, we can recognize that we are not as inclusive as we thought and take action. The lessons I have seen organizations learn about how to become more gender inclusive of girls are a blueprint to expand gender inclusion to be intentionally inclusive of ALL genders. It is clear that even the most simple steps can be the most difficult ones for organizations to take if they do not have a basic understanding of what transgender means. Understanding can only begin by asking, and then seeking training, partnering with LGBTQI+ organizations and learning to engage and ask trans participants the right questions. To support further progress, we need to do further research that includes: context specific research in all countries, speaking directly to trans participants in SfD programs about their experience, more rigorous academic research about SfD organizations and policies. Finally, we need to share knowledge with each other, through communities and networks so that trans participants do not remain invisible.
Here is a short list of resources on transgender inclusion available online:
Resources on transgender:
HRC: https://www.hrc.org/resources/understanding-the-transgender-community
Genderdynamix, SA: https://www.genderdynamix.org.za/resources – See Trans*101 in “resources”
Gendered Intelligence: http://genderedintelligence.co.uk/professionals/resources – Trans inclusion resource list
GLAAD: https://www.glaad.org/transgender/resources
Resources on inclusion of trans athletes:
Women’s Sports Foundation: https://13248aea-16f8-fc0a-cf26-a9339dd2a3f0.filesusr.com/ugd/2bc3fc_7f298287191ca280594997aa87ee6d14.pdf – Participation of Transgender athletes in women’s sports
LGBT Sports Coalition: https://13248aea-16f8-fc0a-cf26-a9339dd2a3f0.filesusr.com/ugd/2bc3fc_f7252effedcc4664bda1b7a53e5792cd.pdf – Transgender 101 from
Transathlete.com: https://www.transathlete.com/documents
Stonewall: https://www.stonewall.org.uk/node/62946 – about school environments
References:
Hargie, O. D. W., Mitchell, D. H., & Somerville, I. J. A. (2017). ‘People have a knack of making you feel excluded if they catch on to your difference’: Transgender experiences of exclusion in sport. International Review for the Sociology of Sport. https://doi.org/10.1177/1012690215583283
Jones, B. A., Arcelus, J., Bouman, W. P., & Haycraft, E. (2017). Sport and Transgender People: A Systematic Review of the Literature Relating to Sport Participation and Competitive Sport Policies. Sports Medicine. https://doi.org/10.1007/s40279-016-0621-y
Mavhandu-mudzusi, A. H. (2014). Experiences of lesbian, gay, bisexual, transgender and intersex students regarding sports participation in a South African rural based university. African Journal for Physical, Health Education, Recreation and Dance.