What women football coaches want: Exploring the actual and preferred forms and sources of learning in women football coaches

Women football coaches often experience learning within male-dominated environments, which can significantly shape their experiences and development opportunities. This study explored the actual and preferred forms and sources of learning among women football coaches, examining whether their current learning aligns with their perceived needs. A mixed methods survey was completed by 52 women coaches holding a minimum UEFA C qualification. Results revealed clear detachment between how coaches currently learn and how they would prefer to learn, with preferences for relational (mentoring and role models), situated (shadowing), and structured (internal continuous professional development) learning opportunities; all of which were significantly underrepresented in their actual experiences (e.g., mentoring: 38.5% vs. 92.3%, p < .0001; shadowing: 25% vs. 78.8%, p < .0001; internal CPD: 32.7% vs. 61.5%, = p < .0015; external CPD: 71.2% vs. 86.5%, p < .049). These findings highlight the need for more tailored coach education approaches that better reflect the learning preferences and lived experiences of women coaches.