Women's football is experiencing unprecedented growth in participation, professionalism, and global visibility. Major tournaments, broadcasting deals, and expanding professional leagues have positioned the women's game as one of the fastest-growing sectors in world sport. However, the coaching, pedagogical, and performance frameworks underpinning practice have not evolved at the same pace. This article presents a scholarly perspective that critically examines how coaching, pedagogy, and performance design in women's football can be better aligned with the contextual realities of the game. Rather than offering a systematic review, the paper draws on conceptually relevant literature from coaching science, athlete development, and women's football research, alongside applied insight, to develop an integrated argument across key domains of coach education, learning environments, and performance practice. The article explores how these areas must shift from imitation of the men's game toward innovation driven by the physiological, psychological, and socio-cultural realities that shape how female players train, learn, and perform. In doing so, it advances a conceptual framework for rethinking coaching in women's football that emphasises relational pedagogy, representative task design, and context-specific performance understanding. It concludes with a call to action for governing bodies, researchers, and practitioners to embed gender-responsive, context-specific approaches and to strengthen the women's football-specific evidence base needed to support both coaches and players.
Nunes et al. (Wed,) studied this question.