Menstrual Health Literacy and Turning Toward the Taboo: Coaches’ Concerns and Experiences as They Make Sense of a Female Athlete Physiology Educational Intervention

Abstract

Female athletes are increasingly seeking knowledge and support from coaches around the menstrual cycle as it relates to health and performance in sport. Yet few coaches feel equipped to provide this support due to low levels of knowledge around female-specific physiology, communication barriers, and lack of access to female-specific health education. This study qualitatively examined how male and female coaches of female athletes aged 15+ responded to an online education series on supporting female athlete health and performance. Coaches were encouraged to actively apply their learning in their coaching by sharing supplemental handouts and discussing menstrual cycle health with athletes. Coaches then shared their concerns and experiences through surveys (n = 21) and interviews (n = 5). Analysis revealed that (1) coaches were surprised to learn that menstrual cycle health and symptom management is a significant concern for female athletes, (2) coaches had concerns that discussing menstrual cycle health might violate social norms, gender roles, and/or exceed the scope of their leadership responsibilities, and (3) coaches needed support in translating menstrual cycle health learning into their work with female athletes. Additionally, female coaches (i.e., those with lived experience with the menstrual cycle) were more likely to implement menstrual cycle health awareness in their coaching, as they were better able to relate to female athletes’ concerns and experiences with the menstrual cycle in sport. However, even female coaches needed translational support to navigate the social stigma associated with the menstrual cycle. In summary, a working model was co-constructed with coaches to guide education for coaches of female athletes and support coaches in translating female athlete physiology learning into practice.