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CONSOLIDATED REPORT OF THE SECOND CYCLE
OF GROUP DISCUSSIONS
Question 1: Women's participation in the administration of sport
(IOC, NOC, IF, NF). Discuss.
It was generally agreed that, taking into consideration the qualities of
Olympism (i.e. gender equality), women should play a larger role, and in fact are
begininning to do so, in the administrative structures of the Olympic Movement.
In any discussion related to the topic we must be cognisant and respectful of the
fact that religion, cultural practices, and laws in various countries do impact on the
potential opportunities for women to participate in sport, both on the playing field
as well as through coaching, officiating, administration, etc.
As such, it can be argued that in our attempts to advance the involment
of women in sports and administration we should practice what we preach - the
fundamendal principle of mutual understanding contained in the Olympic Chater.
As much as percentages and quotas may provide a solution initially, the
imbalance of men to women in sports administration is a reality. These percentages
and quotas are more likely to do an injustice to both women and sport
as they discourage further representation in those countries, which could
achieve a level higher than the imposed quotas. Use of quota systems in sports
asministration/managament courses may work better than as natural progression
will give more female candidates opportunities, thus tending towards equal
representation.
The IOA is a good example of both sides of this argument. There are no
women members of the Ephoria. However there is almost 50% representation of
women at the IOA Session for Young Participants.
It was generally agreed that to be appointed to a position purely on the
premise of being a woman was unacceptable — leading to reverse discrimination.
Problems of discrimination (e.g. cultural and religious differences, salary
discrepancies, maternity leave, etc.) need to be addressed. Women have often
faced a conflict of interest between their careers and their home lives.
Educational campaigns are required to address certain cultural and historical
perceptions of women that actively discourage female participation. In some cases
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