Domain | Subdomain | Actions |
Healthcare | Patient-centred care | 1. Encourageand incentivize healthcare providers who work with student–athletes to participate in ongoing continuing education about patient-centred healthcare, and to apply these practices to the care of all student–athletes, including TGNC student–athletes. Note that key elements of patient-centred care include understanding and respecting student–athlete identity, goals and values, and having this guide a collaborative decision-making process. |
Culturally sensitive care | 2. Identify at least one licensed mental health provider who is able to provide culturally sensitive care to TGNC athletes. 3. Share with student–athletes and staff a list of licensed mental health professionals within athletics, campus partners or the greater community who are able to provide culturally sensitive care to TGNC student–athletes. | |
Education | Stakeholders | 4. Provide regular education specific to TGNC inclusion for stakeholder groups including coaches, athletic department staff, sports medicine staff and student–athletes. |
Content | 5. Address myths and misperceptions about TGNC athletes and various transition processes. 6. Address the existence and impact of explicit and implicit biases. 7. Emphasise shared humanity across gender identities. 8. Share concrete strategies for individuals to enhanceTGNC inclusion (eg, inclusive communication). 9. Include a non-judgemental opportunity for participants to ask questions. 10. Tailor content for specific stakeholder roles and responsibilities (ie, coaches, athletic department staff, sports medicine staff, student–athletes). | |
Burden on TGNC athletes | 11. Regularly review of educational methods/modalities to confirm that primary responsibility for educating others about TGNC issues is not being placed on TGNC student–athletes. | |
Administration | Inclusive language | 12. Establish institutional processes for student–athletes to select and update their pronouns. 13. Communicate expectations that staff and others will openly demonstrate use and support of selected pronouns in communications and record keeping. 14. Establish institutional protocols that support awareness and appropriate use of student–athlete and staff pronouns by PA announcers/media broadcasters. |
Quality improvement | 15. Engage in regular quality improvement processes, guided by collection of feedback from TGNC student–athletes about TGNC resource availability, utilisation, barriers to utilisation and unmet needs. |
NCAA, National Collegiate Athletic Association; TGNC, trans and gender non-conforming.