2. Girls United was set up on International Women’s Day, 8 March 2017, in Mexico by social entrepreneur Romina Calatayud. Currently, Girls United offer programmes in both Mexico and London. Sessions are specifically designed for girls aged 5 to 18 by teams of qualified coaches from the communities in which they work. 

 

3. As of October 2024, Girls United has worked with 135 coaches to deliver over 6,000 hours of football to over 5,000 participants across 32 locations, including Mexico City and London. 

 

4. In a world where women and girls face inequality on and off the pitch, Girls United is a global grassroots community that strives to enable a sustainable future for women’s football with social impact at its core. Girls United’s vision is for girls and women globally to reach their potential, and the organisation creates pathways that empower girls and women through football. 

 

5. In London between September 2022 and August 2023, Girls United conducted sessions in 29 locations across Southwark, Lambeth, and Lewisham, engaging 938 players in weekly programmes, facilitating 2,112 hours of activity, and connecting with 1,545 individuals through various events. 

 

6. In March 2024 it held the United Kingdom’s (UK) largest grassroots women’s football tournament to raise funds for women and girls in football. 

 

7. Girls United’s mission is to embed community values in the future of the game by ensuring inclusion and long-term journeys for girls in football. The 2022-2026 Girls United Strategy aims to: (i) deepen impact, (ii) build a sustainable model, and (iii) create an inspiring identity. 

 

8. Numerous challenges have been identified for girls and women in sport, including: 

 

• Lack of confidence and fear of being judged 

• Not feeling safe outside 

• Raising levels of inactivity 

• Far distances to travel, a lack of available sessions and unwelcoming environments 

• Coaches that aren’t representative or considerate 

• More young people living in poverty 

• Unprecedented levels of mental health issues 

• Lack of support for the value of sport at home 

 

9. Girls United run programmes that aim to reach low-income areas in South London, including Peckham, Dulwich, and Lewisham. These areas are known for their rich ethnic diversity, a mixed economy with both lower-income and middle-income residents and a variety of housing from council estates to Victorian houses and new developments.

 

10. Girls United goes beyond creating opportunities and employs a theory of change model that supports girls and women as agents of transformation. This is built around three pillars: (i) exploring systemic change by opening pathways that allow for a sustainable future for girls in football, (ii) inspiring communities that are inclusive, have a powerful voice and promote gender equality, and (iii) empowering individuals who have the skills to effect change and to be their best selves.

 

11. The Girls United Survey was distributed through Girls United to adolescent girls enrolled in a programme in London. Prior to any data being collected ethical clearance was secured through the University of Edinburgh ethics review process. Both parental and participant consent were collected. 

 

12. All participants lived in London and were adolescent girls (aged between 10-19 years) , with a mean age of 13.1 years.

 

13. 63.6% of participants had been enrolled in a Girls United programme for more than one year, 9.1% for 6-12 months while 27.3.% had been enrolled in a Girls United programme for less than 6 months.

 

14. Physical activity levels were self-reported on a Likert scale from 1 to 10, with 1 being “not at all” and 10 being “a lot.” 

 

15. The average rating for physical activity levels before starting the Girls United programme was 5.9; and after joining the programme the average rating of physical activity rose to 9.0.

 

16. This displays an average increase in physical activity levels of 34.4% due to engagement in Girls United programmes.

 

17. The most common reason for engagement cited by participants was wanting to develop football skills (90.9%). The second most popular motivator for engagement was to make new friends (72.7%). This was followed by to have fun and feel happy (54.5%).

 

18. Other reasons included being part of an inclusive environment (54.5%), to improve overall health and fitness (54.5%), and to improve mental health (27.3%). 0% of participants cited engaging in Girls United programmes because their parents wanted them to. One participant cited their desire to play football (9.1%).

Barriers to Physical Activity Participation

 

19. The most commonly cited barriers to physical activity were fear of injury and being too tired (both 45.5%). This was followed by a lack of time, not enjoying the competitive nature of sport, and a preference for other activities (all 27.3%).

 

20. A smaller percentage cited low self-confidence, not having friends who play sport, financial barriers, and academic pressures (all 18.2%). 9.1% highlighted not having enough opportunities to play.

 

21. 9.1% stated that they haven’t faced any challenges when participating in physical activity.

 

22. Participants rated their development of three key life skills—confidence, leadership, and teamwork—on a Likert scale from 1 to 10, with 1 being “not at all” and 10 being “a lot.” 

 

23. The highest reported skill improvement was teamwork with a mean score of 8.3, followed by confidence at 6.6, and leadership at 6.3.

 

24. Survey participants were invited to share their favourite thing about the Girls United programme and provided with a space to offer any feedback.

 

25. Answers relating to the social element of the programme included: “friendships” and “meeting new people”. Answers relating to the football element of the programme included: “enjoying playing sport” and “playing football”. Answers relating to the personnel included: “the people”, and “the coaches and players”.

 

26. Participants were invited to share their improvements for the Girls United programme and provided with a space to write their feedback.

 

27. One player stated, “different types of training and a diverse technique practice”. Another said, “more training in training”. “More players” was also mentioned.

 

28. Many participants cited “nothing” or did not answer.