> This research used a mixed-methods approach, gaining both qualitative and quantitative data from an 18+ female-only online analytical survey gaining over 400

> This research used a mixed-methods approach, gaining both qualitative and quantitative data from an 18+ female-only online analytical survey gaining over 400 responses, followed-up with 8 semi-structured interviews with women aged 18–24. The choice of mixed-methods was first to gain the value of qualitative methods in attaining first-hand perspectives and multiple-truths. Secondly, gaining quantitative data were important to challenge the traditionally ‘uneasy’ relationship between feminist theory and quantitative social research (O’Leary, Citation1977). Cognisant of feminist researcher Williams’ (Citation2006, p. 456) view that ‘quantitative analysis is necessary if feminists are to intervene in important political debates’, I chose to involve quantitative data collection to aid the potential follow-up use of this study in policy design. This study implements feminist epistemological principles to support how I understand power, agency and the construction of knowledge, aligning with Rose’s (Citation1997) understanding that there is no single truth, only participants’ lived experiences. Further, a mixed-method approach encouraged the issue of school sport uniform to be explored through ‘a variety of lenses, which allows for multiple facets of the phenomenon to be revealed and understood’ (Baxter & Jack, Citation2008, p. 544). > Engaging with feminist epistemologies during data collection, I was aware that research of gender in society is also a form of ‘doing gender’ (McDowell, Citation1992, p. 400), therefore there must be caution not to essentialise the ‘voice’ of women as a group or disregard intersectionality (Davis, Citation1994). Investigating uniform experiences with an intersectional lens of race, religion, gender reassignment and sexual orientation is vitally important, but the limitations in my data mean these intersections could not be sufficiently investigated within the scope of this paper. I accept even detailed accounts are always only ‘partial knowledge’ (Elwood, Citation2010), but appreciate feminist qualitative research is about using ‘small stories to tell larger narratives’ (Jackson, Citation2011, p. 56). Listening to a range of experiences, we can better understand a meta-narrative of how school sport uniform impacts behaviour, identity formation and creates barriers to physical activity. > Guided by feminist epistemologies, as an interviewer I was conscious of power dynamics (Gluck & Patai, Citation1991), and cautious of any potential prompting of ‘correct’ or ‘dominant’ answers (Winchester & Rofe, Citation2010, p. 8). Brooks and Hesse-Biber (Citation2007, p. 14) indicate researcher emotions, subjectivities and situated knowledges cannot be ‘removed, bracketed or erased’, instead it is important to ‘reveal them’ (Brooks & Hesse-Biber, Citation2007). I acknowledge the influence of my experiences as a schoolgirl and now as a professional athlete, therefore avoid claiming a ‘false neutrality’ of knowledge (Rose, Citation1997, p. 306). Holding a reflexive feminist standpoint, I recognise how during this project I am also involved in a process of ‘self-discovery’ (England, Citation1994, p. 82). It is surprising, and a bit sad, for me to see how much of research is now taken up by things that don't look at all like research. This is from the paper.