In the realm of sports, players with neurodivergent conditions, such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), or dyslexia, possess unique strengths and challenges that can impact their athletic performance. To ensure these individuals reach their full potential, it is crucial for sports coaches and parents to collaborate effectively. This week, I wanted to explore evidence-based strategies to guide coaches and parents in supporting and empowering neurodivergent players.

1. Understanding Neurodiversity: Neurodiversity is a concept that recognizes and values the natural variations in neurocognitive functioning among individuals. Rather than viewing neurodivergent conditions as deficits, it emphasizes the diverse strengths and abilities these individuals possess. Recognizing neurodiversity fosters an inclusive and empowering environment for neurodivergent players.
2. Open and Transparent Communication: Effective communication between coaches, parents, and neurodivergent players is vital for understanding individual needs, setting realistic goals, and providing appropriate support. Regular meetings or emails can serve as platforms for sharing information, strategies, and progress updates. Research by Smith et al. (2019) highlights that clear and concise communication facilitates collaborative efforts and enhances the overall development of neurodivergent athletes.
3. Individualized Coaching Techniques: Adapting coaching techniques to meet the specific needs of neurodivergent players is crucial. Utilizing evidence-based strategies and employing a strengths-based approach can optimize their athletic development. For instance, visual supports, such as written instructions or visual schedules, can aid players with executive functioning challenges (Rimmer et al., 2021). Additionally, breaking down complex skills into smaller, manageable steps and providing immediate feedback can enhance learning and skill acquisition (Livingstone et al., 2020).
4. Creating Structured Environments: Structured environments with predictable routines and clear expectations promote a sense of stability and reduce anxiety for neurodivergent players. Coaches and parents can collaborate to establish consistent practice schedules, warm-up routines, and game-day rituals. Furthermore, employing techniques like social stories or visual cues can help players understand and navigate social interactions within the team setting (Ferguson et al., 2020).
5. Emphasizing Social Inclusion: Developing social connections and fostering a sense of belonging among neurodivergent players is essential for their overall well-being and athletic success. Coaches can encourage inclusive behaviors within the team, educate teammates about neurodivergent conditions, and promote empathy and acceptance. Parents can support social opportunities outside of organized sports, such as playdates or community events, to facilitate peer relationships (Mackintosh et al., 2022).

Collaboration between coaches and parents plays a pivotal role in facilitating the growth and success of neurodivergent players in sports. By embracing neurodiversity, fostering effective communication, and implementing evidence-based strategies, coaches and parents can create inclusive environments where these athletes can thrive. Supporting the potential of neurodivergent players not only enhances their athletic abilities but also promotes their overall well-being and long-term engagement in sports.

References:

• Ferguson, M., Cuskelly, M., & Haynes, M. (2020). Parent-Coach Collaboration in Sport: Recommendations for Parents of Children with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 50(10), 3661-3675.
• Livingstone, M. R., Love, R., & Mulla, M. (2020). Understanding and Promoting the Well-being of Autistic Athletes in Sport and Physical Activity. Frontiers in Psychology, 11, 564.
• Mackintosh, G., Allen, C., & Marquis, E. (2022). Supporting Autistic Children’s Participation in Community Sports: Perspectives of Parents. Adapted Physical Activity Quarterly, 39(1), 34-52.
• Rimmer, R., Bartram, R., Kountouriotis, G. K., & Bate, S. (2021). Investigating the Performance Benefits of Visual Support in High-Functioning Autistic Adults. Journal of Autism and Developmental Disorders, 51(3), 934-950.
• Smith, R. E., Ashburn-Nardo, L., Crozier, C. B., & Arriaga, X. B. (2019). From Marginalization to Empowerment: A Social Identity Perspective on Support for Individuals with Autism Spectrum Disorder. Journal of Autism and Developmental Disorders, 49(7), 2821-2833.

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As a coach, we have all been there.  It doesn’t matter the level or the activity.  The best-laid plans fall apart and the “wheels come off”.  When those moments happen, coaches tend to have a knee-jerk reaction that could make the situation worse.  So, what can we, as coaches, do to help with those moments?  The following is my quick process that I have found to work well in those often-chaotic moments.

Step #1 – Breathe

It sounds simple, but it is the step we forget the most.  Take a quick minute and center yourself. I suggest 4 deep breaths in through the nose and then out through the mouth with a longer exhale.  I fully understand that things are happening in a rush when the wheels start to fall off, but you need to be cognitively at your best to work through it.  Take a few seconds.

Step #2 – Technical vs Tactical vs Environmental

This is the meat and potatoes of working through the problem.  Is the issue you are having a result of the technical training?  What I mean by technical training is the individual skill being trained by the athlete, performer, or worker.  Is the breakdown because they can’t perform what you are asking or need?  Possibly the issue is tactical.  It is not a direct result of a player’s (or workers’) inability to perform, but more a breakdown of a system or scheme.  Simply, it could be an issue with the game plan, not those performing it.  Lastly, take a look at your environment.  It is possible that something unique to the physical space you are in, or the particular time is causing an issue.  It may not have anything to do with the ability of your team, or the plan you (and others) have put together.  Think “home field advantage” when you are away.  I have found that most of the time when something catastrophic happens, it falls in one of these three buckets.

Step #3 – Reworkable or Replaceable

Now that we (hopefully) have a better understanding of what is causing the chaos, we need to look at a solution.  Is the problem something that can be fixed within the parameters you currently have (think personnel and time)?  Do you have the time and energy to work and fix it with the piece you have?  Perhaps the time constraints won’t let you fix it, so you have to replace parts of the situation.  There are a lot of times we want a player or teammate to work out, but at this moment, the best option may be a swap.  It doesn’t mean things can’t be worked on.  It just means that right now, a different path needs to be taken.

Step #4 – Breathe

I know this is a repeat, but it is important that you remind yourself to breathe while this is going on.  The tenser we get, the more our critical thinking suffers.  Gather the information you need, take a breath, and decide.

Step #6 – Review

Once the changes (or lack thereof) are made, it is important that the process you went through it revisited.  This will help not only with the specific challenges you were presented with, but it also makes sure your problem-solving solution is working or at least guiding you.  Don’t just make changes then move on after they work or fail.  Review the entire process including the specific data.  It may save you from repeating the same scenario.

I realize that none of this is Earth shattering or even new to a lot of coaches, but we tend to forget our processes when we need them most.  A lot of the chaos that happens with troubles is presented because we do not have frameworks in place to help us through them.  I am also fully aware that all of this happens in almost a blink of an eye, during a time out or between games.  I have witnessed (or been a part of myself) poor decisions being made because coaches (or myself) didn’t look at the full information set.  I substituted a player when the problem was a scheme, we were running.  I have scrapped a play because I didn’t think it was effective when it was more about the performance of a player that was holding the playback.  I didn’t take the time to recognize what the problem really was.  I just panicked and wanted the problem fixed when the wheels fell off…

I hope this helps some coaches!

The Coaching Corner is a blog series that looks to find solutions to the everyday problems that coaches of all levels and activities encounter.  If you have an idea for a topic, please e-mail blog@danmickle.com.  

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