Coaching neurodiverse athletes

Experienced coach and lead artistic swimming coach at Hatfield Swimming Club, Amy Bryant, has shared some of her experiences and advice for other coaches working with neurodiverse athletes.

During nearly twenty years of coaching, I have worked with many neurodiverse athletes. Some of which have a diagnosis like Autism Spectrum Disorder (ASD) or ADHD, but many of which don’t.

Neurodiversity is becoming more recognised and better supported which is helping in starting to break down the pre-conceptions, misconceptions and barriers. However, despite this progress, there is still some stigma associated with being neurodiverse.

I believe coaches have an opportunity and a responsibility to create a space where everyone can thrive. To best support neurodiverse athletes, my approach is essentially the same as my approach to coaching any athlete, which is to get to know and understand them as individuals.

The importance of trust

Trust is a huge factor with neurodiverse athletes, who are used to trying to cope in a world that is built for non-neurodiverse people. This can lead them to them feeling misunderstood, confused and frustrated.

In my experience, trust is earned. So, to earn trust I deliberately put more emphasis on listening, paying attention and doing my best to ensure each person is heard. I know that trust is built over time and so quickly lost, so I try to be as consistent as I can, no matter what else is happening for me that day.

Coachability

Neurodiversity can be considered as a ‘learning disability’.  I personally don’t like this term and feel it creates negativity. There is a spectrum within ASD and ADHD, meaning it is still possible for all athletes to learn, just to different degrees.

I prefer the term ‘neurodiversity’ as I think it better represents what I see when I am coaching, which is simply a different way of learning. I see highly intelligent, motivated athletes who learn quickly and have excellent attention to detail and an ability to maintain high levels of focus and concentration.

Humour

Neurodiverse athletes often have a quirky sense of humour and when relaxed and feeling safe, they will shine and become their genuinely brilliant selves. Some of my most enjoyable coaching has been with neurodiverse athletes.

In my experience, not only does humour (matched to their needs) allow for more enjoyment, but it can allow them to focus or refocus better.

Creating an environment to thrive

A fixed mind set and/or perfectionism is a common trait in neurodiverse athletes and this often leads to giving up before they have given themselves a chance to learn.

To combat this, I first and foremost take the pressure to perform off. I coach them to focus on the process and to accept that their sport is very difficult and that we can’t do anything first time. Managing expectations is so important.

Coaching non-technical skills

Over the years, I have learnt to coach a number of non-technical coaching skills which I find helps neurodiverse athletes to look at their training in a slightly different way. These help the athletes enjoy the process and get the most from themselves.

• Consistency – We discuss what consistency means in terms of learning, i.e. when they start learning something new, what is reasonable? We recognise that it’s impossible to get something right 10 times out of 10, therefore a realistic aim is to work up to getting something right seven or eight times out of 10.
• Perseverance – I remind them that nobody is expecting them to get it right every time, it’s just important to keep trying. I do this by rewarding their hard work more than rewarding the outcome. I also remind them that I am there to support them when they need, but not to do it for them.
• Effort – Learning to fully apply themselves is a skill to learn and a skill we practice. We talk about what effort looks likes and I help the athletes judge their own effort levels. Each session might bring different challenges, so we always take into consideration effort in relation to this.
• Quality training – We regularly talk about what quality training is, what it feels like and what it looks like in simple language. By having these discussions, it allows each athlete to understand what I am looking for and what I am not. I have to accept the quality of training will vary considerably, but I overcome this by reflecting on my values and principles.

I believe it is a privilege to be a part of any athletes’ journey and with neurodiverse athletes, it’s not plain sailing but nobody said coaching was easy.

I love getting to know each individual and working out how to coach them best. For me, it’s just so rewarding and the sort of coaching that fulfils me and keeps me eager to learn.