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Adaptations That Stick: Developing Neuroinclusive Coaching Practices in Real Sport Settings

  • Writer: Charlie Barker
    Charlie Barker
  • Sep 25
  • 4 min read

Why It Matters

Sport is often described as the “great equaliser,” but the truth is that standard coaching environments are designed with neurotypical athletes in mind. For neurodivergent athletes  (those with ADHD, autism, dyslexia, dyspraxia, or other cognitive differences) the structures, expectations, and sensory demands of sport can become hidden barriers. Coaches and organisations increasingly recognise that inclusion isn’t just about access to the field, it's about creating environments where athletes can thrive, learn, and perform to the best of their abilities.


Neuroinclusive coaching is not about lowering expectations. Instead, it’s about adapting systems so athletes’ strengths can shine while providing the scaffolding they need to manage challenges. Evidence shows that when environments are flexible and supportive, neurodivergent athletes report better confidence, wellbeing, and long-term engagement in sport (Lopez et al., 2025; McMahon et al., 2023).


From Awareness to Action

Awareness training is a starting point, but the next step is embedding practical, evidence-based strategies into real sport settings. Coaches often ask: “What does this actually look like on the ground?” Below are five areas where small adaptations can make a big impact.


1. Communication That Lands

Neurodivergent athletes may process instructions differently. For some, verbal explanations are enough; for others, instructions vanish the moment the whistle blows.

  • Case Example: A sprinter with ADHD struggles to remember a three-step warm-up routine when delivered verbally. When their coach adds a visual checklist on the starting blocks, the athlete nails it every time.

Checklist for Coaches

  • Use short, clear instructions (one step at a time).

  • Pair verbal with visual cues (whiteboards, icons, demonstrations).

  • Check for understanding — ask the athlete to show you rather than tell you.

Reflective Question

  • Do I adjust how I communicate when I notice athletes missing steps, or do I assume they “weren’t paying attention”?


2. Creating Predictable Routines

Routine reduces cognitive load, helping athletes stay present and calm.

  • Case Example: A swimmer on the autism spectrum becomes overwhelmed during chaotic marshalling. Their coach introduces a pre-race “anchor” routine: same warm-up music, same breathing sequence, same body scanning. This structure helps them conserve energy for performance.

Checklist for Coaches

  • Establish consistent warm-up and cool-down structures.

  • Provide athletes with a visual timeline of the session/competition.

  • Warn athletes about schedule changes ahead of time.

Reflective Question

  • How often do I assume athletes can “roll with it” when training plans change?


3. Designing Sensory-Smart Environments

Noisy gyms, flashing scoreboards, and crowded change rooms can quickly tip athletes into sensory overload.

  • Case Example: A futsal goalkeeper with sensory sensitivities struggles with fluorescent lights. Training is moved to a natural-light venue, and their performance and enjoyment improves significantly.

Checklist for Coaches

  • Notice lighting, noise, and crowding in your training space.

  • Offer noise-reducing options (ear defenders, quiet warm-up zones).

  • Avoid punishment-based responses to “shut down” or “meltdown” behaviours.

Reflective Question

  • Am I assuming all athletes can tolerate the same sensory load?


4. Supporting Emotional Regulation

Sport is emotional, pressure, competition, and social comparison are part of the game. Neurodivergent athletes may need explicit coaching in regulating big feelings.

  • Case Example: A netballer with ADHD gets easily frustrated after mistakes. Their coach introduces a “reset routine”: deep breath, squeeze the ball, say one positive cue word. Over time, this reduces technical errors and boosts confidence.

Checklist for Coaches

  • Teach simple regulation skills (breathing, self-talk, imagery).

  • Normalise emotional expression in training.

  • Model calm responses under pressure.

Reflective Question

  • Do I prioritise skill drills over teaching athletes how to manage the emotions that come with competition?


5. Building Social Safety and Belonging

For many neurodivergent athletes, the social side of sport is the hardest. Misunderstandings or masking behaviours can erode confidence and connection.

  • Case Example: A teenage footballer with dyslexia avoids team meetings because of reading tasks. By pairing them with a peer buddy for note-taking and check-ins, the coach strengthens both their inclusion and the team’s cohesion.

Checklist for Coaches

  • Offer multiple ways to participate (verbal, written, practical).

  • Create explicit team rules around respect and inclusion.

  • Watch for masking, the “quiet” athlete may still be struggling.

Reflective Question

  • Am I rewarding conformity, or am I creating genuine space for athletes to show up as themselves?


Making Adaptations Stick

The key to sustainable neuroinclusive coaching is embedding adaptations into everyday practice rather than relying on one-off fixes. This requires commitment at three levels:

  1. Individual coaching practice – experimenting with strategies and reflecting on athlete feedback.

  2. Team culture – making inclusion part of the group’s identity, not just an individual coach’s initiative.

  3. Organisational structures – building policies, resources, and staff training into long-term planning.

When coaches model curiosity, flexibility, and openness to feedback, athletes — neurodivergent or not — learn that difference is not a problem to be fixed, but a strength to be integrated.


Closing Reflection

Neuroinclusive coaching is not about reinventing sport; it’s about widening the lens so that more athletes can step into their full potential. The best adaptations are those that feel natural, sustainable, and beneficial for everyone in the team.


Final Reflective Questions for Coaches & Organisations

  • What assumptions am I making about how athletes should think, feel, or behave?

  • How can I test small adaptations in my coaching this season?

  • What would inclusion look like if it was built into our systems, not just added on?

By embedding practices that value difference, coaches can create environments where every athlete — neurodivergent or neurotypical — has the chance to thrive.


References

 
 
 

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