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Coaching the Developing Brain: What’s Realistic for Kids vs. Teens

  • Writer: Charlie Barker
    Charlie Barker
  • Oct 20
  • 3 min read

For coaches, parents, and allied health professionals, understanding the developing brain is crucial for setting realistic expectations, supporting wellbeing, and creating environments where young athletes can thrive.


This blog explores the differences between children and teens across cognitive, emotional, and physical domains, and highlights how neurodiversity and cultural context shape these experiences. By tailoring our approach, we can ensure sport remains both a performance and wellbeing space for the next generation.


Children (6–12 years): Growing Minds, Learning Through Play


Children in this stage are concrete thinkers. Their attention span is shorter, their ability to manage big emotions is still emerging, and they learn best through play, repetition, and immediate feedback. Physically, coordination and motor skills are rapidly developing, but strength, endurance, and fine motor precision are still limited compared to older athletes.


Coaching/parenting takeaways for children:

  • Keep instructions short, clear, and concrete.

  • Use games, stories, and demonstrations to teach skills.

  • Emphasise fun and variety over competition and specialisation.

  • Expect emotional ups and downs – model calm regulation.

  • Celebrate effort and small improvements, not just outcomes.


Adolescents (13–18 years): Expanding Thinking,

Managing Change


Adolescence is marked by enormous physical, social, and cognitive shifts. Teenagers begin to think abstractly, consider “what if” scenarios, and develop self-identity. At the same time, the prefrontal cortex (responsible for planning and self-control) is still maturing, which means impulsivity and emotional intensity are common. Physically, puberty brings rapid changes and differences in size, strength, endurance, and coordination. Social comparison also becomes more powerful during this stage.


Coaching/parenting takeaways for adolescents:

  • Involve them in decision-making and goal-setting – autonomy matters.

  • Balance challenge with support; avoid “all or nothing” pressure or decisions.

  • Teach mental skills (self-talk, routines, imagery) alongside physical skills.

  • Normalise mistakes as part of growth, not failure.

  • Pay attention to wellbeing – sleep, nutrition, and mental health are vulnerable.


Neurodiversity Across Ages


Not all brains develop in the same way or at the same pace. Neurodivergent athletes (e.g., those with ADHD, autism, dyslexia, or giftedness) may show differences in attention, working memory, social understanding, or emotion regulation. These differences are not deficits but reflect unique processing styles that require flexible coaching.


Coaching/parenting takeaways for neurodiverse athletes:

  • Provide structure and predictability (e.g., clear routines, visual supports).

  • Break down skills into smaller, manageable steps.

  • Allow sensory breaks or adjustments (e.g., noise, uniforms, routines).

  • Communicate with families and allied health professionals for consistent support.

  • Focus on strengths (e.g., creativity, hyperfocus, resilience) as much as challenges.


Cultural and Global Considerations


Children and adolescents grow up in different cultural contexts that shape how they experience sport. In collectivist cultures, for example, teamwork, family pride, and respect for elders may be stronger motivators than individual achievement. In individualist cultures, autonomy and personal goals may be more central. Understanding these values helps coaches avoid imposing a one-size-fits-all approach.


Coaching/parenting takeaways for cultural differences:

  • Be curious and ask families about their values and expectations.

  • Respect diverse motivations for sport participation (community, faith, health, performance).

  • Recognise barriers some groups face (e.g., financial, access, cultural safety).

  • Celebrate cultural diversity within teams to foster inclusion.


Practical Adjustments That Respect Development


The biggest mistake in youth sport is expecting children and adolescents to train, think, and regulate like adults. By matching our expectations to developmental readiness, we can foster both performance and wellbeing.


Practical adjustments:

  • For coaches: Progression before perfection. Build skills step by step.

  • For parents: Encourage, don’t pressure. Focus on enjoyment and growth.

  • For allied health: Advocate for systems that recognise diversity in development.

  • For all adults: Prioritise psychological safety – mistakes and emotions should be part of learning, not punished.


Conclusion


Coaching the developing brain means meeting young athletes where they are – not where we expect them to be. By understanding the cognitive, emotional, physical, neurodiverse, and cultural differences between children and adolescents, coaches, parents, and allied health professionals can create environments where growth is realistic, safe, and enjoyable. Sport can then serve its true purpose: developing skills for life, not just for the scoreboard.


References (APA 7th style)

 
 
 

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