Neurodiversity in Sport: Understanding Your Brain Beyond Labels

When you hear the word neurodiversity, what comes to mind? For many, it’s still framed around “disorders” or “deficits” with diagnoses of ADHD, Autism, dyslexia, learning difficulties. But neurodiversity isn’t about being broken or needing to be fixed. It’s about recognising that human brains naturally vary, and that difference is not only normal but can also be a huge strength.

In sport, where focus, energy, creativity, and resilience are essential, neurodivergent athletes have long been excelling. Some of the world’s most successful athletes are open about their experiences of ADHD, Autism, or learning differences and their stories remind us that there is no single “right” way for a brain to work.

What is Neurodiversity?

The term neurodiversity was first coined by sociologist Judy Singer in the late 1990s. It’s a way of saying: just as we accept diversity in culture, body shape, and personality, we can also accept diversity in brains.

Being neurotypical doesn’t mean “better.” It simply means your brain works in ways that society tends to expect or accommodate. On the other hand, being neurodivergent means your brain processes, thinks, and responds differently. Sometimes those differences line up beautifully with the demands of sport. Other times, challenges arise — not because of the brain itself, but because the environment isn’t set up to support it.

Moving Away From the “Deficit” Model

Too often, ADHD is described as “distracted,” Autism as “rigid,” or dyslexia as “slow.” But those same traits can look very different depending on context:

• ADHD can also be incredible energy, hyperfocus, and creativity.

• Autism can be deep focus, strong memory, and unique pattern recognition.

• Dyslexia can bring problem-solving skills and big-picture thinking.

Instead of asking “What’s wrong with me?” a more powerful question is: “How does my brain work, and how can I set myself up for success?”

Athletes Who Have Spoken About Neurodiversity

Neurodivergent athletes aren’t rare, many have shared their stories publicly, showing how embracing their brains has fuelled success:

• Michael Phelps (ADHD): The most decorated Olympian of all time has spoken about how swimming became an outlet for his energy and focus. His ADHD didn’t hold him back,  it helped him develop the relentless drive that made him unbeatable in the pool.

• Jessica-Jane Applegate (Autism): This British Paralympic swimmer has been open about her Autism diagnosis, sharing how her attention to detail and persistence have contributed to her gold-medal success.

• Simone Biles (ADHD): Widely regarded as the greatest gymnast in history, Biles has publicly acknowledged her ADHD and the support she receives through medication and routines. Her ability to harness focus, precision, and courage showcases ADHD traits as assets, not barriers.

• Clay Marzo (Autism): A professional surfer, Marzo has described how his Autism gives him a unique connection with the ocean, allowing him to read waves differently from others.

These athletes remind us that neurodiversity isn’t about limitation — it’s about different pathways to achievement.

Understanding Your Brain

Whether you’re an athlete or a parent supporting one, self-understanding is key. A few questions to ask yourself:

• When do I feel most energised and focused?

• What situations make me feel drained or overwhelmed?

• What strategies help me stay calm or get “in the zone”?

  
  

This is where sport psychology can be so powerful. By mapping out strengths and challenges, athletes can create routines that match their brain, not force it into someone else’s mould.

For example:

• An athlete with ADHD might thrive on variety and music before competition.

• An autistic athlete might benefit from clear structure and predictable routines.

• A dyslexic athlete may prefer visual cues or demonstrations over long written instructions.

Mismatch With the Environment

Often, what we label as “struggles” are actually mismatches between a person’s brain and their environment.

• A noisy, chaotic gym might overwhelm an autistic athlete with sensory sensitivities.

• A rigid coaching structure might not allow an ADHD athlete the freedom they need to stay engaged.

• A dyslexic athlete might be unfairly judged on academic performance, even while excelling on the field.

The solution isn’t to “fix” the athlete — it’s to adapt to the environment. That might mean using visual routines, building in recovery time, allowing different communication styles, or creating flexible training approaches.

The Power of Self-Acceptance

When athletes learn to understand and accept their brains, the benefits go far beyond performance. They often experience:

• Less self-criticism (“I’m not broken; I just think differently”).

• More self-compassion (“It’s okay to need things a little different”).

• Better performance (because they’re not wasting energy fighting against their natural style).

Parents and coaches can play a huge role here — by shifting from “Why can’t you just…?” to “What works best for you?”

Reframing Sport Culture

Sport often glorifies “mental toughness” and “discipline.” But real strength is about knowing yourself and playing to your strengths.

If you’re a parent or coach, a good starting point is curiosity:

• Instead of assuming what focus “should” look like, ask how the athlete experiences it.

• Instead of expecting the same pre-game routine for everyone, allow flexibility.

• Instead of viewing neurodivergence as a barrier, recognise it as another form of diversity.

Final Thoughts

Neurodiversity reminds us that there’s no single way to succeed in sport or in life. Every brain is wired differently, and those differences bring richness, resilience, and unique strengths to the sporting world.

By understanding your brain, reframing “deficits” as differences, and creating environments that fit, athletes can thrive not in spite of their neurodivergence, but because of it.

References

Armstrong, T. (2017). The power of neurodiversity: Unleashing the advantages of your differently wired brain. Hachette UK.

Baron-Cohen, S. (2017). Editorial perspective: Neurodiversity – a revolutionary concept for autism and psychiatry. Journal of Child Psychology and Psychiatry, 58(6), 744–747. https://doi.org/10.1111/jcpp.12703

Den Houting, J. (2019). Neurodiversity: An insider’s perspective. Autism, 23(2), 271–273. https://doi.org/10.1177/1362361318820762

Gallo, L. A., & Williams, D. (2023). Neurodiversity and sport: Challenges and opportunities for inclusion. International Review of Sport and Exercise Psychology, 16(1), 23–42. https://doi.org/10.1080/1750984X.2022.2091175

Lai, M. C., & Baron-Cohen, S. (2015). Identifying the lost generation of adults with autism spectrum conditions. The Lancet Psychiatry, 2(11), 1013–1027. https://doi.org/10.1016/S2215-0366(15)00277-1

Phelps, M., & Abrahamson, A. (2008). Beneath the surface: My story. Sports Publishing.

Shaywitz, S. (2020). Overcoming dyslexia: A new and complete science-based program for reading problems at any level. Vintage.

Singer, J. (2017). Neurodiversity: The birth of an idea. Amazon Digital Services.