{"id":25341,"date":"2024-05-01T09:00:00","date_gmt":"2024-05-01T09:00:00","guid":{"rendered":"https:\/\/leadersinsport.com\/performance-institute\/?post_type=article&p=25341"},"modified":"2025-12-15T05:10:59","modified_gmt":"2025-12-15T05:10:59","slug":"neurodivergence-were-all-different-were-all-wired-differently-so-how-does-that-translate-into-your-coaching","status":"publish","type":"article","link":"https:\/\/leadersinsport.com\/performance-institute\/articles\/neurodivergence-were-all-different-were-all-wired-differently-so-how-does-that-translate-into-your-coaching\/","title":{"rendered":"Neurodivergence: we\u2019re All Different, we\u2019re All Wired Differently. So How Does that Translate into your Coaching?"},"content":{"rendered":"\n\n
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\n 1 May 2024 <\/p>\n \t\t\t\t\t\t\n\t\t\t\t\t\t\t<\/span>Articles<\/a>\n\n\t\t\t\t\t\t

Neurodivergence: we\u2019re All Different, we\u2019re All Wired Differently. So How Does that Translate into your Coaching?<\/h1>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\n \n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n<\/div>\n
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Category<\/div>\n Coaching & Development<\/a>, Human Performance<\/a> <\/div>\n
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https:\/\/leadersinsport.com\/performance-institute\/articles\/neurodivergence-were-all-different-were-all-wired-differently-so-how-does-that-translate-into-your-coaching\/<\/div>\n <\/div>\n <\/div>\n <\/section>\n\n\n\n\n
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Neurodivergence is not the blocker that some coaches perceive it to be and neurodivergent athletes are some of the best-equipped to perform – with the right coaching.<\/p>\n \n \n \n

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By Henry Breckenridge<\/h6>\n
What is ‘neurodivergence’?<\/h6>\n

The term \u2018neurodivergence\u2019 can often be perceived to be a blocker in sport, but as Dr Julie White, Head of Learning Support at Millfield School, put it to our members at Leaders Meet: Teaching & Coaching<\/strong>,\u00a0<\/span>\u201cneurodivergence is when there are differences from the \u2018neurotypical’ as opposed to perceived weaknesses”.<\/span><\/p>\n

In fact, neurodiverse learners have been known to display high levels of perseverance and demonstrate transferrable resilience into the classroom. They embody the words of Harvey Blume, who was one of the first journalist to cover neurodivergence. In 1998, in the Atlantic<\/em>, he wrote:<\/span><\/p>\n

Neurodiversity may be every bit as crucial for\u202fthe human race\u202fas\u202fbiodiversity is for life in general. Who can say what form of wiring will be\u202fbest at any given moment?<\/strong><\/em><\/p><\/blockquote>\n

You may be familiar or have heard of neurodivergence through familiarity with such terms as dyslexia, dyspraxia (cognitive learning and gross motor skills), autism (speech, communication and language processing), ADHD (social, emotional and mental health difficulties). But, a lot of the time, the signs and symptoms of these conditions are hidden or less obvious for coaches to pick up on.<\/span><\/p>\n

It\u2019s critical for coaches and practitioners to have a baseline understanding to ensure they know a) what to look out for; and b) how the various conditions affect decision-making and subsequent performance. <\/span>\u00a0<\/span><\/p>\n

White breaks down one of the core neurodiverse challenges into two areas related to s<\/span>peed of thinking and recall:<\/p>\n

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  1. Processing speed:<\/strong> individuals who struggle to think on their feet.<\/span>\u00a0<\/span><\/li>\n
  2. Working memory:<\/strong> individuals who struggle to remember verbal instruction.\u00a0<\/span><\/li>\n<\/ol>\n

    Many neurodivergent people will have a weakness in one or both of these areas, regardless of their label.<\/span><\/p>\n

    <\/p>\n

    It\u2019s easiest to think about it as a bucket.<\/strong><\/p>\n

    For most of us: information comes in the top, there\u2019s a steady flow. It\u2019s being processed in the middle section at a good speed, and it comes out of \u2018the tap\u2019.\u00a0<\/span><\/p>\n

    But if your processing speed is slow, your ‘tap\u2019 lets out a lot less water. The info comes in at a fair speed, the bucket fills up very quickly, it can\u2019t drain quickly enough and so it overflows. That\u2019s what happens in young people\u2019s brains where they can\u2019t take in any more information, and they feel overwhelmed.\u00a0<\/span><\/p>\n

    <\/p>\n

    On the field\/pitch\/training, you might see this as<\/strong>:<\/span>\u00a0<\/span><\/p>\n

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    • Athletes having difficulty in remembering info from one session to the next.<\/span><\/li>\n
    • Pupils having difficulty sequencing and with routines due to co-ordination difficulties.<\/span><\/li>\n
    • Athletes drifting or being easily distracted as focus is affected.<\/span><\/li>\n
    • Athletes struggling to multi-task (and end up freezing).<\/span><\/li>\n
    • Individuals often having little or no concept of time\/urgency.<\/span><\/li>\n
    • Athletes becoming very tired mentally more quickly than others.\u00a0<\/span><\/li>\n<\/ul>\n

      As a coach, you need to\u2026<\/span>\u00a0<\/span><\/p>\n

      Pay attention to the language you use and the quantity of information you give<\/strong><\/span>:\u00a0<\/span>\u00a0<\/span><\/p>\n

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      • Keep it chronological:<\/strong>\u00a0keep it on order in accordance of the process. So, \u201cfirst do X and then do Y\u201d. Get rid of superfluous language (avoid metaphors).\u00a0<\/span><\/li>\n
      • Avoid overwhelming your athlete:<\/strong> limit to three instructions (or less).<\/span><\/li>\n
      • Limit distractions where possible:<\/strong> think of where and how \u2013 establish eye contact to ensure you have the player\u2019s attention.<\/span><\/li>\n
      • Tone of voice and audience:<\/strong> Be direct, use short sentences. Translating info into the player\u2019s long-term memory will be more challenging, so be patient.<\/span><\/li>\n
      • Organisation:<\/strong> key dates; planning ahead; prioritising.<\/span><\/li>\n
      • Concept checking:<\/strong> check \u2018what have you understood?\u2019 Repeating it will allow you to understand if the recipient has got it. Incorporate show and tell (visual and verbal).<\/li>\n<\/ul>\n

        You have to make adaptations. We\u2019re not all the same. It\u2019s about equity and giving them equal access.<\/em><\/strong><\/p><\/blockquote>\n

        Dr Julie White, Head of Learning Support, Millfield School<\/pre>\n
        Coaching checklist<\/strong><\/span><\/p>\n
        Don\u2019t assume you know the full picture – many players will not acknowledge that they have a difficulty, because:<\/p>\n
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        • They have never been given appropriate support before.<\/span><\/li>\n
        •  They be unaware they have difficulties.<\/span><\/li>\n
        •  They don\u2019t wany any attention.<\/span><\/li>\n<\/ul>\n
          A coach should:<\/strong><\/p>\n
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          •  Be an emotionally available adult.<\/span><\/li>\n
          •  Break down instructions and check for understanding.<\/span><\/li>\n
          •  Use the vocabulary the athlete uses when they\u2019re talking about their own neurodivergence. Avoid abstract phrases such as \u2018we need more intensity\u2019. Otherwise, it\u2019s conceptual.<\/span><\/li>\n
          •  Remember that athletes may not recall the information long enough to apply it – this is not wilful behaviour and they\u2019re not intending to be rude.<\/span><\/li>\n
          •  Find the time to get to know your athlete better. Think \u2018I\u2019d love to spend a day in your head\u2019.<\/span><\/li>\n<\/ul>\n<\/p>\n                                <\/div>\n                            \n                            \n                            \n                                                    <\/div>\n                                        
            \n                                            <\/div>\n                <\/div>\n            <\/div>\n        <\/div>\n        <\/section>\n","protected":false},"excerpt":{"rendered":"","protected":false},"featured_media":25342,"menu_order":0,"template":"","categories":[22,21],"pathway":[304],"topic":[327,331,332],"sport":[],"class_list":["post-25341","article","type-article","status-publish","has-post-thumbnail","hentry","category-coaching-development-performance","category-human-performance","pathway-technical-excellence","topic-athlete-development","topic-coaching","topic-talent-development"],"acf":[],"yoast_head":"\nNeurodivergence: we\u2019re All Different, we\u2019re All Wired Differently. 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