Coaches, welfare officers, sport leaders, volunteers and parents joined two online sessions last month to explore how sport and physical activity can become more inclusive for neurodivergent people.
Hosted by London Sport in collaboration with Active Oxfordshire, Active Surrey, Active Sussex, Active Kent & Medway, Energise Me and Get Berkshire Active, the lunchtime and evening sessions combined an introduction to neurodiversity with practical advice that attendees could apply within their own clubs and sporting environments.
Helena Keenan, one of the Sport Welfare Managers at London Sport, led discussions on ADHD, autism and dyspraxia, exploring how neurodivergence can shape people’s experiences of communication, sensory environments, emotional regulation, concentration, memory, and coordination.
A key message was that no two people experience neurodiversity in the same way, with symptoms varying in frequency and intensity. Some people may find it difficult to process several instructions at once, manage unexpected changes or remain focused in a busy environment. Others may be under or overly sensitive to bright lights, loud noises, or crowded spaces.
A central theme was reframing neurodiversity as a difference, rather than a deficit. Participants identified the strengths neurodivergent people can bring to sport, including creativity, problem-solving, attention to detail, empathy, resilience, and a deep knowledge or passion for a particular activity.
Attendees were encouraged to look beyond the behaviour they can immediately see and consider what may be happening beneath the surface. Someone who appears distracted may be processing several sensory inputs at once, while a participant asking repeated questions may be curious or trying to understand an instruction. A strong response to feedback may reflect difficulty regulating emotions rather than an unwillingness to listen.
Practical strategies included giving one or two clear instructions at a time, demonstrating activities visually, allowing additional processing time and checking understanding. Coaches were encouraged to consider quieter spaces or short breaks for participants who feel overwhelmed, alongside different ways for people to engage and learn.
These approaches do not depend on someone having or disclosing a diagnosis. These simple adjustments can benefit everyone, helping to make coaching and communication clearer and more inclusive.
One attendee reflected on the practical value of the training:
“I have just been fortunate enough to be part of the above course. The presentation was excellent and the strategies/scenarios described were really practical. I feel confident going back to my coaches and beginning a journey that will really help inclusion in gymnastics.”
The final message was to start small and focus on changes that are realistic within their own settings. By remaining curious and taking time to understand each person, coaches can create environments where more people feel comfortable and confident taking part.
