Athlete Centered Coaching
Course Modules
Start Course
| Module 1 | Module 1 |
| Unit 1 | Welcome |
| Unit 2 | What Makes a Good Coaching Assistant? |
| Unit 3 | Communicating Effectively |
| Unit 4 | Athlete Centered Coaching |
| Unit 5 | Divisioning and Advancement |
| Unit 6 | Unified Sports |
| Unit 7 | What Makes a Good Training Session? |
| Unit 8 | The Ca's Role in Developing Fitness |
| Unit 9 | Dealing With Concussion |
| Unit 10 | The Adm and Associated S.o. Programmes |
| Unit 11 | Assessment |
| Unit 12 | Sport: Level 2 Coaching Assistant Course Evaluation Survey |
Powered By WP Courseware
Module Summary
What is an intellectual disability?
The definition of an intellectual disability, and the common associated behaviours and strategies for dealing with them through individualized coaching of athletes.
You’ll probably already have some idea of what an intellectual disability is, but it’s surprising how much confusion there is around the definition!
The World Health Organisation defines an intellectual disability as, “a significantly reduced ability to understand new or complex information and to learn and apply new skills (impaired intelligence). This results in a reduced ability to cope independently (impaired social functioning), and begins before adulthood, with a lasting effect on development.”
Effective strategies
Select the common behaviours below to discover a more extensive list of effective coaching approaches for each. Why not test yourself on the answers before revealing each one?
Have a look at the Quick Reference Coaching Guide and Athlete Centred Coaching Guide for further advice on coaching athletes with ID.
SEIZURES
Athlete is prone to seizures
- Know the warning signs of seizures for your athlete.
- Control the environment to reduce known triggers.
- Make sure your team is prepared and knows how to respond if the athlete has a seizure.
- Have a clear first aid plan.
ATTENTION SPAN
Athlete has a short attention span
- Use short training sessions.
- Use different activities to learn the same skill.
- Allow lots of practice time.
- Give some 1:1 coaching.
- Ensure your athlete is paying attention.
- Use stations/circuits to practice many activities at once.
COMMUNICATION
Athlete has difficulty communicating
- Be patient. Give your athlete time to speak.
- Do not finish their sentence for them.
- Use picture boards, sign language or other tools.
- Ask your athlete’s caregivers for information about how they communicate.
- Ask your athlete to demonstrate what they want to say.
PAIN THRESHOLD
Athlete has a low pain threshold/is sensitive to touch
- Use softer/adaptive equipment.
- If physical contact is needed, ask for the athlete’s permission and explain what you will do.
POOR COORDINATION
Athlete has poor coordination
- Break skills down into simple steps.
- Change activities to use more simple movements.
- Make sure you still challenge your athlete.
- Give your athlete 1:1 support when you can.
- Give your athlete some activities or exercises they can do at home to improve coordination. Talk to parents and siblings to include them in these activities.
OVER STIMULATED
Athlete is easily over-stimulated
- Reduce the number of distractions.
- Practice in small groups or pairs.
- Practice in a smaller room or hall, with fewer people.
- Plan rest times and breaks during practice.
- Provide a quiet area where the athlete can take a time out.
POOR BALANCE
Athlete has poor balance/stability
- Use a partner/wall/other support equipment to help the athlete to balance.
- Avoid working on uneven surfaces.
- Select activities that match your athlete’s needs.
- Give your athlete more time to complete tasks.
- Modify the task to meet your athlete’s needs.
VISUAL IMPAIRMENT
Athlete has a visual impairment
- Give clear, short verbal instructions.
- Use physical prompts or assistance if needed.
- Use sound or other devices (e.g. jingle balls, tether ropes).
- Use high visibility equipment.
- Give specific action oriented feedback to athletes.
SOCIAL BONDS
Athlete finds it difficult to form social bonds
- Work in small groups/pairs.
- Use the same groups/pairs for a number of weeks.
- Give athletes a chance to work alone if preferred.
- Give athletes a chance to work with chosen teammates.
- Introduce new coaches and volunteers gradually.
Every athlete is unique
No two athletes are the same. They will differ in many ways; some obvious, some more subtle.
- Emotional maturity, social skills and general maturity.
- Confidence and self-esteem.
- Chronological age and biological age may not match. For example, an athlete’s physical maturation may be slower or faster than their actual age. Consider the difference in size, weight and strength of a group of 10-year-old boys.
- Sport experience and previously learned skills.
- Culture, race, ethnicity, religion and sexual orientation.
- Peer group, family situation and socio-economic status.
- Intellectual ability and development.
- Ability level and disability type.
Meeting the needs of your athletes
As a coach, your greatest challenge is to meet the needs of each one of your athletes, in their development as athletes, but as individuals within society too.
The impact of an ID
In the Sport Assistant module, we discussed the impact that an intellectual disability might have on a person’s participation in sport. Amongst other things, an ID could affect an athlete’s ability to learn new skills, make decisions on the field and control their emotions.
Studies show that children with mild to moderate IDs will learn at about 40-70% of the rate of peers without an ID (Cavanaugh, 2018).
Your role
As a coach of any group, you should be aiming to develop training sessions and activities which meet the needs of your athletes, regardless of their abilities or disabilities.
