The Power of Pausing: Why Waiting Can Transform Your Adaptive Gymnastics Coaching

The Power of Pausing: Why Waiting Can Transform Your Coaching When Coaching Neurodivergent Athletes

Gymnastics coaches, have you ever felt like you’re constantly cueing, correcting, and managing every second of class?
You’re not alone. It’s natural to want to keep things moving, give direction, and help athletes succeed. But what if I told you that sometimes, the most powerful coaching tool isn’t what you say—it’s what you don’t say?

Pausing—waiting just a few extra seconds before jumping in—can make all the difference in how your athletes learn, feel, and progress.

Why Coaches Feel the Need to Fill Every Moment

As coaches, we’re conditioned to keep things structured and moving forward. We want to:
🔹 Keep kids engaged and focused.
🔹 Make sure they’re learning and improving.
🔹 Feel like we’re doing our job well.

So when an athlete hesitates, struggles, or veers off the expected path, our instinct is to step in quickly with instructions or redirections.

But here’s the truth: the best learning happens when we resist that urge.

What Happens When We Pause?

Pausing allows:

✅ Athletes to Problem-Solve
Instead of immediately telling them what to do, give them space to figure it out. This builds confidence and decision-making skills.

✅ More Natural Learning
When we allow a child to explore, process, and attempt a movement on their own timeline, the skill becomes theirs—not just something they were told to do.

✅ Increased Connection & Trust
When athletes feel they have time and space to try, they feel safer in your coaching environment. This builds trust and makes them more open to learning.

✅ Better Regulation
Pausing allows an athlete to co-regulate with you instead of feeling rushed or pressured. This means fewer “behaviors” and more engagement.

Real-Life Coaching Moment: Learning to Wait

I had an athlete recently who was hesitant about trying the tumble track. She had a big emotional reaction when I suggested it, so I backed off. I let her stay where she was comfortable.

Later in the session, she initiated the idea of trying the tumble track. We took it slow, rolling up the flexi-roll mat on top of the tumble track, feeling the different textures, and exploring the surface. It wasn’t just about getting her to jump on the track—it was about helping her feel safe enough to want to try.

Had I rushed her, she would have shut down. Because I paused and let her lead, she experienced success on her terms.

How You Can Start Practicing This Today

1️⃣ Before jumping in with instructions, take a breath and count to three.
2️⃣ If an athlete hesitates, let them sit in the moment instead of immediately fixing or redirecting.
3️⃣ Match their energy—engage with what they are interested in first before asking for participation.
4️⃣ Use open-ended phrases like:

• “What do you think will happen if you try it this way?”

• “I wonder what it would feel like if you…”

• “You’re thinking really hard about that. Let me know when you’re ready.”

The Challenge: Try Waiting

Next time you’re coaching and feel the urge to step in, try waiting just a little longer. Watch what happens.

💡 Did your athlete take initiative? Did they problem-solve? Did they feel more confident?

Pausing is a skill, just like spotting or cueing. And the more you practice it, the more you’ll see the incredible impact it can have on your gymnasts.

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