Understanding Neurodiversity: Why It Matters for Gymnastics Coaches
“Different but not less.” - Temple Grandin
As gymnastics coaches, we constantly strive to create an inclusive, welcoming environment where every athlete can thrive. But to truly embrace inclusivity, we need to understand neurodiversity and how it impacts the athletes we work with. For some coaches, this may feel like venturing into unfamiliar territory. I understand because I was once in that exact place.
My Journey to Neurodiversity-Affirming Coaching
As a Doctor of Physical Therapy, my education emphasized diagnosing and documenting limitations. I was trained to see everything through a medical lens, focusing on what needed fixing rather than celebrating strengths. This approach made conversations with parents about their child's limitations uncomfortable and often disheartening. I struggled to highlight progress because I was so entrenched in a deficit-focused mindset. Unfortunately, this mindset carried over into my coaching.
In every session, I was hyper-aware of what was wrong. All the kids and their parents heard was a list of things that needed improvement. How awful is that for a child? Being constantly told what they need to work on can be demoralizing.
Then, I made a pivotal shift. By adopting a neurodiversity-affirming and strengths-based approach, everything changed. I began viewing my students and clients through a lens of potential rather than limitations, focusing on how I could support their unique brains and diverse learning styles. This transformation not only enhanced my interactions but also allowed me to find joy in discussing each child's strengths and unique qualities with their parents.
As a result, my connections with students, clients, and their families deepened. I felt great talking with them, and they responded positively, leading to faster progress and greater joy. Embracing a neurodiversity-affirming approach has revolutionized my coaching experience, creating a more supportive and empowering environment for everyone involved.
Neurodivergence vs. Disability: Understanding the Difference
Before we dive into specific strategies, it's important to clarify the terms neurodivergence and disability, as they are often misunderstood but critical to building a supportive environment.
What Is Neurodivergence?
Neurodivergence refers to the natural variations in how people’s brains work. It’s a way to describe individuals whose neurological development differs from what is considered “typical.” Neurodivergent people may have diagnoses like autism, ADHD, or dyslexia, which impact how they experience the world and process information.
Example: Someone with autism might have heightened sensory sensitivity or communicate differently, while an individual with ADHD might thrive in fast-paced, creative environments.
It’s crucial to understand that neurodivergence is not a disorder that needs fixing—rather, it’s a natural part of human diversity.
What Is Disability?
Disability refers to a physical, mental, or cognitive condition that limits a person's movements, senses, or activities. Not all neurodivergent individuals consider themselves disabled, but some do experience barriers in a world designed for neurotypical people. According to the social model of disability, many challenges stem from societal barriers, not just individual impairments.
Example: A neurodivergent child in a sensory-overwhelming gym environment may struggle, not because of their neurodivergence, but because the environment hasn’t been adapted to meet their needs.
Neurodiversity-Affirming Practice: Shifting the Focus to Connection
The neurodiversity-affirming approach I now use is based on respecting and supporting the natural neurological variations in each individual. This strategy encourages a shift in how we think about behavior, challenges, and communication. Instead of trying to mold athletes into fitting one typical mold, we tailor our strategies to their strengths, preferences, and needs.
Neurodiversity-Affirming Coaching in Action
In practice, neurodiversity-affirming coaching involves:
Connection over Compliance: Instead of focusing on controlling behavior, view behavior as a form of communication. When you focus on building trust, athletes feel more connected and engaged.
Adaptability: Adjust coaching methods to meet the athlete’s sensory and emotional needs, whether through modifying the environment or breaking skills into smaller, manageable steps.
Understanding Communication Differences: Neurodivergent athletes might communicate in ways that are different from what you expect. This can mean recognizing non-verbal cues or being flexible with verbal responses.
I experienced firsthand how this approach transformed my sessions. Once I stopped focusing on compliance and control, I connected better with my athletes. I understood that their behaviors weren’t challenges to overcome but messages they were trying to communicate. As a result, my sessions went from feeling like an uphill battle to joyful, rewarding experiences.
Key Terms Every Coach Should Know
It’s helpful for coaches to familiarize themselves with the following terms. They form the foundation of neurodiversity-affirming practices and can enhance your understanding of the athletes you coach.
Neurodiversity
Neurodiversity is the concept that neurological differences like autism, ADHD, and dyslexia are simply variations in the human brain, not deficits. It emphasizes that these differences are natural and valuable parts of human diversity.
Why It’s Important: Recognizing neurodiversity helps create an inclusive and supportive environment, where athletes are seen and valued for their unique strengths and abilities.
Neurodivergent
Neurodivergent individuals are those whose neurological development differs from what is considered neurotypical. This can include people with autism, ADHD, or other neurodevelopmental conditions.
Why It’s Important: Understanding neurodivergence helps coaches realize that every athlete’s brain works differently, allowing for a more tailored and supportive coaching approach.
Neurotypical
Neurotypical refers to individuals whose neurological development falls within the typical range. Neurotypical people are often the benchmark for societal norms, but it’s important to remember that neurodivergent people bring equally valuable experiences to the table.
Why It’s Important: Recognizing neurotypicality reinforces the idea that all neurological experiences are valid and important, rather than elevating one over the other.
Strengths-Based Approach
A strengths-based approach focuses on an individual’s strengths and abilities rather than their challenges. It’s about identifying what neurodivergent athletes are good at and building on those abilities.
Why It’s Important: Focusing on strengths encourages athletes to see themselves as capable and successful, which boosts confidence and fosters progress.
Why It Matters for Your Gym
Creating a neurodiversity-affirming environment isn’t just about doing what’s right—it’s also about seeing better outcomes for your athletes and coaches. Here's why it matters:
Better Athlete Engagement: When athletes feel understood and supported, they engage more fully in classes. This leads to better progress, not just in skill acquisition but also in emotional regulation, communication, and confidence.
Positive Coach-Athlete Relationships: Coaches who adopt neurodiversity-affirming strategies often report stronger connections with their athletes, leading to more fulfilling and successful sessions.
Long-Term Success: Athletes who feel seen and valued are more likely to stay with a program, continue developing, and foster a love of gymnastics that lasts a lifetime.
Neurodivergent Athletes: What They Bring to Your Gym
When we embrace a neurodiversity-affirming approach, we start to see the incredible strengths that neurodivergent athletes bring to the gym. For instance:
Athletes with ADHD often bring bursts of energy and creativity that make routines dynamic and exciting.
Autistic athletes might excel at skills requiring repetition and precision, contributing to exceptional technical performances.
By shifting the focus to what athletes can do, rather than what they struggle with, we create a gym environment where everyone can shine.
Conclusion: Building a Neurodiversity-Affirming Gym
The shift to neurodiversity-affirming practices can seem daunting at first, but it’s worth it. By focusing on connection over compliance, respecting individual neurological differences, and using a strengths-based approach, you can create an inclusive environment where every athlete thrives. As I discovered firsthand, this shift will transform your coaching experience, energizing your sessions and deepening your relationships with both athletes and their families.
Ready to Learn More?
Are you ready to embrace neurodiversity-affirming practices in your gym? Check out our online courses, Adapt-Air Adaptive Trampoline Training, and email us for information on our consultation and in-person options to get started on your journey toward a more inclusive and successful gymnastics program.
