Theory into Practice: Coaching Athletes with Hidden Disabilities: Recommendations and strategies for coaching education

Creating Inclusive Youth Sport Environments with the Universal Design for Learning

“…These athletes are often at risk of being labeled "lazy," "unmotivated," or disagreeable" by coaches who are unprepared to recognize hidden disabilities (Vargas, Flores, & Beyer, 2012;VargasTonsing, Flores, & Beyer, 2008).…”

“…This includes techniques such as the whole-part-whole method described earlier (Lieberman & houston-Wilson, 2002;Vargas-Tonsing et al, 2008;Vargas et al, 2012), which can support athletes who prefer visual, auditory, or kinesthetic learning, and also helps athletes identify important sequential steps in learned skills. When breaking skills down into steps, a clear and relevant cue word attached to each step can help athletes identify individual sequences.…”

Towards a New Culture in Physical Education with the Universal Design for Learning

“…For example, students with sensory disabilities (blindness or deafness), learning disabilities, language or cultural diversity may grasp information quicker or more efficiently through visual, auditory, tactile perception means (Lieberman & Houston-Wilson, 2002;Vargas-Tonsing et al, 2008;Vargas et al, 2012). Learning occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts.…”

“… Solve problems using a variety of strategies  "Start and Stop" Scrimmages These can be used to collectively discuss technical and tactical concepts and to provide athletes with immediate feedback about their decision-making skills. The coach can think out loud in front of athletes to let them hear his or her thought processes (Vargas et al, 2012). During these scrimmages, the game is paused when the coach would like to highlight a technical skill, tactical decision, or re-try a play using models decision-making, for example, "I have the ball and there are two defenders in front of me.…”

“…Create a safe and predictable environment Structured environment can help students/athletes to be included in all aspects of the practice through routine, calendars, schedules, visible timer, increasing the predictability of daily activities and transitions (Beyer et al, 2009;Vargas et al, 2012). For example Joanna, an athlete with ADHD, is never nervous when she goes to physical teacher's basketball practices because she always knows what is going to happen next, where equipment is located, what athletes can do if they arrive early to practice, and the order of practice activities.…”