When coaching players with a learning disability, it is best to adapt your methods as opposed to abandoning your usual coaching style. Coaches should attempt to: Treat someone who has a learning disability according to their age, rather than presumed IQ. Strive to have a predictable, consistent and organised coaching environment. Do not presume the person be able to answer your questions. won’t If the individual has a severe degree of learning disability then speak to the parent, partner, friend or carer. Do not finish the sentences, or presume that you know person’s what they mean before they have finished talking. Always check for understanding and use open ended questions (e.g. you go when you get to the ‘where do red sign?’) Space/ Tasks Equipment/ People/ Safety environment rules communication Allow extra Break things Could use See the ability in Take into space on down into larger front of you, not account any courts for simple tasks. sponge the disability. medical or safety. balls and behavioural Mini Tennis considerations. rackets. For example, Place players Use plenty of Use Players need dehydration can be more of into positions visual colourful same skills as an issue for on court. equipment any other player. some disabled and visual aids. people. Increase Repeat steps Need to set Ensure you are targets and of task boundaries for aware of all of decrease frequently behaviour. the players’ distances to and allow whereabouts at make tasks more time for all times as easier. assimilation. attention spans may be shorter Consider Use trigger Use lots of and players vacation words to aid positive praise procedures in movement. and feedback. could wander an away from the court. emergency.
When coaching players with a learning disability, it is best to adapt your methods as opposed to abandoning your usual coaching style. Coaches should attempt to: Treat someone who has a learning disability according to their age, rather than presumed IQ. Strive to have a predictable, consistent and organised coaching environment. Do not presume the person won’t be able to answer your questions. If the individual has a severe degree of learning disability then speak to the parent, partner, friend or carer. Do not finish the person’s sentences, or presume that you know what they mean before they have finished talking. Always check for understanding and use open ended questions (e.g. ‘where do you go when you get to the red sign?’) Space/ environment Tasks Equipment/ rules People/ communication Safety Allow extra space on courts for safety. Break things down into simple tasks. Could use larger sponge balls and Mini Tennis rackets. See the ability in front of you, not the disability. Take into account any medical or behavioural considerations. For example, dehydration can be more of an issue for some disabled people. Place players into positions on court. Use plenty of visual Use colourful equipment and visual aids. Players need same skills as any other player. Increase targets and decrease distances to make tasks easier. Repeat steps of task frequently and allow more time for assimilation. Need to set boundaries for behaviour. Ensure you are aware of all of the players’ whereabouts at all times as attention spans may be shorter and players could wander away from the court. Consider vacation procedures in an emergency. Use trigger words to aid movement. Use lots of positive praise and feedback.