Quench'd: Coaching Neurodiverse Athletes

August 17th, 2024 | by Mary Gunesch

Mary Gunesch has been coaching alpine ski racing on Mt. Hood, Oregon for the past 30 years. She grew up ski racing herself, and, after receiving her Master’s of Education, she started a ski academy based in Government Camp, OR which she ran for several decades. While she still coaches every winter, she now works full time teaching in a medical clinic for children, and she has become an expert in fostering growth and learning—in the classroom and on the mountain—in every type of student and athlete. Mary is also an avid cyclist and a great friend of Bivo! Thanks for joining us, Mary!

Do you want to be a better coach? A better teammate? A better friend?

Learning about neurodiversity can help.

If you are thinking, “I don’t know any athletes who are neurodiverse,” read on. Neurodiverse athletes are more common than you think. They include a couple of the greatest Olympians, and probably include people you know.

The term “neurodiversity” is used to explain the way some brains work. Being neurodivergent means having a brain that works differently from a “neurotypical” person.

ADHD (Attention Deficit Hyperactivity Disorder) and Autism Spectrum Disorder (ASD) are two common types of neurodiversity. An estimated 8% of people in the population have ADHD. And the number in sports is higher because people with ADHD see and feel the benefits of playing sports. As a result, in any group of athletes, over 10% likely have ADHD.

Approximately 3% of people in the population have autism, and the number is higher if you include people who show autistic traits but have never been diagnosed. Interestingly, those numbers are growing as our understanding of autism is expanding.

Mary Gunesch has been coaching alpine ski racing on Mt. Hood, Oregon for the past 30 years. She grew up ski racing herself, and, after receiving her Master’s of Education, she started a ski academy based in Government Camp, OR which she ran for several decades. While she still coaches every winter, she now works full time teaching in a medical clinic for children, and she has become an expert in fostering growth and learning—in the classroom and on the mountain—in every type of student and athlete. Mary is also an avid cyclist and a great friend of Bivo! Thanks for joining us, Mary!

Do you want to be a better coach? A better teammate? A better friend?

Learning about neurodiversity can help.

If you are thinking, “I don’t know any athletes who are neurodiverse,” read on. Neurodiverse athletes are more common than you think. They include a couple of the greatest Olympians, and probably include people you know.

The term “neurodiversity” is used to explain the way some brains work. Being neurodivergent means having a brain that works differently from a “neurotypical” person.

ADHD (Attention Deficit Hyperactivity Disorder) and Autism Spectrum Disorder (ASD) are two common types of neurodiversity. An estimated 8% of people in the population have ADHD. And the number in sports is higher because people with ADHD see and feel the benefits of playing sports. As a result, in any group of athletes, over 10% likely have ADHD.

Approximately 3% of people in the population have autism, and the number is higher if you include people who show autistic traits but have never been diagnosed. Interestingly, those numbers are growing as our understanding of autism is expanding.

First, a look at ADHD.

Athletes with ADHD may demonstrate -

Inattention: They may have a shorter attention span than peers, may get easily distracted and lose track of time; they may forget instructions and may lose things.
Impulsiveness: They sometimes act without thinking, they may like to go first, and they may interrupt.
Hyperactivity: Some may seem to be constantly moving. This is not always present, but if it is, it is sometimes described as having a Ferrari brain with bicycle brakes.
Hyperfocus: Interestingly, these folks often have an ability to concentrate for long periods; this attribute is called hyperfocus.

Medically, there are 3 types of ADHD:

Predominantly Inattentive
Predominantly Hyperactive/Impulsive
Combined Presentation

It’s worth noting: Hyperactivity is not always present. This was previously called ADD (Attention Deficit Disorder), but is now called ADHD without Hyperactivity.

Recognizing athletes with ADHD:

Athletes with ADHD often have high energy.
They bring enthusiasm and excitement to training; they are often committed and resilient.
They may interrupt, and struggle to wait their turn.
They may seem disorganized and may have trouble with multitasking.
They are often likable, but sometimes make you feel like pulling your hair out.
They may also have sensory issues causing them to be hypersensitive or hyposensitive. Bright lights or sounds may overwhelm them. If they are hyposensitive, they may seek out stimulation, sometimes this manifests as touching people or things inappropriately or making noises.

Athletes with ADHD may demonstrate -

Inattention: They may have a shorter attention span than peers, may get easily distracted and lose track of time; they may forget instructions and may lose things.
Impulsiveness: They sometimes act without thinking, they may like to go first, and they may interrupt.
Hyperactivity: Some may seem to be constantly moving. This is not always present, but if it is, it is sometimes described as having a Ferrari brain with bicycle brakes.
Hyperfocus: Interestingly, these folks often have an ability to concentrate for long periods; this attribute is called hyperfocus.

Medically, there are 3 types of ADHD:

Predominantly Inattentive
Predominantly Hyperactive/Impulsive
Combined Presentation

It’s worth noting: Hyperactivity is not always present. This was previously called ADD (Attention Deficit Disorder), but is now called ADHD without Hyperactivity.

Recognizing athletes with ADHD:

Athletes with ADHD often have high energy.
They bring enthusiasm and excitement to training; they are often committed and resilient.
They may interrupt, and struggle to wait their turn.
They may seem disorganized and may have trouble with multitasking.
They are often likable, but sometimes make you feel like pulling your hair out.
They may also have sensory issues causing them to be hypersensitive or hyposensitive. Bright lights or sounds may overwhelm them. If they are hyposensitive, they may seek out stimulation, sometimes this manifests as touching people or things inappropriately or making noises.

Pictured above: Mary and another coach after their team earned 2nd place overall at the Buddy Werner Championships this past winter.

Have you ever known an athlete who does well and seems motivated but partway through the training asks, “Can we do something else?” People with ADHD need breaks. It can be difficult for them to do one thing and stay focused for an extended period.

What can you do to support athletes with ADHD?

Have specific, clear goals to help them maintain focus.
Break tasks down into smaller steps, and create familiar routines
Write things down and color code instructions.
Have them echo directions back to you.
Let them move around or sit on something unstable like a ball.
Make sure they eat well and get plenty of sleep.
Recognize early signs of frustration; keep speeches short; talk in calm tones.

It helps to get to know these athletes. If you are working with youth, remember not to use exercise as punishment; have them assist you with set up or give other opportunities to use their abundant energy in productive ways.

Pictured above: Mary and another coach after their team earned 2nd place overall at the Buddy Werner Championships this past winter.

Have you ever known an athlete who does well and seems motivated but partway through the training asks, “Can we do something else?” People with ADHD need breaks. It can be difficult for them to do one thing and stay focused for an extended period.

What can you do to support athletes with ADHD?

Have specific, clear goals to help them maintain focus.
Break tasks down into smaller steps, and create familiar routines
Write things down and color code instructions.
Have them echo directions back to you.
Let them move around or sit on something unstable like a ball.
Make sure they eat well and get plenty of sleep.
Recognize early signs of frustration; keep speeches short; talk in calm tones.

It helps to get to know these athletes. If you are working with youth, remember not to use exercise as punishment; have them assist you with set up or give other opportunities to use their abundant energy in productive ways.

Autism – What is it?

Autism describes a spectrum of traits.

Primarily, it affects a person’s ability to:

Communicate and relate to others, and
To understand language

Autistic people vary widely in their abilities, intelligence, and behaviors. Autism presents differently in many people. Some people with autism may simply seem shy, or they may have learned to mask their symptoms, which can be challenging and tiring for that person.

In interactions, some people with autism find it difficult to initiate conversations or maintain a smooth back-and-forth flow. You may observe slightly stilted speech, but that’s not always the case. They may exhibit atypical eye contact or facial expressions and tone of voice.

It is sometimes difficult for autistic athletes to understand what is being said. Figurative language, for example, is particularly difficult. If an athlete is dribbling a ball and you tell them to “pick it up,” (meaning go faster) they may pick up the ball. Sarcasm, humor, and metaphors are often not well understood.

Autism – What is it?

Autism describes a spectrum of traits.

Primarily, it affects a person’s ability to:

Communicate and relate to others, and
To understand language

Autistic people vary widely in their abilities, intelligence, and behaviors. Autism presents differently in many people. Some people with autism may simply seem shy, or they may have learned to mask their symptoms, which can be challenging and tiring for that person.

In interactions, some people with autism find it difficult to initiate conversations or maintain a smooth back-and-forth flow. You may observe slightly stilted speech, but that’s not always the case. They may exhibit atypical eye contact or facial expressions and tone of voice.

It is sometimes difficult for autistic athletes to understand what is being said. Figurative language, for example, is particularly difficult. If an athlete is dribbling a ball and you tell them to “pick it up,” (meaning go faster) they may pick up the ball. Sarcasm, humor, and metaphors are often not well understood.

Athletes with autism often prefer routines and may not like change. If you are with someone who is supposed to leave the training session early, they may check the time repeatedly and may ask, several times, “Do you know what time it is?” They may be nervous about possibly missing the time they have to leave the session. You can help them, or they can help themselves, by setting a timer. It can also be helpful for them to have an analog watch, which creates a picture of time, which makes more sense for their brains.

These athletes, as with athletes with ADHD, may be hyper-reactive or hypo-reactive to sensory input or their environment. For autistic athletes, noises, colors, and smells can be stressful. They may also be bothered when they feel weird, e.g., if they are wet, or thirsty, or sweaty and sticky. Help them have the right attire, let them take a coat off or put one on. They may like to dress the same way for each session and you may need to remind them to have one more layer or one less layer on some days.

Autistic athletes can say and do things that leave you scratching your head; that is a good indication that the neurodiversity you are seeing is autism.

Athletes with autism often prefer routines and may not like change. If you are with someone who is supposed to leave the training session early, they may check the time repeatedly and may ask, several times, “Do you know what time it is?” They may be nervous about possibly missing the time they have to leave the session. You can help them, or they can help themselves, by setting a timer. It can also be helpful for them to have an analog watch, which creates a picture of time, which makes more sense for their brains.

These athletes, as with athletes with ADHD, may be hyper-reactive or hypo-reactive to sensory input or their environment. For autistic athletes, noises, colors, and smells can be stressful. They may also be bothered when they feel weird, e.g., if they are wet, or thirsty, or sweaty and sticky. Help them have the right attire, let them take a coat off or put one on. They may like to dress the same way for each session and you may need to remind them to have one more layer or one less layer on some days.

Autistic athletes can say and do things that leave you scratching your head; that is a good indication that the neurodiversity you are seeing is autism.

Pictured above: Mary enjoying a ride in Government Camp

Strategies that help autistic athletes include –

1. Having an Information Station. For example, if you want them to:

(a) Warm up, (b) Go through the course, (c) Drink water and (d) Have a snack,

create a picture communication board, where you have a picture of each activity.

2. Breaking skills up and teaching each step explicitly. For these athletes, remember that learning to pump gas means first learning which side the tank is on.

3. Having routines that these athletes can rely on. If possible, have a welcome, a warm-up, a main session, a cool-down, and finish with a debrief and goodbye.

When working with autistic brains:

Avoid confrontation. Make suggestions one-on-one, and don’t raise your voice.
Give positive feedback. People with autism may not respond, so it may seem like it doesn’t matter, but it does!
Be clear with rules and guidelines and be consistent as much as possible.
Show your enjoyment, that helps them know they can enjoy themselves.

Why should we learn to help athletes with ADHD and Autism?

Neurodiverse athletes bring a lot of strengths; they enrich teams and groups.

Athletes with ADHD bring an abundance of energy, loyalty and commitment. They also bring a strong sense-of-self and resilience.
Autistic athletes bring high levels of determination and dedication. They may also be precise and remember exactly what coaches say. This can make them very good at demonstrations and keeping track of rules and policies.

Many of the strategies that help athletes with ADHD and Autism help all athletes.