What Do Coaches Miss? Comparing Neurodivergent and Neurotypical Athlete Experiences in Youth Sport

It is frequently said that youth sports are a universal experience. Team discussions, drills, competitions, and practices are often assumed to work the same way for every athlete. However, what if they don't? What if certain athletes gain more than others simply from the way sports are structured? More importantly, how can we, as coaches, better structure sports to ensure all athletes can thrive? The goal of this blog is to better understand how neurodivergent and neurotypical athletes experience sport differently. It explores aspects of the athletic experience that coaches may not always see and examines how coaching environments might be purposefully constructed using Universal Design for Learning (UDL) principles to encourage inclusivity from the outset, rather than concentrating on deficits.

First, I look at what neurodiversity and Universal Design for Learning (UDL) represent in sports. Then, I discuss insights from two athlete interviews, one neurodivergent and neurotypical, to explore how athletes may perceive coaching, feedback, and competition differently, while also emphasizing areas where their experiences overlap. Finally, I reflect on key takeaways about how coaches can build environments to support all athletes. 

Understanding Neurodiversity and Universal Design for Learning (UDL) in Sport

The term neurodiversity describes the innate differences in how individuals process information, regulate their emotions, communicate, and focus (Baumer & Frueh, 2021). Athletes may view sports environments differently than their teammates if they have learning disabilities, attention deficit/hyperactivity disorder (ADHD), autism, or sensory sensitivity issues. Sporting venues are frequently noisy, hectic, and extremely dynamic. Drills vary quickly; coaches provide brief instructions, and feedback is occasionally shared in public. While some athletes thrive in these settings, others may find them overwhelming or difficult to process. The issue is not whether athletes are capable. Instead, it is whether sport systems are designed to support different ways of learning and responding. 

Universal Design for Learning (UDL) is a concept originally used in education that focuses on creating environments that accommodate different learning styles from the start (CAST, 2018). Rather than modifying systems later, UDL encourages instructors to plan for variability in learners’ abilities, learning styles, and ways of processing information from the outset. UDL focuses on three concepts: (1) providing numerous ways to engage athletes, (2) delivering knowledge in multiple ways, and (3) allowing athletes to demonstrate understanding in various ways (CAST, 2018). Here are some examples of how each of these can be intentionally applied. A soccer coach, for example, may engage athletes by rotating between competitive drills, small-sided games, and skill stations to maintain focus and motivation. To address representation, a coach can offer information in a variety of formats, such as verbally discussing a drill, performing it live, and drawing it on a whiteboard, allowing athletes to receive the information visually and audibly. Finally, for action and expression, athletes can be given many options for demonstrating their comprehension, such as walking through a play step by step, discussing their decision-making, or executing it in a live scrimmage. These approaches allow coaches to move beyond a one-size-fits all concept and design environments that better support how various athletes learn and perform. Next, I share insights from two athlete interviews.

Charlie (pseudonym): Neurodivergent Athlete

I interviewed Charlie, a Division I soccer player at the University of Denver who has been playing the sport since he was eight years old. Charlie was diagnosed with dyslexia when he was a sophomore in high school. This is relatively late compared to when most people are diagnosed with dyslexia. Research shows that children are typically diagnosed with dyslexia at the end of second grade or the beginning of third grade (Sanfilippo et al., 2020). He explained that there had always been signs, and teachers had suggested that he might have it, but he was never formally tested until high school. The diagnosis happened somewhat unexpectedly when his mother asked him to write a password on a note sheet, and she noticed that his spelling seemed off for someone his age.

Charlie’s dyslexia affects his academic performance in math, reading, and note-taking. Dyslexia has also had an impact on several parts of his soccer experience, including training, games, and film review. He noted that repetition is important in helping him remember drills and tactical skills, and that he learns best through visual instruction, such as whiteboard explanations or live demonstrations from coaches. When talking about film review, he explained how analyzing plays sometimes takes him longer than some of his teammates: 

When watching film, it takes me a long time to see different plays…My teammates can think pretty quickly and they answer stuff quickly, but I'm not able to answer first or second. I really have to think about what I'm doing… I don’t feel like the smartest person in the room.

Despite these challenges, Charlie shared that he feels very supported by his coaches. They have created a structured setting in which he knows what to expect, and they recognize the value of repetition in helping his learning. At the same time, Charlie realizes that his experiences may differ slightly from those of his teammates. Time management can be challenging for him at times, which is why he takes his daily routine extremely seriously. Reading scripture in the morning is a routine that helps him stay grounded. Starting each day with intention allows him to better manage his time and sets the tone for a productive day, whether it's a successful practice or a strong performance in a game.

One insight Charlie shared that I found particularly interesting was his perception of emotional responses within his team. He believes that neurodivergent athletes may sometimes appear calm during stressful moments, whereas neurotypical athletes may react more emotionally when they make mistakes or receive criticism from coaches. In contrast, he suggested that neurodivergent athletes may be more likely to remain quiet and process those moments internally.
Getting to know Charlie was a meaningful experience. Despite facing dyslexia-related challenges, he approaches both life and sport with a positive outlook. His willingness to share his experiences highlights the importance of listening to athlete perspectives and considering how coaching structures can better support neurodivergent athletes.

Joshua (pseudonym): Neurotypical Athlete

For the neurotypical athlete, I interviewed Joshua. Joshua is a former Division I soccer player who began playing soccer when he was just two years old. He describes his soccer journey as one of resilience, growth, and overcoming challenges.

When speaking with Joshua, he presented himself with confidence and wisdom. Similar to Charlie, he explained that repetition helped him learn drills and plays more effectively. He also appreciated when coaches demonstrated drills slowly before performing them at full speed. Like Charlie, Joshua benefited from visual demonstrations rather than only verbal explanations. He also emphasized the importance of routine, explaining that he performed best when he had enough sleep and ate a light breakfast before training or competition.

One difference between the two athletes was how they preferred to receive feedback. Charlie explained that he was comfortable with public correction, whereas Joshua preferred feedback to be given privately. This difference highlights how athletes can respond to coaching environments in different ways.

Joshua also discussed challenges he faced when transitioning into Division I soccer. Unlike many of his teammates, he did not come from an academy soccer background. Because of this, adjusting to the structure and pace of the collegiate level initially felt difficult. Many of his teammates had years of experience in highly structured academy systems, which made the transition smoother for them. For Joshua, meeting the technical and tactical expectations required additional effort and adaptation. This experience demonstrates how sport systems are often built around certain athlete backgrounds. To account for this, coaches can be more attentive about how they support athletes during transitions by breaking down expectations, giving them time to adjust, and acknowledging that not all athletes come from the same development systems.

Joshua also described using strong internal motivation to push himself during competition. He says “Psychologically I was challenged… I’m going to will myself to win the certain drill or game.” He shared that he often performed best when he felt a sense of anger or intensity, using those emotions to fuel his performance. This perspective contrasts with Charlie’s preference for maintaining a calmer mindset during competition. Interestingly, Charlie suggested that neurotypical athletes may be more emotionally reactive during workouts or games. When I asked Joshua about this observation, he mentioned that he had witnessed teammates being overly emotional or angry in response to mistakes or coaching input, agreeing with Charlie.

Hearing about Joshua's experience was memorable; success for him in his collegiate career meant making people proud; it's clear he felt the pressure yet carried himself with confidence. He valued his team, and although there are many things he regrets not doing when he was on the team, he feels he has grown as a person, and that's something to be proud of.

Final Thoughts

When I began this project, I expected to find many differences between neurodivergent and neurotypical athletes. Instead, I discovered several similarities. Both athletes emphasized the importance of structure, repetition, and visual demonstration in helping them succeed. They also spoke highly of their team environment and the community they built. Their experiences showed that coaching systems can affect athletes in different ways. That said, it is important to acknowledge that Charlie’s perspective is valuable but should not be interpreted as representative of all neurodivergent athletes. The same goes for Joshua. By recognizing athlete variability and making small adjustments to coaching practices, coaches can create environments that better support all athletes.

References:
Baumer, N., & Frueh, J. (2021, November 23). What is neurodiversity? Harvard Health Publishing. https://www.health.harvard.edu/blog/what-is-neurodiversity-202111232645
CAST. (2018). Universal Design for Learning Guidelines. https://udlguidelines.cast.org

Sanfilippo, J., Ness, M., Petscher, Y., Rappaport, L., Zuckerman, B., & Gaab, N. (2020). Reintroducing dyslexia: Early Identification and Implications for Pediatric Practice. Pediatrics, 146(1), e20193046. https://doi.org/10.1542/peds.2019-3046