Inclusive Coaching in Athletics for People with Intellectual Disabilities and/or Autism
If you’re an accredited coach, you already know that great coaching means supporting every athlete to reach their potential. Inclusive coaching is not an optional extra, it’s a core skill of coaches from Level 1 to 4. This webinar brings together practical strategies for working with athletes with intellectual disabilities or autism spectrum disorder (ASD). It draws on the expertise of Special Olympics Australia and lived insights from athlete leaders.
Understanding Intellectual Disability and Autism
Before exploring strategies, it's important to understand the characteristics of intellectual disability and autism. Keep in mind that each individual is unique, there is no one-size-fits-all approach.
Intellectual Disability
Involves cognitive limitations that can affect communication, learning and problem-solving.
New skills may be acquired more slowly.
Difficulty understanding abstract or complex information.
May struggle with memory or sequencing tasks.
Possible delays in speech and motor development; reduced physical stamina or low muscle tone.
Can experience anxiety in unfamiliar, unpredictable or high-pressure environments.
Often not immediately visible and may only become apparent through interaction.
Autism Spectrum Disorder (ASD)
A complex neurological and developmental condition affecting behaviour, communication and social interaction.
Also often not outwardly visible.
The ‘spectrum’ reflects a wide range of abilities and support needs.
Strong preference for routine; transitions and changes may be challenging.
May need more time to process instructions or respond to questions.
Communication can vary widely—some use visuals, gestures or devices.
Often interpret language literally—avoid slang or ambiguous phrases.
May have sensory sensitivities (e.g. to noise, light, texture or movement).
Repetitive movements (‘stimming’) are common and help regulate emotion. These are not disruptive behaviours. Allowing space, sensory toys or noise-cancelling headphones can help.
The Golden Rule: Get to Know Your Athletes
The foundation of inclusive coaching is building relationships. Get to know each athlete as a person first.
Have conversations to understand their preferences, strengths and goals. If they are non-verbal or require support to communicate, parents, carers or support workers can offer vital insight.
Focus on abilities, not limitations. As athlete leader Chelsea puts it, athletes simply want to be treated with the same respect as anyone else—not singled out or defined by their disability.
Planning and Delivering Inclusive Sessions
Before the Session
Coach Profile: Share a friendly coach profile with a photo and short welcome note. This builds familiarity and reduces anxiety before the first session.
Visual Schedule or Story: Provide a visual guide showing the session structure, environment and expectations. These are widely used in special education and support preparation. Some athletes may not need them, but for others, they’re key to managing uncertainty.
During the Session
Match the Skill Level: Don’t assume based on age. Tailor drills and instructions to each athlete’s current ability.
Start Simple: Introduce basic skills first. Build complexity step-by-step. For example, in shot put, begin with the pushing motion before progressing to the full sequence.
Routine: Keep a consistent structure from week to week to support familiarity.
Allow Extra Time: Factor in time to explain, repeat or simplify. Plan regular breaks to help athletes self-regulate and stay engaged.
Offer Equipment Choices: Provide options like beanbags, tennis balls or soft javelins. Let athletes choose what works best for them. Use flat markers (dots) instead of cones for clearer, literal instructions.
Keep Involvement High: Structure small group or individual activities to avoid long waits. If there is downtime, offer a side task.
Transition Warnings: Signal changes with time cues—“five minutes left,” then “one minute to go”.
Repeat to Reinforce: Repetition is valuable. Athletes often learn more through repeated practice of the same skill.
Make It Fun: A positive, welcoming environment with caring coaches and volunteers keeps athletes coming back year after year. As Chelsea says, it’s about feeling included and supported.
Communication Strategies That Work
Communication needs vary, but there are universal tips that make a big difference.
Person-First Approach: Always speak directly to the athlete first.
Allow Time: Give athletes the space to think and respond—don’t rush.
Be Consistent: Use the same words or signals regularly.
Support Non-Verbal Methods: Gestures, communication cards or devices (like iPads with AAC apps) can all support understanding. Special Olympics Australia offers helpful visual card sets for athletics.
Stay Positive: Tone and body language matter. Keep feedback upbeat and encouraging.
Be Specific: Instead of saying “good job,” try “Your arm position on that throw was excellent.”
Keep Instructions Simple: Use clear, direct language—e.g. “Stand on the red dot,” or “Run to the green cone.”
Avoid Figurative Language: Say “Great throw” instead of “That was a piece of cake.”
Ask Simple Questions: Break down complex queries. Instead of “Where do you line up and when do you start?” ask each part separately.
Use ‘What’, ‘Where’, ‘When’ Questions: These are generally easier than “Why” or “How,” which may require abstract reasoning.
The TREE Model: Adapting Activities for Inclusion
TREE is a practical model to modify coaching activities for diverse needs:
T – Teaching Style: Vary your instruction—demonstrate, simplify, use visuals.
R – Rules: Adjust the rules to reduce complexity or increase participation.
E – Equipment: Offer adapted equipment to suit individual needs.
E – Environment: Change the space to reduce sensory load or make tasks easier.
Athletics-Specific Examples
Long Jump – Athlete Is Confused
T: Demonstrate each phase. Break it into chunks. Let the athlete observe others. Use repetition and ask them to describe it back.
Relay – Struggles with Waiting
R: Make the athlete the first runner or let them run more than once. Offer a side activity during downtime.
Throwing – Limited Grip Strength
E: Use beanbags, tennis balls or softballs. Focus on form, not distance. Progress to heavier implements later.
Busy Venue – Athlete Overwhelmed
E: Position them in outside lanes. Allow noise-cancelling headphones. Designate a calm space to retreat if needed—this might be a clubhouse, toilet or quiet corner. Chelsea shared that short breaks help her reset before returning to the track.
The goal is adapting the environment for everyone, not isolating individuals.
Keep Learning: Tools and Recognition
Special Olympics Australia’s Inclusive Sport Academy is a free online learning hub for coaches. It offers short courses, webinars and resources on coaching athletes with intellectual disabilities or autism.
New courses in development include:
A comprehensive inclusive coaching course
An officiating course for inclusive sport
Training on connecting NDIS outcomes with sport
Australian Athletics is exploring ways to formally recognise coaches who complete this training, such as adding a badge to coaching profiles.
