Inclusive Coaching Using the STEPS Principle

The STEPS formula provides a framework for coaches to make changes to their coaching, in the areas of space, task, equipment, people and speed. The changes can be made for the whole group (e.g. athletes continually change partners when working with each other and so have to continually adapt the way they interact) or just for an individual who accesses the session with different equipment and a different coaching plan (e.g. an athlete who uses a wheelchair in an archery club).

Space
Task
Equipment
People
Speed

Not all athletes with physical, learning, social or sensory impairments need the same adaptations or interventions, but there are some general pointers. Every athlete’s functional abilities are different. If you take a group of people and ask them to sit on the floor and reach forward to touch their toes, all will get to different distances - some will only be able to reach their knees and some will be able to touch the soles of their feet. This will be for many different reasons, and could impact on what they can do within your coaching session, and what you decide to work on with them to help them improve. The following tables divide considerations into those that may be applicable where an athlete has a primary impairment that is physical, learning, social or sensory (hearing or visual).

Coaching Athletes with a Physical Impairment

Space	• Explore different positions to access activities (e.g. some throwers achieve better results throwing backwards over their shoulder). • Increase size and height of goals, targets or playing areas.
Task	• Time or distance band athletes so they compete with others of a similar ability. • Modify rules to increase aspects of participation (e.g. all players must pass after three seconds in team games). • Increase scoring options in all games (e.g. more runs/points in fielding and striking games).
Equipment	• Use bigger and lighter balls, and shorter and lighter rackets and strapping to assist the grip. • Provide ramps to assist with the rolling of the ball, or ‘sending’, and explore a range of adapted athletic events (e.g. club throw).
People	• Use creative competitions, where winners are sometimes random and not always based on skill levels. • Create activities where all players are involved, avoiding individual athletes being observed.
Speed	• Be prepared to slow down an activity if the athlete is not as flexible, or can’t move as quickly, as other athletes (e.g. increase the time the ball can be held in netball to allow a wheelchair user to get into position to shoot or pass).

Coaching Athletes with a Learning Impairment

Space	• Zones can assist in matching players with similar ability and imposing specific rules.
Task	• Give small amounts of information at a time and repeat demonstrations.
Equipment	• Tactile markers can assist comprehension of floor patterns for skills and drills.
People	• Small-sided games may assist inclusion of people with learning disabilities. • Give people time to observe others performing a task before they attempt it.
Speed	• You may need to slow down an activity, but this is not always the case. • Be prepared to repeat a session drill a few times if necessary.

Coaching Athletes with a Social Impairment

Space	• Create a large amount of personal space around athletes and clearly mark out any boundaries of the area.
Task	• Visual signs and pictures can assist some people with ASC to access mainstream environments. • Use clear, concrete and concise language with minimal words to convey tasks.
Equipment	• Providing a piece of equipment for the athlete to hold while waiting in line can sometimes help alleviate anxiety
People	• Consider the negative effect of physical contact, ‘hustle bustle’ and partner changes.
Speed	• Work at a speed where the athletes are happy to contribute and play. • Ensure the speed of the play or activity going on around athletes is comfortable for them.

Coaching Athletes with a Hearing Impairment

Space	• Ensure your position allows the hearing impaired (HI) person to lip-read if applicable.
Task	• Provide printed copies of complex drills and/or the coaching plans.
Equipment	• Replace the whistle with visual cues (e.g. use a flag instead of a whistle)
People	• Ensure the whole group are aware of the athlete's different needs, in terms of basic communication.
Speed	• The speed of the activity should not be affected, but be aware of delays in response times if the athlete has not seen a signal to stop play or finish the drill.

Coaching Athletes with a Visual Impairment

Space	• Setting the coaching space out in the same way for each session can assist orientation.
Task	• Give clear oral explanations and/or provide copies of complex drills in large print/Braille/electronically (so that a screen reader can be used).
Equipment	• Use auditory equipment where possible. • Use a guiding rope during running.
People	• In partner drills, rotate partners frequently, providing the blind or partially sighted athlete with specialist equipment if necessary. In some sports, for example swimming and athletics, explore using a sighted training partner
Speed	• Slow the play or practice down to ensure the skill is practised effectively by the visually impaired athlete.