Learning Disability

Learning Disabilities have been long regarded as a general term to cover a multitude of conditions. Basically a learning disability is a condition where a player’s brain does not develop as fast or as fully as it should. Players with a learning disability have a normal life expectancy but some are prone to epilepsy or other conditions. The damage to the brain often causes delays in physical, intellectual, emotional and social development.. Often a player will function at a level which is less than their chronological age.  This development varies immensely between individuals and the main causes are:

• Genetic or inherited, such groups would include Down’s Syndrome
• Trauma or accident, this may occur at birth or perhaps a head injury or impact accident
• As the result of an infection, one of the major examples is meningitis
• As the result of social effects such as pre-natal influences. Examples are drug or alcohol abuse by the mother or smoking, malnutrition or pollution.

A learning disability does not have a cure but with a well planned programme both, educational and social, many players have been able to achieve their potential. There is no doubt that many will require support of some type throughout their lives. Although players with a disability will probably not require personal help to look after themselves, it is possible that some may require help with laces or getting ready for training or games. It is therefore vastly important for a coach to understand their needs and provide for them during training or games and particularly when dismissing players at the end of a session.

Coaching players with a learning disability

The coach has to establish the extent to which instructions and directions are understood. It is useful to remember to use simple, brief, concise language, without being patronising. Refer to the players according to their chronological age and encourage other players, officials and supporters to use appropriate age and sport-specific terminology (e.g. ‘you paced yourself well’ rather than ‘good boy’).Some people with learning disability may use a signing system to support speech. The individuals are not necessarily deaf or have no speech, but may be unable to communicate effectively by oral methods alone. In particular the coach will have to keep a careful watch on other players to ensure that they do not behave in a way which may belittle or patronise the player. There may also be some need to ‘educate’ the parents of other players to ensure that the team remains truly inclusive.
Coaches may have to take notice of the following:

• Coaches have to make the effort to ensure that players know the rules associated with football and in particular the specific safety rules. Often players with learning disabilities do not see a dangerous situation as dangerous so a watchful eye has to be kept.
• Coaches may have to adapt the content of their sessions to make it more accessible. By breaking down techniques into smaller more manageable chunks will certainly help. Have the players had access to such a level of physical activity before or will the coach have to be careful to monitor the physical load.
• Coaches may have to be more patient to help their players understand the safe boundaries of the session. Highlighting the confines of acceptable behaviour will require a consistent approach. Helping aid concentration by making the sessions fun will certainly improve inclusion.
• Coaches may need to coach by showing and copying i.e. non verbal communication. Coaching that relies on numeracy and literacy skills may also have to be modified.
• Often players with a learning disability may experience distress through the use of clothing. Often their sports wear is too hot or even cold and is it the correct wear for the session. Suitable footwear is also a concern.
• Often players have to be reminded about self care. Their team mates will take steps to deal with sunburn or dehydration but players with learning disabilities may have to be reminded to drink and put sun cream on.
• Coaches must also be aware that the player with learning disability may be more likely to have such illnesses as epilepsy so they must be informed as to what action to take.
• Coaches who know their players will set challenging but realistic targets and encourage decision making that is within the players capabilities.