How to Coach a Kid With
Attention Deficit Disorder
Linda Meigs
Linda Meigs is a former coach of the Southwestern University Women's Soccer Club, holds a USSF 'C' coaching license and is a member of the South Texas Youth Soccer Association Coaching Education Staff. She did her undergraduate studies in therapeutic recreation and is co-founder of an ADD support group. Meigs is dedicated to educating both parents and teachers about ADD. She believes that her own attention deficit is her greatest asset as both a player and coach.
What We Need To Know About ADD
It has been estimated that six to ten percent of all children (17% to 35% of adopted children) display an attention deficit difference. These ADD children are prone to learning difficulties, have problems developing good social skills, suffer from an inability to pay attention and are extremely likely to harbor unrecognized frustration and anxiety. They may endure quietly, in silence, or if also beset by hyperactivity, may assertively, or even aggressively, seek attention. ADDers, who often "wear their feelings on their sleeve," may deal with their extreme sensitivity by acting out combatively (Oppositional Defiant Disorder, or ODD), or by turning in upon themselves and displaying depression. Many suffer from impulsivity, frequently speaking out of turn or acting intrusively without thinking.
ADD is a brain-based imbalance of neurotransmitters which can show up on PET (Positron Emissions Tomography) scans and other recently developed methods for studying the brain. It is genetically linked and usually runs in families. It is often accompanied by allergies. Some ADDers require medication to deal with the overwhelming stimuli of their environment.
ADD without hyperactivity-referred to medically as ADHD: Predominately Inattentive Type-rarely presents overt behavior problems at school or in soccer. In fact, these children often quietly remain undiagnosed. They are, however, prone to depression, anxiety, alcohol/drug abuse and solitary behavior. Often they prefer individual activities (swimming, tennis, horseback riding, computer games, reading, music, etc.) over team sports (soccer, football, basketball, etc.) which may provide too much stimuli for them to assimilate comfortably. When bombarded with sensory input-for example, a coach or parent shouting encouragement or instructions-these children will withdraw. ADD without hyperactivity often remains undiscovered until puberty and sometimes until adulthood.
ADHD or ADD with Hyperactivity-medically referred to as ADHD: Predominately Hyperactive/Impulsive Type (or, if inattention is also a major problem, ADHD: Combined Type)-is most commonly treated with Ritalin. If given too high a dose of this drug, a normally hyperactive child may exhibit "spacey", almost catatonic behavior. On too low a dose, he or she may show no reduction in hyperactivity and inattention at all. Parents may, or may not, appreciate feedback on their child's reaction to medication.
Physicians advise some parents to medicate their children while at school, not to increase the amount they learn-studies show that the use of Ritalin does not increase academic achievement over the long run-but rather to help their child relate positively to the school environment. A child who is disliked by his peers or by school personnel will develop a poor self-concept and make few, if any, friends. The difficult task of learning good social skills now becomes impossible because no one wants to be around the child. Parents need to be advised if this circumstance carries over to soccer practice.
An ADHD child should expect to benefit from the social interaction at games and soccer practice. If the child finds the experience frustrating or humiliating, the parent needs to be informed. An ADHD child is already at risk for developing anti-social behaviors and poor self-esteem without being forced to participate in a competitive after-school activity which is counter to his or her best interests. If the parents' well-meaning attempt to give their child a weekend "drug holiday" makes the child an insufferable, ineffective teammate at the game on Saturday, the "drug holiday" may best wait for summer vacation when stress levels on the child are usually greatly reduced.
Ritalin may ease an ADHD soccer player's struggles in dealing with the competitive environment of youth sports. An ADHD player can become a team captain or star goalkeeper if parents and the physician persevere in their search for the proper dosage of medication for the child.
Medications other than Ritalin are available if it cannot be properly dosed. A competent child psychiatrist who works regularly with ADD can mix and match various drugs that can impact the level of neurotransmitters in the brain. These medications can help an ADHD child learn to begin controlling impulsivity and inattention and should help the child make better decisions in social situations. If that is not happening, the dosage or the medication needs to be changed.
Helping the ADD Player Maintain Focus
A learning environment that is helpful for an ADD
child will benefit all children. And everything espoused in USYSA coaching
clinics to help young players develop their skills will help an ADD player
stay actively involved in soccer practice. The better we perform as coaches,
the fewer problems ADD players will have.
An ADD child will misbehave while waiting in line, but
a good coach will avoid asking his players to stand in line. We learn by
touching the ball, not standing in line. Soccer, after all, is not a static
game. Movement should be praised, and ADD kids are experts at moving.
Since we learn by touching the ball, each player
should have a ball. Keep instructions and corrections short. Use "coaching
points" and catch phrases. Repeat them often and with enthusiasm.
Avoid negative feedback. We know that corrective
feedback and positive feedback produce better results, simultaneously
improving skills and building confidence. Remember to use that "feedback
sandwich."
Positive feedback can be given in front of the group,
but corrective feedback directed at an individual player should be given
privately. Always make direct eye contact when speaking to your players. Ask
players to repeat back your instructions to be sure they understand what you
are asking for.
Boredom inhibits learning. Frustration and anxiety
inhibit learning. Break tasks down into small steps so that all players can
master each step, but be sure the challenge is great enough to keep your
players interested. Success breeds success.
Mistakes happen. They are a natural part of the
learning process. View them as growth opportunities. Be respectful and
forgiving of yourself, your players and the referees.
Disorganized practices invite misbehavior. Plan a fun
practice with instructive games. Have fun yourself!
Fitness and fun are not mutually exclusive. Start
your practice with a warm-up game of tag. Always give your hyperactive
players a chance to be "It," though not to the exclusion of everyone else.
The work rate for "It" is significantly greater than for the other players,
and a fatigued player absolutely will not misbehave! He or she will not have
the energy for acting up. It beats running humiliating laps.
Become a student of the game. Take more coaching
clinics. Attend upper level matches. Watch videos. Try playing. The passion
you display for the game is contagious and an ADD player who is passionate
about the game will give you 110%. Always!
There is no quick fix for ADD, just like there is no
quick fix for poor teaching or poor coaching. By sharing a copy of this
article with team parents at the start of each season, maybe we can begin to
help ADD children reach their full potential with and without the ball,
instead of simply remaining confounded by their behavior.
Created:
12/20/99
Last Updated:
05/13/03
Since
February 24, 1999
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