by Karyn Maier, Managing Editor

Studies have shown that all children benefit from participating in youth sports. For children with disabilities, the benefits of team play are even more far-reaching—enhanced self-esteem, quality socialization, and identification with the community in which they live. However, many of these children may not be getting the chance to perform on an even playing field, and the reason has nothing to with being able to catch a ball or slide into home base.

According to a review of youth sports programs across the US undertaken by a joint committee appointed by the American Park and Recreation Society and the National Therapeutic Recreation Society, there are four primary barriers to inclusion of challenged youth to participate in team sports: accessibility, adaptive equipment, modified programs and, perhaps most telling, poor awareness of and attitude toward people with disabilities. This doesn’t mean that coaches across the country resist including challenged players. However, it does indicate that many coaches may have a poor perception of how to appropriately and effectively coach youth with disabilities.

In order to provide positive leadership and an environment for the inclusion of individuals of all skill levels and talents, a coach must consider the best mode of learning for each child (i.e., visual, auditory, tactile, etc.) and pursue opportunities to meet these needs. Let’s examine how some common coaching techniques can be adapted to achieve this goal:

Whole Method: Each required skill is presented with a focus on how they are connected in order to accomplish the task. For instance, when coaching an infielder, emphasize that after catching the ball the next task is to look for vulnerable base runners. To make this connection successful, the coach may need to provide visual demonstrations and extra time on the field to prompt the player into the next appropriate action.

Part-whole Method: Time is spent developing each step necessary to complete the entire task through repetition. This may mean spending extra time with the individual to master a skill before moving on to the next.

Guided Discovery: The player is allowed to discover the proper sequence by encouragement and praise during each step of the task, with rewards for sustained effort. This is particularly helpful for players with cognitive disabilities.

Additional Inclusion Strategies For the Coach

>> Don’t embarrass a challenged child. This may ‘go without saying,’ but it can be fairly easy to unwittingly introduce Johnny as a ‘special’ addition to the team instead of simply welcoming him aboard without pointing to the fact that he has a disability.

>> Don’t ask challenged players to be scorekeepers, referees, etc. These positions keep such children on the sidelines instead of actively participating in the game, as well as send the message that they are set apart from the others as capable athletes.

>> Avoid the potential for elimination. Allowing team members to ‘pick’ teammates for small group or ‘buddy’ practice rounds could result in a disabled child standing alone.

>> Treat everyone equally. I f more attention is paid to a disabled child than is warranted, his peers will model your attitude and view their teammate as being different or, worse, resent them.

>> Keep everyone moving. When everyone is active during play or practice, everyone stays engaged as a team.

>> Focus on what the child can do, not what she can’t. This is a positive strategy for all of your players, regardless of ability or skill level.