Autism

Provide predictability

Creating a consistent routine for each session can assist players to become familiar with what’s coming up next.

Create a visual schedule

Get creative and make a visual schedule for each session that young people on the autism spectrum can see at all times so they know what’s coming up next. This can support players when transitioning from one activity to the next. You could use a whiteboard or flipchart.

Ensure your venue is safe

A venue with fences and closed gates may help parents and players feel at ease. Some young people on the autism spectrum might run away when feeling stressed or overwhelmed, so it can be a great idea to have parents or a buddy help keep an eye on players who may need additional support.

Use footy stories

An engaging footy story can help encourage young people to play. These are stories with text and pictures that you can find on our Parent Information Page.

Simplify and repeat

Consider how you communicate. Some autistic players might learn best with simple instructions. You also may need to repeat instructions multiple times.

Minimise background noise and distractions

You might need to face the group away from distractions behind you (like another game or people) while giving instructions so players can hear and focus on your coaching.

Be calm and reassuring

Do not raise your voice or shout and be careful not to talk down to players.

Provide structure

Use a large clock or timer that each player can see at all times to know when the session or activity will finish.

Stop or change activities carefully

Give warning about changes when possible, and if you need to interrupt, do it carefully. Consider allowing players to take a break, or to keep doing things their own way when possible in an activity. Use the same cue to change activities such as using a certain word.

Consider your use of a whistle

Players who find loud noises uncomfortable may not like the sound of a whistle. Consider using a different method of starting and stopping activities (eg. visual signs), or gradually support the player to become more comfortable with the whistle.

Keep activities short

Plan for shorter activities to help young people on the autism spectrum to stay focused on the activity while it is being played.

Try small groups

Vary the sizes when arranging group activities, and be mindful of players attending who might feel more comfortable playing in a smaller group.

Match groups by skill level

Matching players of the same skill level in small groups may help them feel more at ease and confident in their abilities.

Joining in may take time

Allow autistic players to join the group in their own time. It’s important to remember that this may not be at the start of an activity.

Allow alternative ways to play

Some players may need support coordinating their movements and keeping up in a game. If you notice that a punt kick is difficult, for example, let them soccer kick the ball, or practise kicking it off a stand.

Offer all roles

There are many roles on the footy field. Young people can do other roles if they don’t want to join the game as a player, like throw the ball back in or umpire.

Provide equipment that suits a young person's ability and sensory needs

Allow young people to choose the piece of equipment they would like to use. This might be their own gear, such as a particular-coloured football they feel attached to.

Consider the weather

Bad weather (rain, too hot, too cold, stormy) might make it uncomfortable for some players to play outside. Have a weather plan that includes identifying a place indoors like the clubroom to run your sessions.

Young people can wear gloves

Some autistic players may be uncomfortable with getting wet and muddy. You could suggest they wear gloves to become confident touching the football.

Have a quiet area

Create a space somewhere on the football field, away from the main action, where a young person and parent can go without getting too much attention.

Make learning as easy as possible

Break down sessions into basic steps which build up as players develop, allowing each player to understand each skill in it's entirety.

Slow things down

Slow down an activity the first few times it is played so players have time to learn. For example, encourage walking rather than running in an activity the first few times it is played.

Use visual instructions and demonstrations

Show the player how to do the skill or activity using visual instructions and demonstrations. This may help them understand how to do the skill or activity.

Start with a few rules

Begin your session with activities that only have a few rules to remember. Introduce additional rules one at a time after players have learned the flow of the activity.

Use repetition when learning skills

Some players may need extra practise. Allow time for them to repeat skills so they can get the hang of a new skill. Learning a skill might require coaches to break it down into smaller parts to learn individually before eventually putting it all together. Move on from each step once the young person has mastered the skill.

Some players may need extra practise

Allow time for them to repeat skills so they can get the hang of a new skill. Learning a skill might require coaches to break it down into smaller parts to learn individually before eventually putting it all together.

A discreet and brief chat post session with a young person on the autism spectrum and their family can help identify what activities they enjoyed, and whether some activities can be further modified for next time.