All Play Move: Footy
for Coaches & Clubs
About the Program
These resources will help you learn how to be an inclusive coach so that all children and young people can play, regardless of ability. You can find tips and strategies on how to modify your program and approach to coaching to fit the children and young people you work with. There are many simple changes that coaches can make to enable inclusion which will greatly improve the experience for all children, their families and the whole community.
What is an inclusive Footy Coach?
Inclusive coaches provide all community members equal access and opportunities to be involved, removing barriers to participation and valuing all individuals, so everyone can live full lives.
The Basics of Inclusion
- Step #1
- Step #2
- Step #3
Step 1: Get to know and learn about the children or young people you coach
Finding out who the children or young people you coach are and why they are there is an important first step for any coach. This is the ideal opportunity to also find out whether any children might have disability or developmental challenges before you start coaching them. You can send out the “Getting the most out of our Auskickers” form to families which allows parents an opportunity to comment on how their child learns and communicates and any strategies that help their child be included.
The AllPlay About Me medical summary can also be completed by the child’s parents and doctor before the season and given to you. This will help you understand any adaptations that might be needed to create a safe environment for children when they play footy. If families wish to, talk to them before the season and meet the child. Remember that some families may not wish to disclose that their child has disability which is their right.
Step 2: Learn the Basics
Learn about the basics of inclusion including the CHANGE IT coaching approach. The CHANGE IT approach teaches coaches how to observe children, think about any areas of challenge and what to do, make changes, then observe children again to see what’s worked and if any further changes are needed. It’s this type of flexible, thoughtful coaching approach that promotes inclusion!
What is the CHANGE IT approach?
The CHANGE IT approach helps coaches think about their communication style and how to modify an activity to meet the individual needs of a child.
Use the CHANGE IT approach when:
- Some kids don’t understand the activity or aren’t having fun
- Some kids are not engaged or participating in the activities
- Some kids may not be able to do an activity safely
- The challenge is too big, too small, or not even between kids of varying abilities
- The purpose of the activity is not being achieved
- Be a player centred coach – modify the way you coach based on what each child needs.
- Give information in multiple ways – spoken instructions, pictures, videos, demonstration, modelling, buddies, feedback
- Change how the game is scored to include all kids. You can make the activity easier or harder by changing how it is scored. Participation is more important than who wins!
- Change where the game is played to include all kids. Think about playing indoors or outdoors, the playing surface for kids with mobility aids, or making the area safe with fences (e.g., indoors/outdoors?). Make the area safe (e.g., fences, gates).
- Some kids might need to work in small groups
- Choose the groups so no one is left out
- Match groups on skill level
- Even out teams using ‘reverse inclusion’ (see ‘Game Rules’).
- Change the activity not the child. Change the rules to make it easier or harder, and to keep it interesting
- Try ‘reverse inclusion’ – e.g., have all kids play with blindfolds so they learn what it’s like to play with low vision
- Modify equipment to suit kids of all abilities – e.g., use a brightly coloured ball, attach a bell to the ball, use a bigger or smaller ball
- Kids can bring their own equipment (e.g., gloves, modified ball)
- Be flexible and creative to include all kids
- Modify the activity and the equipment, not the child
- If unsure, ask the child or their parent how things can be changed to be as inclusive as possible. Parents and buddies can help.
- Allow extra time to teach and practice new skills
Some kids might need activities to be shortened - Give a child a break if they are feeling tired, overwhelmed, or stressed

Step 3: Learn about the different types of disability or challenges if this is relevant to the child or young person you are working with.
You can learn about specific types of disability and how to build on players’ strengths by adapting your program and coaching style.
Click on one of the disabilities below to find out more.
What is Anxiety?
We all worry or feel scared at times, but some kids may worry so much they avoid participating in activities, being with others, or going to places.
What might be some of the challenges on the footy field?
Worried and scared kids usually try and avoid the thing that scares them. This could mean that they avoid or don’t participate in certain NAB AFL Auskick activities. They may look nervous or restless, or they may keep to themselves and avoid some activities or people.
Some kids who are really scared might have a ‘meltdown’ and cry and get very upset. If they are really worried or scared, they may even stop coming to NAB AFL Auskick. Avoiding important activities can result in fewer opportunities to make friends, keep fit and ultimately fit in with other kids and the community. Helping kids to overcome their worries can help keep them be engaged and set them on a great life path.
Prepare kids for NAB AFL Auskick and get parents involved
Get parents involved and help them slowly expose kids to footy by attending pre-learn days or by visiting the footy field, and finding a friend to attend NAB AFL Auskick with before it starts. Let parents of kids with and without disabilities know about the parent resources so they can learn how to help and how to be inclusive.
Use small groups
Some kids might need to work in smaller groups to feel safe.
Match groups by skill level
Matching kids of the same skill level in small groups may help them feel more at ease and confident that they fit in.
Joining in may take time
A child might not be able to join in with the group right away. They may need to join the group in their own time.
Have a consistent routine
Make things predictable by having a consistent routine at each session.
Use a visual schedule
Use a visual schedule that kids can see at all times so they can easily transition from one activity to the next and know what is coming up.
Provide a timer or clock
Use a large clock or timer that kids can see at all times to know when the session or activity will finish.
Kids can help choose activities
Where appropriate, allow the kid to have a say in choosing the activities or drills, or the order of activities.
Kids can use their own gear
Allow kids to use their own or their preferred equipment. This may be a particular coloured football they feel attached to.
Let parents or siblings help
Parents and siblings know their child best. They might be able to help the child feel safer and more involved.
Use footy stories
A footy story might be needed to teach a kid a new football skill or help them play. These are stories with text and pictures you can find in our resource section.
Allow breaks to calm down
Some kids might need to take time out from the group and have more breaks to calm themselves when they get overwhelmed. Let them to do this whenever they need to.
Parents can help calm kids
Sometimes kids might become angry and upset with other children and the reason for this might not be clear. Giving them a break and getting their parents to help might assist them to calm down. Make sure a clear code of behaviour is known up front and provide it visually.
Interrupt carefully
Some kids might get upset if someone interrupts the way they do something. Try to understand why they are doing something in a particular way. Allowing them to keep doing things their own way or giving them a break might help.
Don't raise your voice
Don’t raise your voice or shout at a kid, as some kids might be very sensitive to negativity.
Have a 'safe' back-up activity
Have a safe activity that the child can do if things become too demanding. This would be an activity that they enjoy and are able to do well. This activity could be encouraged if the kid needs a break or time to calm down.
Consider different roles
Consider different roles: Game play may sometimes be difficult for some kids. Kids can do other roles (e.g. umpire).
Things to consider
If a child is scared or worried about an activity and they avoid the activity, the feeling of fear or worry is likely to increase when faced with that situation next time. It is important to identify and understand if a child is worried about something, and to give them support so they can participate. This may mean modifying the activity or expectations in some way, or breaking it down into smaller easier steps. If done in a supportive way, the child will be able to cope a little better each time he or she faces the scary situation. You can help by acknowledging that we all feel scared at times and modelling the brave behaviour.
What is Attention Deficit Hyperactivity Disorder (ADHD)?
Kids with ADHD often experience challenges with attention and concentration. They may have difficulty maintaining their attention when doing tasks or playing. It can seem like their mind is elsewhere; it might appear that they don’t listen to instructions, or they might get easily distracted part way through a task.
Kids with ADHD may show reduced attention to detail, appearing to make careless mistakes. They can be forgetful and have difficulty getting things organised, like getting things ready for a game.
Kids with ADHD can also be hyperactive and impulsive. They might fidget, appear restless, run or climb in situations where it is inappropriate or unsafe. They may talk a lot, interrupt others, and find it challenging to wait their turn or play quietly. They can be highly active. This can make group play challenging and can impact a kid’s communication and social interaction with others but it can also make a great athlete.
What might be some challenges on the Footy Field?
- Kids with ADHD may sometimes look like they are ‘daydreaming’. It may appear that they are not interested in the activity and they may not respond straight away when their name is called.
They may get distracted part way through an activity, needing the instructions to be repeated so they know what to do. Attention concerns can make it harder to learn new information.
- Kids with ADHD who have challenges controlling their behaviour (e.g., they are hyperactive or impulsive) may be very active. They may jump into activities without all the instructions being explained, and they may be loud and very energetic. Being active and energetic can be great for playing footy!
Consider how you communicate
- Engage the child’s attention before giving instructions: Call the child’s name before giving instructions. Making eye contact with the child, or giving a gently physical prompt (e.g. softly tapping their arm or hand) can help to make sure the child is listening and paying attention.
- Simplify and repeat instructions: Some kids might need instructions to be made simpler and repeated multiple times. You may need to limit the amount of information given, so that only 1-2 steps are explained at a time.
Check in with the child to see if they have understood: You can do this in a supportive way by asking them to tell you in their own words what they have to do for a particular task or activity.
- Reduce background noise when giving instructions: Minimising background noise and distractions while giving instructions can help all kids hear and focus on the coach. You might need to face the group away from distractions behind you (like another game or people).
Add structure and routine to NAB AFL Auskick sessions
- Have a consistent routine: Having a consistent routine at each session will help the child know what is planned for the day, so even if they have missed instructions, they will know what to do.
- Use a visual schedule: Use a visual schedule for each session that kids can see at all times. This will help them remember what the plan is for the day or the activity if they have missed instructions.
- Display a timer or clock: A timer or clock helps to structure an activity. Use a large clock or timer that kids can see at all times to know when the session or activity will finish.
- Set clear rules: The rules of NAB AFL Auskick should be covered in the first session of the season. It can help to use pictures as well as words to explain the rules. Keep the rules in a place that is clearly visible to the children. Review the rules and consequences regularly if there are concerns about a child’s behaviour. You could ask parents to go over these at home with their child to help them remember.
Consider the activities
- Shorten activities: Some kids might not be able to focus for a long time on one activity. You might need to shorten activities.
- Use small groups: Some kids might find it easier to work in smaller groups. This will help reduce distractions and background noise, making it easier for them to focus.
- Have short activity breaks: Allow kids to ‘let off steam’ and channel their energy by short activity breaks such as doing five push ups or star jumps.
What is Autism?
Every child with Autism is different, there is no ‘one size fits all’ and kids will vary. Children with Autism typically have difficulties with socialising and communicating with others. Although they may have social difficulties they are usually very keen to join in, they just might not know how.
Children with Autism may like things to be done in a particular way or order, they may have a favourite activity that they are happy to do over and over again, and they may find it harder to switch between tasks quickly or without much warning.
Some kids with Autism may find loud noises or particular sounds or textures uncomfortable. As every child with Autism is different, it is important that the coach gets to know each child’s likes and dislikes, to be able to make footy as inclusive as possible for all kids.
What might some challenges look like on the Footy Field?
- A child with Autism might stand too close, talk too loud, or say things that don’t seem to fit.
- They might have difficulties expressing themselves or understanding what things said to them mean.
- They might find it harder to know when or how to join in activities with other kids, which means they may choose to keep to themselves if they’re not shown how to join in or play within a group. Some children may not like making eye contact.
- They might find it harder to understand instructions. They may find it harder to move between tasks, or they may become upset if plans are changed without warning.
- They may need additional structure (e.g., following a routine and using a visual timetable) to help them understand the plan for a footy session, making it easier to move between activities.
Consider how you give instructions and communicate
- Use simple words and repeat: Some kids might need simple instructions which may need to be repeated multiple times.
- Learning a skill might require coaches to break it down into smaller explicit parts to learn individually and then eventually put it all together.
- Minimising background noise and distractions while giving instructions can help all kids hear and focus on the coach. You might need to face the group away from distractions behind you (like another game or people).
- Use visual instructions: Visual instructions about how to do a skill might be needed for some kids.
- Consider using a flip chart to show the visual instructions when teaching.
Don’t raise your voice or shout at a kid: Some kids might be very sensitive to negativity.
Stop or change activities carefully: Some kids might get upset if someone interrupts the way they do something. Allowing them to take a break or to keep doing things their own way might help. Use the same cue to change activities such as a whistle blow or a certain word.
Make each session as structured as possible
- Provide predictability by having a consistent routine at each session.
- Use a visual schedule kids can see at all times so they know what is coming up and can easily transition from one activity to the next. You could use a whiteboard or flip chart.
- Use a large clock or timer that kids can see at all times to know when the session or activity will finish.
Adapt activities to be as inclusive as possible
- Shorten activities: Some kids might not be able to focus for a long time on one activity. You might need to shorten the activity.
- Try small groups: Some kids might need to work in smaller groups so they feel safe.
- Match groups on skill level: Matching kids at the same skill level in small groups may help kids feel at ease and confident that they fit in.
- Joining in may take time: A child might not be able to join in with the group right away. Let them join the group in their own time.
- Allow alternate ways to play: If a child with coordination difficulties can’t do a punt kick, let them soccer kick the ball, or practise kicking it off a stand.
- Let kids use their own gear: The child may be more comfortable using their own equipment. It could be something like a particular coloured football they feel attached to.
- Kids can wear gloves: Some kids won’t like getting wet and muddy. Let them wear gloves to become confident touching the football
- Consider different roles: Game play may sometimes be difficult for some kids. Kids can do other roles (e.g. umpire).
- Consider playing indoors in bad weather: Bad weather (rain, too hot, too cold, too stormy) might make it hard for some kids to play outside. Consider finding a place indoors like the clubroom to run your sessions.
Make learning as easy as possible
- Slow things down: Slow down an activity the first few times it is played so kids have time to learn.
Start with few rules: Start with activities that only have a few rules to remember. Introduce further rules one at a time when kids have learned the flow of the activity.
- Use extra repetitions when learning skills: Some kids might need extra practice for skills. Allow them to do more repetitions than other kids to learn the skill if needed.
- Use footy stories: These are stories with pictures that can help teach kids a new football skill or help them manage their emotions.
Make the venue safe
- Some kids with Autism might run away when feeling stressed or overwhelmed. A safe venue with fences and closed gates may help parents and their kids feel at ease. Have parents or a buddy help keep an eye on kids.
Things to consider
Some children with Autism can experience high levels of anxiety or worry. See the tips for Anxiety to help them on the footy field.
What does 'legally blind' and 'low vision' mean?
A child is considered ‘legally blind’ if they cannot see beyond six metres where someone with full 20/20 vision can see up to 60 metres. They are also considered ‘legally blind’ if their visual field is less than 20 degrees in diameter (versus 140 degrees for a person with normal vision.)
A child with ‘low vision’ has permanent vision loss that cannot be corrected with glasses, affecting their ability to complete everyday tasks. Children with a vision impairment often have a degree of vision. As a coach, it is important to know about the type and severity of vision impairment a child has. This will allow you to develop ideas about ways to make activities safe, fun, and as inclusive as possible.
What might be some of the challenges on the footy field?
A child who is blind or has low vision will face challenges knowing where other people are on the footy field.
They may also have difficulty seeing a ball on the ground or being passed to them and seeing a target they are aiming for during kicking or handballing.
If unsure, ask the child or their parents
Children with vision impairment may have a certain degree of vision, particularly under certain situations. For example, it may help if you stand directly in front of the child or to one side, or the child may be able to see bright colours better than dull colours. If you are unsure, ask the child or their parents.
Communication Strategies
- Always tell the child your name when you start talking with them, even if you have met them many times before.
- In a group setting, make sure you use a child’s name when calling out to them or talking with them.
- Before you pass the ball make sure you ask the child if they are ready and wait for their response before passing.
- When giving instructions, be as specific and clear as possible. For example, try not to use words like ‘here’ or ‘there’. Instead, brainstorm more concrete ways of identifying targets that draw on other senses like hearing or touch. For example, place a cone on the ground to mark a place to kick from rather than using a line on the ground.
Help the child move safely around the footy field
If you are providing hands-on assistance to help a child with vision impairment move around, allow the child to take your arm, hand or elbow, and walk beside them but slightly in front. This will help them feel when you are changing direction.
Help them to prepare for changes (e.g. walking surface, direction, elevation) in advance by telling them what is coming.
Modify the environment to make it safe and predictable
- A safe venue with fences and closed gates may help both parents and kids feel at ease.
- Keep the environment as clean and clutter free as possible.
- Do not move items without telling the child.
Modify equipment and maximise the use of other body senses
- Use balls with bells: Attaching a bell to the football or using a ball with a bell inside will allow the child to hear where the ball is, and will help them track where it is moving.
- Use bells to identify targets: For one-to-one games or drills, giving a bell to the person who is the target will assist the child with vision impairment to know where to kick or pass the ball. Adding a beeping marker in between the goalposts can help the child aim the football when kicking.
- Increase the visual contrast between items: For example, use brightly coloured footballs, put coloured fabric around the goalposts, and use brightly coloured tape around boundary lines.
- Increase the use of touch where possible: Drills can be modified to increase reliance on touch. For example, a rope with a piece of rubber pipe around it can be hung between two poles, allowing the child to use the rope as a guide to move between markers independently.
Build a culture of teamwork
- Consider pairing the child with a buddy: The buddy can help guide the child around the football field and during activities.
- Encourage the child’s parent to get involved in the NAB AFL Auskick activities as needed.
- Work with the child and parent to brainstorm ways to modify activities, while staying true to the goal of the activity as much as possible.
- Consider doing activities in small groups where the other children are blindfolded, allowing all kids to participate in the same way (reverse inclusion).
What is Cerebral Palsy?
Cerebral Palsy describes a group of disorders that affects the way a person moves. Cerebral Palsy occurs when there is damage to the brain when it is developing, and it affects a child’s ability to control their muscles. It is the most common form of physical disability in childhood. A child with Cerebral Palsy may face challenges with muscle weakness, stiffness, slowness and/or shakiness of movement. Balance, coordination and walking can be challenging.
Every child with Cerebral Palsy will show different strengths and challenges. For example, some kids may only have limitations with motor control on one side of their body, while others will have challenges controlling both sides. If muscles in the face, mouth, and throat are impacted by Cerebral Palsy, kids can experience challenges with talking, eating and drinking. They may find speech challenging, which means they might have different ways of communicating (e.g. using computer technology or pictures).
Kids with Cerebral Palsy may have challenges across other areas, for example, they may have hearing or vision problems. Children may have difficulties with their vision and it may impact their ability to see things clearly, their eye movements may be slow or less controlled, and they may not pick up moving objects as quickly as other children. Some kids with Cerebral Palsy may have intellectual disability or learning disorders, which impact the way they think, learn and understand. It is important to get to know each child with Cerebral Palsy, so you know how best to include them in footy.
About 1/3 of kids with Cerebral Palsy also have epilepsy, which means that they have reoccuring seizures. Just like cerebral palsy, epilepsy includes many different types and it affects people in different ways. For some kids, a seizure will mean that they stare blankly or look as if they are daydreaming for a period of time; for other kids, a seizure may involve stiffness or jerking movements. Some kids will benefit from medication, which means that seizures may be rare. Parents know their children best – if a child in your team has epilepsy, ask the parents about how you can recognise a seizure and what to do if this happens at footy.
What might be some challenges on the Footy Field?
- Kids with cerebral palsy will differ in how much their movement is impacted. Some kids will walk independently, while other kids will use mobility aids (e.g. a walking frame or a wheelchair).
- Coordination of movement for sport may be very challenging.
- Kids with cerebral palsy who have challenges with talking may have different ways of communicating, such as by using computer technology (e.g. iPads), pictures or gestures.
Quick Tips
General Principles
- Parents know their child best: No matter how much you know about a particular disability, parents know their child the best. It’s always a good idea to talk to parents to find out the best way to communicate and work with their child. Parents can help you understand a child’s unique strengths and areas they need more help. Before starting to coach the child you could ask questions like: What activities does your child enjoy the most? Are there any things they find particularly challenging? Are there things I can do to support his/her participation as much as possible? Are there situations that he/she finds stressful? Are there things that I can do to help your child understand or learn a new skill? What is the best way to communicate?
- Change the activity, not the child: If a child is struggling with an activity don’t attribute the problem to the child, instead attribute it to the strategy. E.g. ‘You seem to have difficulty doing this drill. I think we chose the wrong size target to use, let’s try it with a larger target.’
- Allow alternate ways to play: If a child with coordination difficulties can’t kick a drop punt, allow them to kick the ball off the ground, or practice kicking it off a stand.
- Allow more time to learn skills: Some kids might not be able to kick, catch or run as well as other kids and may need more time than others to learn these skills.
- Change the rules so everyone can play: Make changes to the rules where appropriate so everyone can play. For example, in wheelchair tennis the ball can bounce twice before being hit. Hand balling drills might be difficult for children with stiffness in their arms, so you may allow them to use 2 hands or to throw the ball.
- Make eye contact at the kids level: Think about how to have good eye contact for kids who may sit at a lower height (e.g. in a wheelchair). You can kneel down or sit on a bench. Check that you have the child’s attention before giving instructions.
- Let parents or siblings help: Parents and siblings know the child best. They might be able to help get them more involved and feel safe to play.
- Consider different roles: Game play may sometimes be difficult for some kids. They might prefer to do another role (e.g. umpire) or activity.
- Give kids time: Allow time to let kids reply or comment as language production can be halting. Don’t rush them as they may take more time to get going and complete an activity. Remember to praise and reward every effort!
Consider the environment
- Consider the surface for kids who use wheelchair: When the oval is too muddy or not appropriate for wheelchair access consider running the session or activities using an alternate surface like the car park or clubrooms so that kids who use wheelchairs can play too.
- Consider playing indoors in bad weather: Bad weather (rain, storm, too hot, too cold) might make it hard for some kids to play outside. Consider finding a place indoors like the clubroom to run sessions.
Consider the activity and equipment
- Modify activities so everyone can play: Adapt the size of the target or the distance the child is from it. For example, you can use a bigger target for handball drills or allow the child to be closer to the target.
- Modify equipment so everyone can play: Consider using a different type of ball such as a soccer ball, bean bag, balloon, tennis ball or beach ball rather than an AFL football depending on the activity.
- Kids with motor problems and/or kids who use wheelchairs can carry the ball: If a child with coordination difficulties has problems kicking or handballing consider allowing them to carry the ball between two points. Similarly, allow children who use wheelchairs to carry the ball between two points instead of kicking it.
- Even out the playing field: Consider having one person in a wheelchair on the team opposite to the child in a wheelchair to equal out the playing field. This can give all kids an opportunity to get a true sense of what it’s like to have a physical disability.
- Be aware and recognise the signs of fatigue: Some children will get tired more quickly. Signs that kids need a break include them slowing down, looking tired, having difficulty catching their breath, or showing signs of frustration.
- Shorten activities: Shortening activities can help limit fatigue. The length of an activity may need to be tailored to the individual child.
- Give frequent breaks: Giving frequent, short breaks gives children time to recover. Multiple short breaks can be more helpful than less frequent longer breaks. Provide a chair or a bench for children to sit on to catch their breath.
Things to consider
Sometimes people may assume that kids with physical disability have difficulties with thinking and understanding. This is often not the case. Similarly, just because a child faces challenges with talking or communicating does not mean they are not smart or that they have difficulties with thinking or learning. As a coach, learning how to communicate most effectively with a child with talking or communication challenges is important so that they have every opportunity to participate and have fun. Coaches should speak with the child’s parents or guardians if they are unsure about how much they say is being understood.
What does Deaf, deaf and Hard of hearing mean?
‘Deaf’ (capitalised D) is used to describe individuals who use Australian Sign Language (Auslan) to communicate, and who identify as members of the signing Deaf community. Deaf people often do not consider themselves as ‘hearing impaired’. The Deaf community is more like a different ethnic group, with its own language and culture. Deaf people often interact with both Deaf and hearing communities.
In contrast to Deaf, the term ‘deaf’ (lower case d) is used to describe both the physical condition of not hearing, as well as people who are physically deaf but do not identify as members of the signing Deaf community (i.e. they do not communicate using Auslan).
‘Hard of hearing’ is used to describe individuals who have acquired a hearing loss in late childhood or adulthood, or who have a mild or moderate hearing loss. People who are hard of hearing typically use spoken language, lip-reading, and residual hearing (possibly with use of a hearing aid) to communicate. ‘Hearing impaired’ is also often used in Australia to describe people who are hard of hearing, but this is generally not the preferred term.
Using the wrong word to describe a person’s hearing can be offensive, so it is important to ask the child or their parent which group they identify with.
What might be some challenges on the Footy Field
Kids who identify as Deaf, deaf, or hard of hearing may have different ways of communicating. On the footy field, these kids may not be able to hear spoken instructions well.
Get more information
- Talk to the child or parent: Ask the child or parent what you can do to make communication as easy as possible. Ask them at the start of the season how they would like you to get their child’s attention when you speak.
Consider your communication style
Make sure kids can see your face when you talk: Kids who lip-read will understand instructions more easily if they can clearly see your face. Avoid standing with sun or bright light behind you, as this may put your face in shadow.
- Encourage the child to stand where they can see and hear as much as possible: Ask the kid what works best for them. For example, this might be standing to one side of the coach, or it might be directly in front of you.
- Get the child’s attention before speaking: If you are in the kid’s line of vision, use gestures (e.g. waving or beckoning) so they know you have something to say. It can also be appropriate to use light physical touch, like a tap on the arm or shoulder, to get a kid’s attention before speaking.
Limit background noise when giving instructions: Often kids will have some level of hearing. Reducing background noise will make it easier for them to hear instructions.
Speak clearly: Speak clearly, but do not shout or change the inflection of your speech. Be careful not to talk down to the child.
Simplify instructions and limit the amount of verbal information given: Make instructions simple. Try to limit instructions to 2-3 steps at a time.
Check in with the child to see if they have understood: Do this in a discrete way so that the child doesn’t feel singled out. Agree on this with the child at the start of the season. For example, you can ask the child to nod when they have understood instructions, or to put their hand on their shoulder if they have not understood.
Think about the activity
- Have other kids wear earplugs: Consider doing activities where the other children wear earplugs, allowing all kids to participate in the same way and understand how it might feel to not be able to hear well. Let the child lead the activity!
Use visual aids to help communicate
Demonstrate new skills: Rather than relying on verbal instruction, you can demonstrate the new skills a child needs to learn.
Use visual instructions: Consider using a flip chart with visual instructions when you teach. You can also use a whiteboard to draw out movements, player positions, and activities on the field.
Use visual signs during game play and to start/stop activities: You can use gestures (e.g. simple raise or drop of an arm) together with a siren to indicate the start of an activity. You can use lights (e.g. green, red) or written signs (e.g. GO, STOP) to help indicate the start and end of an activity. Umpires can use gestures or flags as signs during game play.
Use a visual schedule and visual aids: Use a visual schedule that kids can see at all times so that they can easily transition from one activity to the next without having to be told instructions verbally. If keeping score during game play, show this visually (e.g. using a white board or score board).
Use a timer or clock: Use a large clock or timer that kids can see at all times to know when the session or activity will finish.
What is developmental coordination disorder (DCD)?
Children with DCD often find it more challenging to do movements than other children like everyday tasks such as brushing their teeth, using knives and forks, handwriting and dressing themselves.
Children with DCD can be less confident about themselves and playing with other children, particularly when the activities involve movement like sport. This can mean that kids with DCD exclude themselves from playing with other children, or stand to the side.
Movement problems differ from child to child. For example, some children may seem ‘clumsy’ when they walk, bumping into things and tripping over. Others may drop things and find it difficult to use their hands. Regardless, the need to be included and given a chance to succeed in physical activities are the most important factors to consider when working with children with DCD. While lots of children can seem a bit ‘clumsy’ at a young age, this is much more pronounced in kids with DCD.
What might be some challenges on the Footy Field?
- Younger children with DCD may find it more challenging marking the football, kicking, running and playing compared to other kids.
- As children with DCD get older, they often become more aware of their motor challenges, and can lose confidence in their movement abilities. They may withdraw from footy by either standing to the side, or not playing footy at all.
Give children a chance to do well
- Simplify training drills: Some children may need to spend time doing ‘simpler’ drills. This will give them a chance to improve their footy skills and do well – with success comes confidence and enjoyment.
- Give more time: Slowing drills down and simplifying instructions can be a useful way of helping kids succeed.
- Give more practice: Children with DCD can actually achieve skills similar to other children if they are given more practice. They may take longer to get there, but repetition of the same drill can help them improve their movements so that they don’t feel like they’re getting left behind.
- Match groups by skill level: Matching kids of the same skill level in small groups may help kids feel more at ease and confident that they fit in.
Set goals with children
- Ask the child what they want to be able to do: For example, kick a drop punt. Plan how they might be able to do this, including talking about techniques and strategies that they might use. Let them practise the skill. Finally, give the child a chance to check how they went. This last point allows them to evaluate their performance, focussing on what they did well and what they can improve on. A child’s plan can then change as they try to reach their goals.
- If a child can’t achieve their goal, work with them to modify it so that it can become achievable: For example, if they can’t mark the footy, they may be able to tap the ball from the air down to the ground where they can then pick it up.
Keep kids with DCD active and included
- If a child with DCD loses confidence in their footy ability, they often lose confidence in other areas and can find it difficult to make friends. If you notice that a child with DCD is withdrawing and doesn’t want to play footy, consider alternative roles that will keep them involved and active.
What is intellectual disability?
Kids with intellectual disability have challenges with thinking skills, such as reasoning, problem solving, planning, and judgement (e.g. understanding and predicting risks). They can also have difficulties with academic and everyday skills (e.g. reading, writing, telling the time, doing maths, and handling money). They find it harder to learn, which means they need additional time and support to learn new skills.
Kids with intellectual disability often experience communication and social challenges. They may appear to be socially immature for their age, they are likely to be more easily overwhelmed when given instructions with multiple steps, and they may find it challenging to understand body language (e.g. facial expression, gestures). Kids with intellectual disability can find it more challenging to regulate and control their emotions and behaviour. They may tire easily. A number of kids may also have challenges with emotions and behaviour such as anxiety (worry and fearfulness), sadness and irritability (doesn’t want to try and participate) and attention problems such as being restless, over-active, distractible, disorganised and difficulties with concentrating.
What might be some challenges on the Footy Field
- Children with intellectual disability can experience some challenges with how quickly they can think and their ability to understand. On the footy field, they could misunderstand instructions if they are given a lot of information at once.
- Kids with intellectual disability may take longer to learn new skills. They are likely to benefit from clearly structured sessions with consistent routines.
- They can be very social and friendly, and like talking and spending time with other people. However, sometimes, they might stand too close or be overfamiliar with people. It can be helpful to be clear about what is and isn’t appropriate when talking and interacting with others.
Develop routines and use visual aids
- Have a consistent routine: Provide predictability by having a consistent routine at each session.
- Have a visual schedule: Use a visual schedule for each session that kids can see at all times so they know what’s coming up and can easily transition from one activity to the next.
- Use visual instructions: Visual instructions about how to do a skill might be needed for some kids. Consider using a flip chart to show the visual instructions when you teach.
Think about how you communicate
- Reduce background noise when giving instructions: Minimising background noise and distractions while giving instructions can help all kids hear and focus on the coach. You might need to face the group away from distractions behind you (like another game or people).
- Simplify instructions and limit the information given at once: Use simple words and repeat. Some kids might need simple instructions which may need to be repeated multiple times. Learning a skill might require coaches to break it down into smaller explicit parts to learn individually and then eventually put it all together.
- Repeat instructions: Instructions may need to be repeated multiple times.
- Slow things down: Slow down an activity the first few times it is played so kids have time to learn.
- Use extra repetitions when learning skills: Some kids might need extra practice for skills. Allow them to do more repetitions to learn the skill if needed.
- Allow more time to learn skills: Some kids might not be able to kick, catch or run as well as other kids and may need more time to learn these skills.
- Praise and reward effort: Give lots of positive feedback to kids.
- Ask parents what they would do to help: No matter how much you know about a particular disability, parents know their child the best. It’s always a good idea to talk to parents to find out the best way to communicate and work with their child. Parents can help you understand a child’s unique strengths and areas they need more help. You could ask questions like: What activities does your child enjoy the most? Are there any things they find particularly challenging? Are there things I can do to support his/her participation as much as possible? Are there situations that he/she finds stressful? Are there things that I can do to help your child understand or learn a new skill? What is the best way to communicate?
- Notice any other challenges: Observe for any signs of emotional or behaviour challenges such as anxiety or attention problems and refer to and use the strategies suggested for these areas.
Adapt activities to be as inclusive as possible
- Shorten activities: Some kids might not be able to focus for a long time on one activity. Shortening activities might be needed
- Use small groups: Some kids might need to work in smaller groups so they feel safe.
- Match groups on skill level: Matching kids at the same skill level in small groups may help kids feel at ease and confident that they fit in.
- Joining in may take time: A child might not be able to join in with the group right away. They may need to join the group in their own time.
- Allow alternate ways to play: If a child with coordination difficulties can’t do a punt kick, allow them to soccer kick the ball, or practice kicking it off a stand.
- Kids can use their own gear: Allow kids to use their own or their preferred equipment if they wish to. This may be a particular colour football that they feel attached to.
- Kids can wear gloves: Some kids won’t like getting wet and muddy. Let them wear gloves, for example, and gradually become confident touching the football.
- Consider different roles: Game play may sometimes be difficult for some kids. If they prefer to do another role (e.g. umpire) or have a favourite NAB AFL Auskick activity instead they should be supported in this preference.
- Consider playing indoors if bad weather: Bad weather (rain, too hot, too cold, stormy) might make it hard for some kids to play outside. Consider finding a place indoors like in the clubroom to run the sessions.
Things to consider
Just because a child faces challenges with talking or communicating does not mean that they are not smart or that they have difficulties with thinking or learning. As a coach, learning how to communicate most effectively with a child is important so that everyone has the same opportunities to participate and have fun.
What is physical disability?
Physical disability is a broad term that can include any condition that has a lifelong impact on a person’s ability to move or control their body movements. Physical disability may impact a child’s ability to complete everyday tasks independently and participate in activities.
There are many different types and causes of physical disability. Physical disability can include things like paralysis (e.g. inability to move one or more limbs), problems with muscle tone, reduced balance or steadiness, reduced gross motor control (e.g. challenges with walking, running), and reduced fine motor control (e.g. challenges with writing, doing up shoe laces). Common causes of physical disability include acquired brain injury (e.g. after a stroke), spinal cord injury, cerebral palsy, spina bifida, loss of limbs and muscular dystrophy.
What might be some challenges on the Footy Field?
- Kids with physical disability will differ in the type and severity of their movement challenges. Some kids might walk independently but have challenges with balance and coordination, making it harder to run or complete multiple movements at once (e.g. coordinating handballing while running, or kicking the footy on the run).
- They may be slower to complete tasks that involve running or physical activity, and they may need extra time and practice to learn new skills.
- Some kids with a physical disability will use mobility aids, such as ankle or leg supports, crutches, walking frames, or wheelchairs.
Quick Tips
- Change the activity, not the child: If a child is struggling with an activity don’t attribute the problem to the child, instead attribute it to the strategy. E.g. ‘You seem to have difficulty doing this drill. I think we chose the wrong size target to use, let’s try it with a larger target.’
- Allow alternate ways to play: If a child can’t kick a drop punt, allow them to kick the ball off the ground, or practise kicking it off a stand.
- Allow more time to learn skills: Some kids might not be able to kick, catch or run as well as other kids and may need more time than others to learn these skills.
- Change the rules so everyone can play: Make changes to the rules where appropriate so everyone can play. For example, a handball is equivalent to a kick and an underarm throw is equivalent to a handball.
- Make eye contact at the kids level: Think about how to have good eye contact for kids who may sit at a lower height. For example, if a child uses a wheelchair, you could kneel down or sit on a bench.
- Let parents or siblings help: Parents and siblings know the child best. Letting them help might encourage the child to be more involved and feel safe at play.
- Consider different roles: Game play may sometimes be difficult for some kids. They might prefer to do another role (e.g. umpire) or activity.
- If unsure, ask the child: If you’re not sure how to modify an activity for a child ask the child for the best way for him/her to be successful. All children have their own unique strengths and abilities. Focus on what they can do, not what they can’t.
Things to consider
Sometimes people may assume that kids with physical disabilities have difficulties with thinking and understanding. This is often not the case. Coaches should speak with the child’s parents or guardians if they are unsure about how much they say is being understood.
Strategies for inclusion in a Footy environment
You might observe some children or young people experiencing different types of challenges during your sessions. These might be challenges with following instructions, concentrating and so on. You can read more about these common areas of challenges for children and find tips and resources to help modify your programs and coaching style to include everyone.
What is Attention?
Attention describes many skills, including being able to concentrate for a long time, being able to stay focussed on one task without being distracted, being able to divide your attention between multiple tasks (e.g., listening while completing an activity), and being able to switch your attention between different ideas (e.g., shifting your thinking to a new task or activity easily).
Many children with disability or developmental disorders may have challenges with attention. This includes children with intellectual disability, attention-deficit/hyperactivity disorder, and autism spectrum disorder.
Each child is unique, and the type of challenges they have with attention will vary. For example, some kids may be able to concentrate on a single activity for a long time, but may have difficulty dividing their attention between two tasks. Another child may have difficulty concentrating for a long time and require frequent breaks or change of activities to keep them interested.
It is important that coaches think about the way they plan activities and communicate instructions to support participation.
What might be some challenges on the Footy field?
- Kids who have difficulty concentrating or paying attention may not hear instructions properly, which means it may appear as if they are misbehaving because they don’t know what is expected of them.
- They may only be able to hold onto a small amount of information in their mind at once (e.g. 1-2 instructions), before they are overwhelmed. This means that if multiple instructions are given at one time, they may miss some of the information and will not know what to do.
- Some kids may have difficulty dividing their attention between two tasks, such as listening to instructions while doing an activity. They may not hear instructions if they are focussing on practising a task.
- Kids may sometimes look like they are ‘daydreaming’. It may appear that they are not interested in the activity and they may not respond straight away when their name is called.
Quick Tips
- Engage the child’s attention before giving instructions: Call the child’s name before giving instructions. Making eye contact with the child, or giving a gently physical prompt (e.g., softly tapping their arm or hand) can help the child listen and pay attention.
- Reduce background noise when giving instructions: Minimise background noise while giving instructions so all kids can hear.
- Simplify and repeat instructions: Some kids might need instructions to be made simpler and to be repeated multiple times. You may need to limit the amount of information given at once, so that only to 1-2 steps are explained at a time.
- Have a consistent routine: Having a consistent routine at each session will help the child know what is planned for the day. This will help if they have missed instructions.
- Use visual instructions: Using visual instructions as well as spoken instructions will help engage a child’s attention. Consider using a flip chart to show the visual instructions when teaching or talking about the schedule for the day.
- Use a visual schedule: Provide a visual schedule for each session that kids can see at all times. This will help them remember what the plan is for the day or activity if they have missed instructions.
- Use a timer or clock: A timer or clock helps to structure an activity and make it clear what is expected. Consider using a large clock or timer that kids can see at all times to know when the session or activity will finish.
- Shorten activities: Some kids might not be able to focus for a long time on one activity. You might need to shorten the activity.
- Use small groups: Some kids might find it easier to work in smaller groups. This will help reduce distractions and background noise, making it easier for them to focus.
What is Behaviour?
Sometimes children may behave in ways that could place the child or others at risk of harm or danger. This could involve physical actions (e.g., overly rough play, damaging equipment) or the way that a child interacts with others (e.g., shouting, saying unkind things), or difficulty engaging a child in footy activities (e.g., not listening to the coach or following instructions, children running away).
Behaviour always serves a purpose. It is a means of communicating what someone is feeling, or a need or a want that is not being met. Things that might increase the likelihood of these behaviours include communication, social and cognitive challenges, and feeling anxious or scared.
What might be some challenges on the Footy field?
On the footy field, behaviour might include rough play (e.g., pushing, hitting, or heavily bumping others), running away and/or not listening to the coach, or verbal aggression (e.g., yelling or shouting at others). Some kids may show behaviour that impacts the footy activities or group session, such as loud, disruptive, and/or hyperactive behaviour.
Quick Tips
- Set understandable rules: Develop clear and simple rules for attendance, punctuality, behaviour and sportsmanship. Make sure the rules are simple enough for the kids to understand
Teach kids the rules: Help kids understand the rules and why they are there. - Teach parents the rules: Teach parents the rules too so they can reinforce it with their child.
- Have a consistent routine: Provide predictability by having a consistent routine at each session.
- Focus on the behaviour and not the child: Focus on the behaviour not the child, e.g., saying “that behaviour is not okay” rather than “you are not okay”
- Be consistent: Consistency is key. If rules or penalties are set, it is important they are followed at all times. Everyone should try to respond in the same fair and calm way, including coaches, assistants and parents.
- Praise good behaviour: Focus on and praise the behaviour you want to see. It is better to reward desired behaviour than discipline undesired behaviour.
- Involve parents: If behaviours of concern persist, involve the child and their parents to discuss solutions.
- Have a ‘safe’ backup or ‘diverting’ activity: Have a ‘safe’ activity that the child can do if things become too demanding. This would be an activity that they enjoy and are able to do well.
- Allow breaks to calm down: Some kids might get upset if they feel like they haven’t done something perfectly. Allow them a break or to do whatever they need to calm down.
- Parents can help calm kids: Sometimes kids might become angry and upset with other children and the reason for this might not be clear. Giving them a break and getting their parents to help might assist them to calm down.
- Communicate clearly: Make sure you have the child’s attention before giving instructions. Use short sentences. Only give 1-2 instructions at a time. Check the child’s understanding by asking them what you have said.
- Have a visual schedule: Use a visual schedule that kids can see at all times so they know what’s coming up and can easily transition from one activity to the next.
- Interrupt carefully: Some kids might get upset if someone interrupts the way they do something. Try to understand why they are doing something in a particular way. Allowing them to keep doing things their own way or giving them a break might help.
- Use footy stories: A footy story might be needed to teach a kid a new football skill or to help them play.
- There is usually a lead up to behaviour and a consequence: Think about what the triggers of a behaviour might be and change or avoid them. There is usually a response to or consequence of behaviour which might inadvertently reward it and make it likely to occur again. For example, a child might be sent off to an adjacent playground which is where they would like to be. So change the consequence for example to go and spend some time hand balling with an assistant coach.
What is Cognition?
Cognition is another word for thinking or understanding. It includes skills like speed of thinking, attention, reasoning, and problem solving. Some kids might need simplified information, and they may take longer to understand, think and respond.
Children with disability or developmental disorders may face challenges with some types of cognitive skills. These will vary depending on the child. Children with intellectual disability will experience some challenges with how quickly they can think and their ability to understand.
Children with other developmental disorders like autism spectrum disorder or attention-deficit/hyperactivity disorder may have strengths in some areas of their thinking skills (such as understanding visual information or language) and challenges in other areas (like taking additional time to process information or having difficulty concentrating for longer periods). Each child is unique and will need a tailored approach to learning.
What might be some challenges on the Footy field?
- Children may appear to do activities incorrectly because they have not understood what they are meant to do.
- They may become tired quickly from having to use their attention when trying to watch and copy what others are doing.
- As new tasks are harder for them to understand or learn, they may become frustrated – it may look like they are misbehaving when what they are really showing is that they have not understood the instructions.
Quick Tips
- Repeat and simplify instructions: Use simple words and repeat. Some kids might need simple instructions which may need to be repeated multiple times. Learning a skill might require coaches to break it down into smaller explicit parts to learn individually and then eventually put it all together.
- Use visual instructions: Visual instructions about how to do a skill might be needed. Consider using a flip chart with visual instructions when you are teaching.
- Slow things down: Speak slowly. Move slowly. Slow down an activity the first few times it is played so kids have time to learn.
- Use extra repetitions when learning skills: Some kids might just need extra practice for skills. Allow them to do more repetitions than other kids to learn the skill if needed.
- Use delayed defence: Consider using a delayed defence rule, in which kids can choose three, five, or 10 seconds of delay before a defender can approach them in a game.
- Shorten activities: Some kids might not be able to focus for a long time on one activity. Shortening activities might be needed.
- Have a visual schedule: Use a visual schedule that kids can see at all times so they can easily transition from one activity to the next without having to remember.
- Consider different roles: Consider different roles: Game play may sometimes be difficult for some kids. Kids can do other roles (e.g. umpire).
- Change the rules so everyone can play: Make changes to the rules where appropriate so everyone can play. For example, have fewer rules and keep them simple.
What is Communication?
‘Communication’ is a broad term that includes many skills, such as talking, understanding what other people say, and body language. Body language includes using and understanding gestures (e.g., pointing, waving hello, nodding your head to mean “yes”, shaking your head to mean “no”), using eye contact, and showing how you feel by using different facial expressions.
Many children can face challenges with communication. These will vary and be unique to the child. Some may have challenges using and understanding spoken language (i.e., talking), others may have more difficulty using and understanding visual parts of communication (e.g. gestures, eye contact). Some children may use other ways to communicate if they can’t speak, such as sign language, gestures, picture cards or iPads.
A child’s ability to understand spoken language may differ from their ability to use spoken language. For example, a child might be able talk and express themselves clearly, but they may find it harder to understand instructions, especially if they are complex or lengthy.
What might be some challenges on the Footy field?
- If a child has difficulty understanding spoken language, they may misunderstand instructions if they are lengthy or complex, which could make it look like they are not following the rules on the footy field.
- Having difficulty communicating can be very frustrating. If a child does not feel understood, they may appear angry on the footy field or they may withdraw from an activity. Talking and communication concerns can make social interaction more challenging.
Quick Tips
- Use a visual schedule: Use a visual schedule that kids can see at all times so they can easily transition from one activity to the next and know what is coming up.
- Use visual instructions: Visual instructions about how to do a skill can be very effective for some kids. Consider using a flip chart to show the visual instructions when teaching.
- Simplify instructions and limit the information given at once: Some kids may get overwhelmed if they are given too many instructions at one time. Break the task down into smaller steps, and only give a small amount of information at once. For example, try to limit instructions to 2-3 key steps. Learning a skill might require coaches to break it down into smaller explicit parts to learn individually and then eventually put it all together.
- Repeat instructions: Instructions may need to be repeated multiple times.
- Reduce background noise when giving instructions: Minimising background noise while giving instructions will help enable all kids to hear.
- Check in with the child to see if they have understood: You can do this in a supportive way by asking them to tell you in their own words what they have to do for a particular activity.
- Be aware of your body language: We rely on body language as well as spoken language to understand what someone is trying to communicate. Using gestures and actions when talking can help a child’s understanding. Be aware of your body language (e.g., facial expression, body posture, tone of voice), making this as open, friendly, and supportive as possible.
- Use footy stories: A footy story might be needed to teach a kid a new football skill or help them play.
- Consider different roles: Consider different roles: Game play may sometimes be difficult for some kids. Kids can do other roles (e.g. umpire).
- If you’re unsure, ask the child or their parent: Some children will have developed different skills to help them communicate, like using an iPad or pictures. If you are unsure about the best way to communicate with a child, you can ask the child or their parent.
- Try activities where no speaking is allowed: Consider doing activities where speaking is not permitted. This allows all kids to participate in the same way, and enables other kids to understand how it might feel to not be able to speak well (reverse inclusion).
What is Endurance?
Endurance describes how long a child can keep going with an activity before they become tired and need a break. Many different physical and health conditions can reduce a child’s level of endurance. For example, a child with a chronic health condition like asthma or heart disease, may tire easily. As would a child with a physical disability like cerebral palsy. Some medications can also make kids feel tired quickly.
What might be some challenges on the Footy field?
Kids with reduced endurance will tire or run out of breath more quickly than other kids. It may look like they are lazy or unfit, when actually they are physically working harder than most other kids.
It’s important to note that kids with chronic health conditions (e.g. asthma) and physical disability (e.g. motor and coordination challenges) work harder on the footy field to do physical activities.
Quick Tips
- Be aware and recognise the signs of fatigue: Signs that kids need a break include them slowing down, looking tired, having difficulty catching their breath, or showing signs of frustration.
- Shorten activities: Shortening activities can help limit fatigue. The length of an activity may need to be tailored to the individual child.
- Give frequent breaks: Giving frequent, short breaks gives children time to recover. Multiple short breaks can be more helpful than less frequent longer breaks.
What is Learning & Memory?
Learning and memory describes the ability to take in, process, store, and recall information. This may be information that we have heard (e.g., spoken instructions) or seen (e.g., being shown the location of items). Learning and remembering information relies on many different skills. First, we need to take in the new information. This relies on sensory processes (e.g., hearing, seeing, touching) and cognitive processes (e.g., paying attention, concentrating, processing information quickly, and storing information in an organised way). Once information is learned, we also need to be to get that knowledge from memory stores.
Learning can also be for movements or actions, like learning how to kick a footy. Learning new motor skills (‘procedural learning’) is thought to be developed through experience, with the process of learning controlled by different parts of the brain compared to when we learn new information about things we see or hear. This means that kids who have challenges learning new verbal information may not have any additional challenges in learning motor skills. Some kids with motor conditions (e.g., challenges controlling or planning body movements, knowing where their body is in space, and/or being able to monitor and change body movements) may find learning motor skills more challenging, meaning they may need more practice or the activity modified.
Who has some challenges on the Footy field?
It is common for kids to differ in the way they learn information. Some kids are very good at learning verbal information, which means that may only need to be told something once for them to recall it. Other kids may be better at learning and recalling things they have seen.
There are many things that can impact learning and memory. Some children with disabilities or developmental disabilities find learning and memory challenging. Kids with attention deficit hyperactivity disorder can find it challenging to pay attention and concentrate for a long time. This makes it hard for them to take in and process information, making learning more challenging.
Kids with intellectual disability often require information to be simplified and repeated to support their learning as much as possible.
Children with other developmental challenges like autism spectrum disorder may have strengths in their visual learning skills but challenges with their verbal learning. This means that using visual aids (e.g. pictures) and hands-on tasks are likely to make learning easier.
Kids with acquired brain injury (e.g. stroke, head injury) and cerebral palsy can have learning and memory challenges, depending on how the brain has been affected.
When a kid is anxious or worried, learning is also more challenging, as their thinking is focused on the things that is concerning them rather than the information they are meant to be learning.
What are some challenges on the Footy field?
Kids with learning and memory challenges may take longer to learn new information. If a child is having difficulties learning new information, it may look like they are not following instructions, when in fact they are unsure what has been asked of them.
Develop routines and use visual aids
- Have a consistent routine: Provide predictability by having a consistent routine at each session.
- Use a visual schedule: Use a visual schedule that kids can see at all times so they know what’s coming up and can easily transition from one activity to the next.
- Use visual instructions: Some kids might need visual instructions to learn a skill. Consider using a flip chart to show the visual instructions when teaching.
Think how you communicate and can teach skills
- Reduce background noise when giving instructions: Minimize background noise while giving instructions so all kids can hear.
- Present new information in different ways: Present new information to learn in multiple ways, such as by talking, showing pictures, showing videos, demonstrating, and modelling.
- Repeat and simplify instructions: Some kids might need instructions to be made simpler and to be repeated multiple times. You may need to limit the amount of information given at once, so that only to 1-2 steps are explained at a time.
- Slow things down: Slow down an activity the first few times it is played so kids have more time to learn.
- Use extra repetitions when learning skills: Some kids might need extra practice for skills. Allow them to do more repetitions than other kids to learn the skill if needed.
- Allow more time to learn skills: Some kids might not be able to kick, catch or run as well as other kids and may need more time than others to learn these skills.
- Use footy stories: A social story might be needed to teach a new football skill or to help them play.
Think about how the activity is structured
- Use small groups: Some kids might need to work in smaller groups so they feel safe. Small groups can make it easier for kids to concentrate, which will help their learning.
- Start with just a few rules: Start with activities that have only a few rules to remember. Introduce further rules one at a time when kids have learned the flow of the activity.
What is Mobility?
Mobility describes the way a person moves or gets around. A child with mobility challenges may use mobility aids such as crutches, ankle or leg supports, a walking frame, or a wheelchair.
Some kids may have a physical disability that impacts their mobility, such as kids with spinal cord injury who use a wheelchair. Some kids may have developmental or neurological disorders, such as cerebral palsy, acquired brain injury (e.g. following a stroke), or spina bifida, which can affect their mobility.
What are some challenges on the Footy field?
Kids may move in different ways and use aids (e.g. crutches, frames, wheelchairs) to help them move on the footy field.
Consider the environment
- Consider the surface for kids who use mobility aids (e.g., crutches, walking frames, wheelchairs): When the footy oval is too muddy or not appropriate for wheelchair access consider running the session or some session activities using an alternate surface like the car park or clubrooms so that kids who use wheelchairs can play too. You could even talk to your local council about making the footy oval more accessible.
- Consider playing indoors in bad weather: Bad weather (rain, too hot, too cold, too stormy) might make it hard for some kids to play outside. Consider finding a place indoors like the clubroom to run your sessions.
Consider the activity
- Change the rules so everyone can play: Make changes to the rules where appropriate so everyone can play. For example, in wheelchair tennis, the ball can bounce twice before being hit. A handpass can be equivalent to a kick and an underarm through can be equivalent to a handpass.
- Even out the playing field: Consider having one person in a wheelchair on the team opposite to the child in a wheelchair to equal out the playing field. This can give all kids an opportunity to get a true sense of what it’s like to have a physical disability.
- Kids can carry the ball: Allow kids who use wheelchairs or mobility aids to carry or handpass the ball between the goal posts instead of kicking it.
- Kids can use a different ball: Allow kids who use wheelchairs or mobility aids to use a different type of ball to enable them to play.
- Let parents or siblings help: Parents and siblings know their child best. Getting them to help might encourage the child to get more involved and feel safer at play.
Consider your communication style
- Make eye contact at the kids level: Think about how to have good eye contact for kids who may sit at a lower height such as in a wheelchair. You could kneel down or sit on a bench.
What is Motivation?
Motivation is the reason why someone acts or behaves in a certain way. There are internal things that motivate us, like doing an activity because we enjoy it. There are also external things that motivate us, like being rewarded with praise or prizes. Knowing what motivates kids is a good way to keep them interested and engaged in activities.
Who has these challenges on the Footy field?
Kids differ in what motivates them. For example, some kids might be very motivated by the sense of achievement in improving how they kick the football, and will happily practise kicking for a long time. Some kids might be more motivated by socialising, and will be more interested in talking with other kids rather than practising footy drills. Other kids will be very motivated when tackling a big challenging task like learning a new skill, whereas some kids might be disheartened by challenges like these. Knowing what motivates each child and what they find rewarding is important for coaches to understand.
What are some challenges on the Footy field?
Kids who lack motivation might look disinterested or bored. They may not follow through on instructions, and they may need a lot of encouragement to get involved.
Quick Tips
- If unsure, ask the child: If a child isn’t motivated to play, think about what might motivate them to practise. Ask the child what activities they enjoy most. Ask the child questions like: What do you like about Auskick? What Auskick activities do you enjoy the most? Is there anything at Auskick that you really don’t like?
- Use rewards to motivate: Rewards can be used to motivate a child. The most effective rewards will be things that the child thinks are important or that the child enjoys. For example, this could be a block of time doing an activity they love as a reward. Praising a child for good effort can also be rewarding.
- Find the activity level that enables success: Feeling like you are getting better at something can be very rewarding. In contrast, if a task is always very challenging, it can become disheartening and can reduce self-confidence. Pitch activities at a level that allows the child to experience success, increasing the level of difficulty gradually over time. Success and improvement can act as motivators.
What are Motor Skills?
‘Motor skills’ describes our ability to control and coordinate movements. This can include fine motor control (e.g., small movements of the fingers and hands) and gross motor control (e.g., large and coordinated movements of the trunk, arms, and legs).
Some neurological and developmental disorders can make learning and mastering new motor skills more challenging. For example, kids with cerebral palsy and acquired brain injury (e.g. following a stroke) might find it challenging to control and coordinate both fine and gross motor skills. Kids with autism spectrum disorder can be clumsy and could find it challenging to coordinate complex movements such as handballing, and kicking while running.
What are some challenges on the Footy field?
Kids with motor concerns may appear to be clumsy and uncoordinated.
They may find it challenging to coordinate movements together, like running and kicking the ball, or handballing on the run. It might take them longer to learn new skills.
Think about the way you communicate and teach new skills
- Slow things down: Speak slowly, model how to do the skill slowly, and allow more time for kids to learn
- Repeat and simplify instructions: Some kids might need instructions to be made simpler and to be repeated multiple times. You may need to limit the amount of information given at once, so that only to 1-2 steps are explained at a time.
- Use extra repetitions when learning skills: Some kids might need extra practice for skills. Allow them to do more repetitions than other kids to learn the skill if needed.
- Use visual instructions: Some kids might need visual instructions to learn a skill. Consider using a flip chart to show the visual instructions when teaching.
- Allow more time to learn skills: Some kids might not be able to kick, catch or run as well as other kids and may need more time to learn these skills.
- Use footy stories: A footy story might be needed to teach a kid a new football skill or to help them play
Think about the activity
- Allow alternate ways to play: If a child can’t do a drop punt, let them kick the ball off the ground, or practice kicking it off a stand.
- Modify activities so everyone can play: Adapt the size of the target used or the distance the child is from it. For example, you can use a bigger target for handball drills or allow the child to be closer to it.
- Allow kids to carry the ball: If a child with struggles kicking or handballing consider allowing them to carry the ball between two points.
- Modify equipment so everyone can play: Consider using a different type of ball such as a soccer ball, bean bag, balloon, tennis ball or beach ball rather than a football depending on the activity.
- Use delayed defence: Consider using a delayed defence rule, in which kids can choose three, five or 10 seconds of delay before a defender can approach them in a game.
- Consider different roles: Consider different roles: Game play may sometimes be difficult for some kids. Kids can do other roles (e.g. umpire).
Safety and NAB AFL Auskick
The NAB AFL Auskick program is for both boys and girls. There is no tackling, the rules are modified and there is an inclusive atmosphere. That said, a common concern of coaches is whether a child’s medical or physical conditions make NAB AFL Auskick activities unsafe.
What are some safety concerns on the Footy field?
Sometimes a medical or physical condition will increase the risk of injury of harm of some physical activities. For example, it is not safe for kids with neck instability to play contact sport. The About Me Medical Summary can be used by a doctor to outline any activities that need to be avoided.
Some kids with developmental delays or difficulties may have reduced safety awareness. For example, kids with attention deficit hyperactivity disorder can be impulsive, jumping into tasks and activities before thinking about the consequences. They may not see the potential dangers of their actions (e.g., climbing, jumping, tackling), which can place both them and other kids at increased risk of getting hurt. It is important to set clear rules, and to intervene early if there are any behaviours of concern.
Sometimes when a child feels overwhelmed, worried, or stressed, they might run away. Kids with developmental disorders like autism spectrum disorder, and kids who are anxious, may run away if they feel overwhelmed.
Quick tips to help kids with safety concerns:
- Use the About Me Medical Summary: Parents can complete the parent parts of the About Me Medical Summary and then get the child’s doctor to complete the doctor part. Coaches can then use this document to know whether there are any specific safety concerns and what activities need to be avoided or adapted so the child can play safely.
- Set clear rules: The rules of NAB AFL Auskick should be covered in the first session of the season, with an emphasis on safe behaviour. It can help to use pictures as well as words to explain the rules. Keep the rules in a place that is clearly visible to the children. Review the rules regularly.
- If unsure, ask the parent: If you are unsure whether a child’s medical condition impacts safety to play, ask the parents. With parent consent, you may be able to contact the child’s doctor if you have questions or concerns that the parent can’t answer.
- Make the venue safe: Kids with ASD might sometimes run away. A safe venue with fences and closed gates may help both parents and kids feel at ease.
What is Sensory?
Sensory describes the way the body responds to environmental stimuli or information, like sounds, textures, lights, smells, pain, and temperature. Kids who are blind or have low vision, and kids who are Deaf or hard of hearing, have reduced sensory awareness.
Sensory concerns also include extreme reactions or behaviour in response to sensory information. Some kids can find certain sensory information uncomfortable or distressing. For example, some kids may be bothered by loud noises (e.g., covering their ears or become upset in large crowds), while others may be oversensitive to certain textures (e.g., being bothered by some fabrics, tags on clothing, or types of food). Some kids can also show an interest in sensory stimuli, like sniffing toys or objects, or being fascinated by lights or movement. Some kids can show under-responsiveness to some types of sensory information, like pain or temperature, which can increase their risk of getting hurt.
Who has these challenges on the Footy field?
All kids can show sensitivity to some types of sensory stimuli, but they often grow out of them or are able to manage it without becoming too distressed.
Kids with developmental delays or difficulties, such as autism spectrum disorder or attention-deficit/hyperactivity disorder, are more likely to have sensory challenges. They may find some sensory stimuli very uncomfortable and distressing, while they find other sensory stimuli comforting. All kids will differ in the type and severity of sensory concerns they have. For example, some kids with autism spectrum disorder will show many sensory concerns, while others may have none or very few. Every child is different.
What are some challenges on the Footy field?
Kids who are oversensitive to noise may cover their ears or cry when they hear loud noises (e.g., a siren, a whistle, yelling, lots of people talking, or an alarm). Some kids may be bothered by textures like mud or dirt, and may find it harder to play footy in different weather conditions. Kids who find comfort in particular smells or textures may do things like sniff objects (e.g., the footy or other equipment), or they may like to touch particular items or surfaces. Some kids may not feel the cold and will want to wear only shorts in winter, while others may not feel the heat and will wear warm clothes in hot weather. Kids who have altered sense of pain may not realise they have been hurt or there may be a delay in them feeling pain, while some kids may be very sensitive to pain and show distress with something that appears to be only a minor incident.
Quick Tips
- Allow alternate ways to play: If you know that a child finds a particular activity challenging due to sensory sensitivities, prepare them in advance and offer an alternative activity.
- Kids can use their own gear: Allow kids to use their own or preferred equipment if they wish to. This may be a particular coloured football that they feel attached to.
- Kids can wear gloves: Some kids won’t like getting wet and muddy. Let them wear gloves, for example, and gradually become more confident touching the football.
- Kids can wear earplugs: Some kids will find loud noises distressing. Let them wear earplugs or earmuffs at noisy times if it helps. You may need to adapt the activities or the way you communicate with the child so they are not disadvantaged by wearing the earplugs/earmuffs. Noise cancelling headphones may also be helpful.
- Have a safe back-up activity: Have a safe activity that the child can do if things become too demanding. This would be an activity that they enjoy and are able to do well. The activity could be used when the child needs a break or time to calm down.
- Consider playing indoors in bad weather: Bad weather (rain, too hot, too cold, storm) might make it hard for some kids to play outside. Consider finding a place indoors like the clubroom to run your sessions.
- Allow time to calm down: Some kids might need to take time out from the group and have more breaks to calm themselves when they get overwhelmed. Let them to do this whenever they need to.
- Let parents or siblings help: Parents know their child best. Getting them or the child’s siblings to help might encourage the child to get more involved and feel safer to play.
- Parents can help calm kids: Sometimes kids might become angry and upset and the reason for this might not be clear. Giving them a break and getting their parents to help might assist them to calm down. Make sure a clear code of behaviour is known up front and provided visually.
- Consider different roles: Consider different roles: Game play may sometimes be difficult for some kids. Kids can do other roles (e.g. umpire).
- Use footy stories: A footy story might be needed to teach a kid a new football skill or to help them play.
- Have a consistent routine: Provide predictability by having a consistent routine at each session
What are Social Skills?
Socialising with other kids requires many skills, including talking and expressing thoughts and ideas, showing interest in others, sharing, taking turns, and listening and understanding what others say. Socialising also relies on non-verbal behaviours, like using and understanding gestures, reading facial expressions, and knowing how close to stand to someone, or whether it’s okay to touch someone.
Social rules or norms can be hard for some kids to understand and learn. They are not written down anywhere. For example, some kids might be unsure how to start a conversation with another person or how to have back and forth conversation with someone.
Who has these challenges on the Footy field?
Many things impact our social skills and the way we interact with others. This includes personality traits (e.g., a shy and quiet child versus an outgoing and energetic child), mental health (e.g., feeling sad or low, compared with feeling happy and energised), our ability to regulate emotions (e.g., coping with stress or frustration), and our cognitive and communication skills (e.g., talking, using and understanding gestures, reading facial expressions, controlling our impulses).
Kids with challenges in these areas can sometimes find social situations more difficult. The amount of challenge experienced may change depending on the activity or the group of people (e.g., larger or small groups, older kids or younger kids).
Some kids with developmental delays or difficulties can experience more challenges in social situations. For example, a child with autism spectrum disorder may be happy playing with one child, but may feel overwhelmed when two or more kids are involved. A child with attention deficit hyperactivity disorder may interrupt others, have trouble waiting their turn, call out, or can be highly active, which can make it harder for them to make and keep friends.
What are some challenges on the Footy field?
Kids might not know how to say hi and chat to others, make new friends, share items, and play in a group. The child may stand away from the group and appear to be alone. It may look like the child doesn’t want to talk or play with others when they might actually be avoiding it because they are feeling nervous or worried.
Quick Tips
- Model desired behaviour: Model social skills that are important at NAB AFL Auskick , like saying hello, listening, asking to join in, sharing items, and showing empathy.
- Teach social skills: Teach children social skills by explaining exactly what you want them to do. Be specific. For example, ask them to say: ‘Hello’ when they see a child for the first time. Avoid instructions like saying ‘Be nice’ as this can be confusing.
- Always have full participation: Avoid games where kids get eliminated. Have full participation at all times from all kids.
- Joining in may take time: A child might not be able to join in with the group right away. They may need to join the group in their own time.
- Pair children with buddies: Consider pairing a kid with a buddy to help them during activities. Older or more skilful kids can mentor others.
- Assign teams to prevent exclusion: Assign teams rather than allowing for peers to select their team members. This will reduce the chance of a child feeling excluded.
- Use small groups: Some kids might need to work in smaller groups so they feel safe.
- Match groups by skill level: Matching kids of the same skill level in small groups may help kids feel more at ease and confident that they fit in.
- Use footy stories: A footy story might be needed to teach a kid a new football skill or to help them play with others.
- Let parents or siblings help: Parents and siblings know their child best. Getting them to help might encourage the child to get more involved and feel safer to play.
- Parents can help calm kids: Sometimes kids might become angry and upset with other children and the reason for this might not be clear. Giving them a break and getting their parents to help might assist them to calm down. Make sure a clear code of behaviour is known up front and provide it visually.
FAQs
We’ve put together some answers to frequently asked questions that coaches might have about including children with disability in NAB AFL Auskick.
- Coaches should say hello and welcome a child in a wheelchair in the same way they would a child who does not use a wheelchair. Say ‘Hi’ and use the child’s name.
- In addition to saying hello, think about your body language and facial expression. Be open and friendly – use open hands, wave hello and smile.
- When talking with a child in a wheelchair, try to come down to the child’s level and make eye contact by kneeling or sitting on a bench.
- Think of a child’s wheelchair as part of their personal space. This means it is respectful not to touch or lean on the chair without asking or being invited.
- Say ‘Hi’ and use the child’s name.
In addition to saying hello, think about your body language and facial expression. Be open and friendly – use open hands, wave hello and smile. - Some children may have different ways of communicating. For example, they may use computerised systems, sign language, gestures, eye movements, symbols or pictures. If you’re unsure, ask the child or their parents about how best to communicate with the child.
- Learn about the child’s strengths and abilities and avoid making assumptions about the challenges the child may have.
- The NAB AFL Auskick code of behaviour is established in the very first session. The code is the same for all children and the emphasis is always on having fun.
- If coaches have a concern about a child’s behaviour because it may put the child or other children at risk of harm, this should be discussed with the parent in a non-judgemental, open, and collaborative way.
- The goal of the discussion should be to understand the behaviour and its purpose. For example, the child might be trying to communicate that something is making them comfortable or that they are feeling tired.
- Parents know their child best, and might be able to assist in understanding and recognising triggers and behaviours. Families might be able to help develop strategies that will support the child to communicate what they are thinking and feeling, and to get them more involved in a positive way. It may be as simple as giving the child a short break to calm down or rest. Involving parents, siblings or buddies is a good way to help understand and involve the child in the activities.
- Having this conversation with parents early is a good idea, to reduce the chances of the behaviour becoming more pronounced over time.
- Simplify the task and let the child repeat it as many times as they need.
- Allow alternate ways to play. Reassure the child that it is okay for everyone to perform the task in their own way.
- Refer to the CHANGE IT principle to modify the lesson plan.
- Be calm (e.g. Ensure your tone is neutral and consistent.)
- Be clear (e.g. Use simple words and short sentences).
- Be specific about the rules and the task you would like the child to do (e.g. ‘Kick the ball to Leo from this spot’).
- Remain calm and model calm behaviour.
- Communicate thoughtfully: provide the child with reassurance (e.g. I can see you are feeling upset) and suggest an alternative activity (e.g. Would you like to do a different activity or get a drink?)
- Allow alternate ways to play: reassure the child that it is okay for everyone to perform the task in their own way.
- Parents know their child best: Seek parental support if the child is unable to settle.
- Have a safe back-up activity that the child can do if things become too demanding. This would be an activity that they enjoy and are able to do well.
- Bring the child closer to the front.
- Partner the child with a child who is a good listener.
Modify activities so that all children can have a go and play. For example, run activities that can be adapted and have different levels of difficulty.
- Have a chat to parents, sometimes they just need someone to ask (e.g. ‘Can I just check if you can do a short drill with a small group today?’)
- Give parents a role they can play (e.g. Practising a drill with their child, umpiring, etc.)
- Emphasise the benefits of getting involved (e.g. Taking part may help reassure their child.)
- If you are not sure, don’t be afraid to ask. Showing you are being proactive and care, will help the child and the parents feel a sense of connection and will help them work with you to help you learn.
- Some ways to seek feedback from the child and the parents include asking about the session (e.g. Did you enjoy coming to Auskick today?) and your coaching (e.g. Could I have done more to support you today?)
- You can start by referring to online resources such as the AllPlay website for evidence-based strategies, best-practice tips and resources for including children of all abilities. If you want to learn more, you can undertake disability awareness training.
- Consult with your club and the AFL.
Inclusivity for Footy Clubs
- What does Inclusion Mean
- To offer Inclusive Footy training and games
- Footy Club Policies
What does inclusion mean for Footy Clubs?
Inclusive clubs provide all community members equal access and opportunities to be involved with the club. Inclusion happens when all members of a community:
- Are presumed competent, are recruited and welcomed as valued members,
- Fully participate and learn with their peers, and
- Experience reciprocal social relationships.
Programs like NAB AFL should be:
- Accessible so the club/footy ground where the program is held is easy to approach, enter, and use safely and with dignity for someone with disability
- Designed so that persons of all abilities participate equally, such as adapting movements and rules of the game
- Have adapted equipment to assist kids with disability to complete activities
Accommodating – such that the program can be modified to allow for inclusion and participation by children with disability, for example, allowing an aide or caregiver to attend the program and help the child
Instructional/Educational materials need to be:
- Easily accessible
- In alternative formats – e.g. braille, web/electronic versions in plain text with text descriptions of pictures; large print; pictograms, audio versions, video with captions
Staff need to be:
- Trained in disability awareness. This training informs staff of how to work with and be sensitive to the needs of persons of all abilities. This includes training about providing for physical/emotional needs and overcoming stereotypes and misconceptions. You can find out more about AllPlay Training by going to our training page.
Club policies need to include:
- Mandated Disability awareness training for staff at all levels
- Inclusion of club committee members representing a disability perspective, such as someone with disability
- Club disability policy
- Health promotion and wellness policies that promote participation of children with disability.