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.