Taking Our Time

Creating a safe physical and emotional space for athletes with special needs and considerations

By Lee Erica Elder

CBN Dec/Jan 2011

Geordan Rundle is an intelligent, vibrant and outgoing 22-year-old athlete who cheers with the Bows & Arrows special needs team at ACE Cheer Company in Birmingham, AL. Geordan is a self-taught artist who enjoys sketching and is currently taking online art courses. He loves attending practice, and at six feet three inches, he plays an important role on his team as a base. He’s been cheering for two years and has expressed an interest in cheering for several more. Geordan was born with Asperger’s syndrome, and was diagnosed at 8 years old. “He’s very intelligent, but is socially and emotionally delayed,” says his mother, Connie Rundle. “He’s outgoing and loves people, although sometimes they’re put off by his outgoing nature. His deficits require some additional time, because he’ll talk out sometimes when the coaches are trying to get everyone to practice.”

The patience and respect he receives from the staff  is what’s really helped Geordan feel at home on his squad. “The entire staff has always been very friendly and supportive,” says Connie. “When Geordan gets upset, his coach or one of the assistants will take him aside and talk with him to calm him down. They encourage him to try any of the stunts they’re currently working on and support him at every practice.”

Geordan is just one of many athletes with special needs or conditions that require time, dedication and sensitivity to prosper in the gym. Whether you’re working with a special needs team or looking for resources for an athlete with special considerations within your gym, we’ve outlined some examples and circumstances of special conditions present in athletes, along with tips and ideas for developing understanding and an appreciation for the role these cheerleaders play in building the foundation of your organization.

Step I: Recognizing and Defining Conditions

The term “special needs” is controversial—no one wants to label or single out an athlete unnecessarily, or in a manner that could be seen as negative. But some athletes do have unique circumstances, be they mental or emotional conditions or disabilities that affect their ability to function as a member of a team. Identifying these factors is the first step in accommodating their needs with respect and dignity. Ronald L. Kamm, M.D., an adult and adolescent psychiatrist in private practice in New Jersey who’s consulted high school, college and professional athletes, recommends beginning each season with a questionnaire asking parents to disclose any relevant medical information, including required medications and individual care This allows families a safe space to share information without being singled out. (Note: Make sure gym insurance liability is set to cover special needs.)

In the event that you notice or sense an athlete has a condition you weren’t informed of, it’s acceptable to share your observation with the parents. “This is no different than you needing to know if a child has a hairline fracture of the tibia—you’ve got to have full disclosure, and parents willing to provide you with that info,” says Bill Presson, coach of the Bows & Arrows at ACE Cheer Company in Birmingham, AL, chairman of the United States All Star Federation (USASF) Parent Action Committee and vice chairman of the USASF Special Needs Committee.

You can also choose to ask parents how and if they’d like you to discuss any conditions with other athletes and parents. The key to handling these situations with sensitivity is being respectful and maintaining open lines of communication and discretion surrounding any conditions that identify an athlete as “different.”  It’s also a good idea to set aside time for sensitivity training with both new and returning teammates before the season officially begins.

Step II: Special Needs in the Gym

Asperger’s Syndrome

For athletes with Asperger’s, such as Geordan, participating in cheerleading encourages healthy socializing and character building, something the disorder makes inherently difficult. Asperger’s syndrome is a form of autism, belonging to the autism spectrum disorders (ASDs), complex developmental disorders of brain function, ranging from very mild to severe. These disorders affect the ability to interact socially, communicate both verbally and nonverbally and limit interest in activities.

Kamm recommends that children or young adults with Asperger’s be encouraged to socialize, limit time spent apart and learn and apply new skills. “Becoming involved in this sport has allowed Geordan to grow much more socially—he interacts well with most of the kids,” says Connie. “He admires his coaches and assistants. And he’s lost about 10 to 15 pounds since he joined. He’s always ready for practice and has never begged [to quit]—which is great because he usually loses interest in something after a few weeks or after hard practices.”

ADD/ADHD

ADD/ADHD (Attention-Deficit/Hyperactivity Disorder) is a behavioral disorder that can strike both children and adults. The primary symptoms associated with the condition are inattention, hyperactivity and impulsivity. About 2 million American children have ADHD, so it’s very likely that if you haven’t already, you’ll encounter an athlete dealing with a form of ADD/ADHD. “To best manage an ADD/ADHD athlete and draw out their best, it’s essential that a coach first realize that ADHD behavior isn’t willful behavior,” says Kamm. “ADHD children don’t want to be inattentive, impulsive, aggressive or ‘wired’ anymore than the asthmatic child wants to wheeze, or the child with migraines wants a headache. They just can’t stop themselves.”

Cheerleading is a great option for children with ADHD because it teaches impulse control and develops self-esteem, self-discipline and physical confidence. “If the ADHD is under good control, interaction with teammates in a cheerleading setting helps promote socialization and cooperation skills, all within an environment where rules can be learned and successfully followed,” says Kamm.

Children with ADHD with hyperactivity may underestimate risk and danger, so special care should be taken to ensure they have adequate spotting during any stunts or special routines, especially as they advance in skill level.

Depression

Unlike Asperger’s syndrome or ADHD, a parent might not realize their child is suffering from depression. But in a competitive sport such as all-star cheer, not to mention other added stressors such as school, relationships and family issues, an athlete may succumb to depression. “A coach can serve as gatekeeper, helping a parent become aware that a child is depressed, because oftentimes parents are in denial about any condition that a child might have, particularly an emotional one,” says Kamm. “Childhood depression is a real entity, and it’s important to diagnose early on.”

One signal of depression that could easily be mislabeled in a cheer setting is chronic injury. What we might chalk up to nervousness or skill issues, Kamm identifies as a defense mechanism. “A child could be more fatigued and doesn’t have the energy to do what they did easily before,” he says. “It may mean there’s too much stress and they’re subconsciously finding a way to exit, because they’re feeling too much pressure to perform. These kids may be subconsciously more prone to injury, and they get attention for the physical injury but are afraid to talk about emotions. Or they may just not be paying much attention, because depression affects concentration and energy.”

When dealing with an athlete recovering from depression, Kamm cautions against pushing too fast for re-entry into the team environment; instead, allow an athlete to set their own pace for rebuilding their confidence and comfort in practicing and performing. Team support is essential in this case, as other athletes can provide fellowship and care that can begin to reconstruct the depressed athlete’s self-esteem.

Step III: Setting Boundaries

Part of working with special needs athletes, and setting an example for other athletes to follow, is integrating standards of appropriate and inappropriate behavior and setting boundaries that, while clear, don’t deviate too far from what you’d expect from other athletes. “Our philosophy has been, as much as possible, to not treat one athlete differently than any other athlete,” says Presson. “We have a very high standard—we expect them to wear what they’re supposed to, be on time, work hard all the time and be focused.”

Making realistic and sensitive choices in terms of discipline and action allows special needs athletes to feel comfortable and provides an atmosphere of openness and growth, rather than limitation. For example, if Geordan becomes frustrated with a skill he’s having trouble executing, Presson and other staff make sure not to talk down to him but diffuse the situation with rational action. “He gets frustrated sometimes with his inability to either perform the skill or to express the difficulty he’s having,” says Presson. “It seems to develop a great deal of frustration that he doesn’t know how to express, other than through anger. We have to talk to him and calm him down—but we don’t talk baby talk.” Presson and his staff make modifications to their coaching approach as they get to know a special needs athlete, and he will explain as necessary that any restrictions are for the athlete’s safety and benefit.

Staff Prep

Prepping staff to work with special needs athletes can take on many forms, depending on available resources. You can consult a psychiatrist or psychologist for tips and advice to pass along to staff, or arrange for them to observe and consult staff on a regular basis. If there are local coaches in your area who have special education teaching experience, they might be willing to consult for your gym as necessary.

Ultimately, what’s truly needed is an attitude of open and honest communication, patience and a willingness to learn. “The coaches at Pyramids have done a great job working with our special needs athletes,” says Jodi Kandl, special needs coach at Pyramids cheer gym in Concord, CA. “If a coach hasn’t worked with one of the athletes, I’ll explain how to approach the athlete, how they learn best, whether it be auditory, visual or hand over hand, as well as if they need anything in the class/practice to assist their learning style.” You can also contact USASF’s Special Needs Committee for information and help (see sidebar for info).

Travel Time

Special needs athletes don’t have to be sidelined when it comes to traveling to events and competitions. With advance preparation, you should be able to accommodate special considerations as necessary. Some factors to consider include any dietary restrictions and length of travel time. “Some athletes will be able to handle anything that comes their way, whereas some will need to know ahead of time what the activities will be, who will be there, etc.,” says Kandl. “I’ve made picture books for some of my athletes in the past, so they’d be familiar with the new activity. Yes, it takes some effort in planning, but it makes the event more successful.”

Working with special needs athletes should be about building the athlete as an individual, bringing out their best attributes and helping them learn to socialize and feel at home in the gym and among their peers. “Coaching has to be more task-oriented than ego-oriented, and about developing each child to their maximum potential,” says Kamm. “Winning is good, but you can’t always control winning. At the end of season, you can, however, say that each athlete is better for having been on your team.”

Though challenging, the rewards inherent in coaching special needs athletes far outweigh any potential obstacles or initial setbacks. For Geordan, cheerleading has become a way to develop pride, physical fitness and lasting friendships. “It’s been so rewarding for me to watch Geordan participate and see how hard he works,” says Connie. “They’re currently teaching him to do cartwheels and just last year he told me he’d never be able to do one. I’m so proud when he’s onstage performing—it’s very humbling to see how hard these young people work and how proud they are of themselves when they get their ribbons, medals and trophies.”

USASF Special Needs Committee

The United States All Star Federation Special Needs Committee works to bring awareness of special needs teams throughout the country, and to create standards and practices that will benefit these athletes and allow them to compete and participate in activities as active members of the all-star community. Jodi Kandl, special needs coach at Pyramids cheer gym in Concord, CA, and Bill Presson, Bows & Arrows coach at ACE Cheer Company in Birmingham, AL, are working to get as many gyms as possible to sponsor special needs teams and are organizing a database of these groups. Presson says there are upwards of 300 teams and counting, and he encourages coaches to contact him for more information or to let him know about existing teams (contact at bill.presson@gmail.com).

For more on Asperger’s, depression, ADD/ADHD and other conditions, visit nami.org.

Dr. Kamm’s quick tips for dealing with ADHD athletes.

- Try shorter practice times if possible for athletes with shorter attention spans. Make sure a clock is visible. ADHD children can often control their behavior for a set amount of time if they know what that time is, and the time is clearly visible to them.

- Look for antecedent activities outside the gym that may be followed by an increase in target behavior—behavior that gets no reward or warrants a time out (pushing, being disruptive or argumentative, grossly not listening or paying attention, rudely interrupting, etc.). A parent shouldn’t bring an ADHD child to practice directly from a softball game, after which they’ll likely be stimulated, or directly from swimming practice, after which they’re likely to be fatigued. Fatigue makes ADHD worse. In addition, parents should try not to get into power struggles or arguments with the athlete on the way to practice, as this could lead to argumentativeness in the gym.

- Be prepared to handle other parents’ resentment. It’s important to be able to explain to the parents of non-ADHD children that an ADHD athlete has a medical condition that needs to be accommodated, and that you’d do the same for any other child with any other condition.

- Provide structure. ADHD children respond best to routine, and the best coach for an ADHD cheerleader is one who’s very organized and structured, and whose workouts go as planned.

- Act, don’t yack. Kamm advises against engaging in debate with an ADHD child. Look for welcome behaviors and count on unwelcome behaviors. ADHD children have bad days and good days. For more, please see Kamm’s website at mindbodyandsports.com.

Ronald L. Kamm, M.D., is an adult and adolescent psychiatrist in private practice in New Jersey who’s consulted high school, college and professional athletes, is the past president of the International Society for Sports Psychiatry, and is a member of both the USA Gymnastics National Health Care and Sport Science Board for Consultants and the USA Gymnastics National Referral Network.