WE ROAR Issue 02 - Flipbook - Page 6
The
second
neurodivergent
experience in sport is that of
participatory sportspeople who are
again lucky enough to stumble into a
neuroinclusive environment. Certain
sports seem more inclusive than
others, just as specific teams and
clubs do. The pattern appears to be
niche sports or an inclusive and
progressive culture initiated by one
or
a
few
8non-conforming9
individuals. I say non-conforming
because conforming in sport is often
conforming to tradition and preexisting
culture
–
both
are
unfortunately exclusionary in many
respects.
That leads me to the third
neurodivergent experience in sport,
which is, unfortunately, the most
widely represented – those who
would love to participate and
compete in sport but were diverted
from that path at a crucial point in
their lives. The number of negative
school sports experiences that have
been relayed to me by the
individuals, parents, and teachers is
highly concerning. Although negative
school sports experiences are not
exclusive to neurodivergent children,
they become a far more significant
issue and even a barrier when
combined with social and academic
difficulties that neurodivergent
6
children
tandem.
often
experience
in
For example, contrary to common
understanding, an individual with
dyspraxia can improve their
coordination and proprioception
by
participating
in
sports!
However, the teaching and
learning need to be slow,
piecemeal, and, most importantly,
specific. For many children, their
first school sports experience is
playing a ball sport – football,
netball, hockey… A Dyspraxic
child has next to no hope of
developing the skills they need to
participate to an 8acceptable9
standard (in the eyes of their
peers) before being thrown into
the deep end of a game or match.
Their struggle will inevitably lead
to them, for example, being
picked last for the team or being
ridiculed for their 8clumsiness9.
