must work together to ensure··

for ADHD

More than 3 million children have been diagnosed with· an Attention Defidt or Hyperactivity Disorder in the U.S., but that doesn't mean they can't reap the benefitS of organized sports.

What it does· mean is that if parents and coaches work together they can maximize the child's talents and clear the way for a rewarding youth sports experience.

It's very important for parents to let the coach know if their child has been diagnosed with this disorder before practices and games get under way. Once the parent acknowledges that their son or daughter has a behavioral disorder, then the coach and parents can set a time to speak together privately to determine what can be done to ensure that their child's sport experience is both an enjoyable and successful one.

Speaking with the coach beforehand will help them understand how anything out of the ordinary can disrupt the attenQ,on span of a child who has this disorder. It does not matter if there is an insect buzzing Qearby, a car honking, extraneous noises from the adjacent plaYing field, or any other trivial' event that· some other youth athlete could ignore. These

. will attract these kids' attention, ~d they can easily lose track of what they were supposed to be doing.

Hyperactive qualities are easY to spot. These behaviors are seen when a child has considerable difficulty in remaining seated quietly on the bench. Common gestures will be seen in simultaneously shaking hands or feet, as well as fidgeting. These distractions add to th~ child missing out on coaching tips, remembering necessary rules, and/or following directions.

Over time, any of these situations could tax the most patient, experienced, and understanding coach. However, a coach can try to realize that the child is not intentionally trying to be disruptive, argumentative, or create dissension ,vithin the team.

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Children with ADHD are impulsive and will act before thinldng. These c~dren may sometimes appear reckless or careless, yet it is more often a reflection of rushing about and not paying careful attention. Qualities of hyperactivity are pImn to see and evidenced by varying degrees of restlessness, impatience, and an inability to remain still.

These disorders are characterized by symptoms of inattentiveness, impulsiveness, and hyperactivity, and are diagnosed in the majority of youngsters before the age of seven. However, in cases where children do not display the

,.. overt hyperactive characteristics their diagnosis may go

undetected for years;

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oungsters

For a coach who may be unfamiliar with the disorder and • not understand the child's symptoms, the child cOul(l appear

unmotivated or dIsinterested.

W at ~all'll a e s do

Keepil).g the lines of communication open between the ' .

coach and child are most important.

A parent needs to be able to discuss the various challenges they have experienced with their son or daughter, and try to help the coach better understand the cQndition so (he young

athlete is helped in the most effective way.

Parents can infoOD the coach of the level of severity of the disorder and discuss wJ:i.etheror not the child can participate

without needing additional medication.

Another parental role is to talk to their son or daughter to learn what may be interfering with their enjoyment. Providing _ a supportJ.ve environment can minimize these problems, and help ensure that these youngsters have a rewarding

experience .

The 'm act @n a team

The difficulty for an ADHD athlete ,vill be seen when his or her'inattentiveness, impulsivity, or hyperactivity interfer;e with their playing ability. This can take a variety of forms on or off the field.

For instance, the ADHD athlete who has difficulty sustaining attention would not fare well sitting in the outfield, since it is likely he or she may be off in a dream world and not watch the ball when it flies overhead. These children have a short attention span that leads them to be easily distracted.

This could translate into not listening to particular instructions, drills, or successfully completing tasks that require concentrated mental effort. Some kids may find practices too demanding and stop participating. If this occurs, either various components of the ganIe will need to be broken down into more manageable tasks, or the expectations for these children may need to be slightly lowered. Many of these children have disorganized work habits and will need some guidance.

Andrea Corn, Psy.D., is in private practice at Child and Family Psychologists in Plantation, Florida.

She is a member of the American Psychological Association, the Florida Psychological Association, and the National Association of SPOTtS

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