Tips for Coaching Children with Autism

Note: Throughout this article we will refer to ‘autistic players’ rather than ‘players with autism’, as research shows that this is currently the preference of the autistic community (in contrast to other disabilities).

It is a common experience for basketball coaches to have an autistic child within their team - with 1 in 40 Australians being autistic, the odds of coaching an autistic athlete in any given season are between 20-25%. So we need to normalise talking about it, and adapting our processes to the child rather than expecting the child to adapt to our coaching.

The coaching practices that help autistic children succeed are largely the same practices that help all young athletes learn and enjoy sport: clear instructions, predictable environments, supportive relationships and structured skill development benefit every player.

Recently, as part of Basketball Victoria’s 12-month partnership with Aspect Australia, a webinar was delivered for the basketball community focused on understanding autism and creating more inclusive basketball environments. The session explored practical ways coaches can adjust their sessions so that autistic children feel comfortable, capable and included on the court.

This article summarises the key ideas from that session and translates them into simple actions coaches can apply at training.

Why Some Children Find Sport Challenging

Autistic children may experience basketball environments differently from other players.

Common barriers to participation can include:

• Anxiety or pressure in group environments

• Communication differences

• Sensory overload (noise, lights, movement)

• Physical coordination challenges

• Social exclusion or bullying

• Programs that are unpredictable or inflexible

Understanding these challenges allows coaches to design sessions that reduce stress and build confidence.

Understanding Autism in Sport

Autism is a neurodevelopmental difference that affects how people communicate, process information and experience the world.

A few key things coaches should know:

• Autism occurs in people of all ages and cultures

• No two autistic people are the same

• Autism can present differently in girls and boys

• Around 40% of autistic people also have an intellectual disability

• Some autistic people communicate without speech

For coaches, this simply means that flexibility and individual understanding are important.

Step 1: Prepare Before Training

Inclusive coaching starts before players step onto the court.

Prepare yourself

Good preparation helps reduce confusion and anxiety for coaches and athletes. As part of your preparation for trainings or games it is recommended to:

• Gather important information from registration forms or conversations with parents

• Understand any support needs or triggers

• Prepare visual instructions

• Have alternative drills ready

• Start and finish on time

• Minimise waiting or idle time

Predictability helps players feel safe and ready to participate.

Prepare others

It can help autistic players feel comfortable if they know what to expect.

This might include:

• Providing a visual story explaining what happens at your basketball sessions

• Sharing a short coach profile or introduction

• Explaining what the first session will look like

Reducing uncertainty builds confidence.

Prepare the environment

Clear and organised environments make activities easier to understand. Good practice includes:

• Clear demonstrations

• Organised court layouts

• Reduced clutter

• Clear explanations of:

  • Where to go

  • What to do

  • How the activity works

Step 2: Consider the Sensory Environment

Basketball stadiums can be highly stimulating environments - Loud whistles, echoing gyms, bright lights, and busy courts.

Autistic people may be:

• Very sensitive to certain sensations

• Less sensitive and actively seek stimulation

• Experiencing sensations as exciting or overwhelming

What coaches can do

Coaches and clubs can provide options to help players regulate their experience:

• Allow noise-cancelling headphones or earplugs

• Provide access to a quiet break space

• Allow short breaks if players feel overwhelmed

• Use visual supports instead of long verbal explanations

• Incorporate breathing or calming strategies

The goal is to help players remain in a “just right” zone, where they are calm enough to focus and learn.

Step 3: Set Players Up for Success

Clear expectations make basketball easier for everyone.

Three simple habits help:

1. Make everyone feel welcome

• Learn players’ names

• Celebrate effort

• Encourage teammates to support each other

A positive environment reduces anxiety.

2. Share expectations

Explain clearly:

• What the activity is

• How long it will last

• What success looks like

Short, simple instructions work best.

3. Provide a visual schedule

A simple session structure might look like:

Warm-up → Form Shooting → 1v1 Alley Drill → 3v3 Pass and Cut Drill → Scrimmage

When players know what is coming next, they feel more comfortable and engaged.

Step 4: Teach Skills with Clear Structure

Many autistic players benefit from structured teaching methods. A helpful approach is: “Set Up, I Do, We Do, You Do”:

1. Set up – explain the activity

2. I do – demonstrate the skill

3. We do – practice together

4. You do – players try independently

Helpful coaching habits include:

• Demonstrating skills step by step

• Using simple language

• Allowing extra processing time

• Providing positive feedback

• Asking permission before physically guiding movement

This structured approach supports learning for all children within the MBA.

Step 5: Use Proactive Problem Solving

Look for clues such as:

• Players withdrawing or appearing overwhelmed

• Getting the same questions over and over

• Frustration or emotional reactions

• The things that happen before a problem occur

Ask yourself:

• What was the player trying to achieve?

• What made the situation difficult?

• What could be adjusted next time?

If challenges occur, approach them with curiosity. Assume good intent, and don’t assume that an autistic person behaves in a certain way because they wish to be disruptive or a ‘problem’ in your training.

Often small adjustments to communication, structure or environment can prevent problems.

Step 6: Learn and Improve

Inclusive coaching improves when coaches reflect and share learning.

Consider:

• Feedback from players and parents

• Keeping notes about what worked well

• Sharing ideas with other coaches

• Making small adjustments each season

Continuous improvement helps create better experiences for all players.

Final Thought for Coaches

The strategies above are not just useful for coaching autistic children — they are fundamentals of good coaching for any young athlete.

Clear communication, predictable structure, supportive relationships and flexible teaching methods help every child feel confident and capable in sport.

When coaches apply these principles, basketball becomes a place where all players can belong, learn and enjoy the game.

This article was developed following an Autism Awareness webinar delivered through Basketball Victoria’s partnership with Aspect Australia in March 2026. For more information head to https://www.aspect.org.au/.