Communication is everything
Clear explanation and effective questioning are long established characteristics of good coaching. In a disability context, they take on a slightly different emphasis. Taking time to understand a player or group gives coaches a deeper appreciation of an individual’ s disability, allowing conversations and feedback to be shaped not only around what a player wants to achieve, but also around their physical realities.
Weaver reinforces this.“ Ask questions. If you’ re unsure, ask the players, and over time you’ ll find they’ re more than comfortable sharing. It’ s something they’ re used to talking about, and I think that comes back to confidence as a coach. Losing the fear factor and saying,‘ actually, how can I help you?’.”
Coach Lloyd Tennant believes that placing greater emphasis on asking and listening has strengthened his coaching as much as it has supported his players“ The players feedback about what works or doesn’ t for them. It’ s definitely a two-way process, and hopefully some two-way learning. It’ s helped me work closer to the players and listen more. The thing I’ ll take away is that we’ re all different. Think before you speak and allow time for information to be filtered. Sometimes you can be in too much of a rush to help.”
Asking thoughtful questions is only the starting point. The responsibility then shifts to listening carefully, understanding the individual, and deciding how best to share information. As Neil Bradshaw, Operations Manager, explains:“ You just have to learn how they want to receive information. A lot of our learning disability players like one-to-one conversation because you create a safe environment with them, establish trust, and be open and honest. They tend not to thrive in big rooms with big personalities if they’ re not comfortable, but you could say that about anyone. It’ s just human nature.”
Communication extends well beyond spoken words. Nonverbal cues often provide the context that fills in any gaps. Being aware of this can be especially important for those who rely less on speech for any reason.
Farooq Mohammed highlights the importance of visibility and gesture when an interpreter is not available.“ The coaches we have are confident. They know that I’ m deaf. They’ re aware that if they speak too much, or wear sunglasses or caps that cover their face, I can’ t really connect because I can’ t see them clearly, and that makes it tricky. If coaches waffle on and on, that’ s no good and it becomes the moment I need an interpreter.”
Support does not rest solely with coaches. At times, peers play a vital role in shared learning. Chris Edwards notes:“ We’ ve been working on using alphabet signs, to communicate with deaf players.”
For Jason Weaver, this area offers the greatest lessons.“ My takeaways are really about building relationships and good communication. It’ s about having the right approach for each individual.”
England Mixed Disability reflections 5