Six Practical Strategies to Help Neurodiverse Kids with ADHD Succeed in Tennis Coaching

As a neurodiverse athlete, I feel a deep connection every time a new student steps onto my court, especially when I recognize the signs of ADHD. In the best-case scenario, parents openly share the diagnosis, allowing me to work with the family to implement appropriate accommodations already existing in the Individualized Education Program and 504 Plan Schools (Schultz, 2022). But often, I receive no such information, sometimes due to a lingering stigma or simply because the child hasn’t received a formal evaluation yet.

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders affecting children. According to the American Psychiatric Association, it involves symptoms such as inattention, hyperactivity, and impulsivity. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) defines three primary presentations of ADHD: Inattentive, Hyperactive-Impulsive, and Combined (Substance Abuse and Mental Health Services Administration, 2013).

Inattentive students may overlook small details, struggle to focus on drills, or look disengaged during technical instruction segments, such as footwork breakdowns or grip adjustments. They may also seem bored or even sleepy during slower-paced segments of the lesson.

Conversely, Hyperactive/Impulsive students are likelier to interrupt during explanations, struggle with waiting for their turns, or leave their position in line during point play. They often find it hard to engage in quiet, repetitive tasks, like shadow swinging forehands at the baseline or static volley positioning at the net.

ADHD can manifest differently depending on the individual and often appears differently in boys and girls. For instance, girls may internalize their symptoms, masking them in structured lessons like stroke technique review or footwork ladders. As a result, they are frequently misdiagnosed or not diagnosed at all. According to some studies, like the one published by the Department of Clinical and Developmental Neuropsychology of the University of Groningen in 2020, 50% to 75% of girls with ADHD go undiagnosed due to societal expectations and stereotypes (Kok et al., 2020), including assumptions about athletic intensity and focus.

Tennis coaches should never attempt to diagnose ADHD. However, we are in a position to notice patterns, such as inconsistent performance during rally-based games, trouble remembering serving sequences, or fidgeting during instructional huddles, that may suggest a need for further support. Coaches can play a meaningful role by encouraging families to consult professionals and fostering a supportive, flexible learning environment.

Based on my extensive experience as both a player and coach, coupled with numerous years of receiving valuable feedback from parents and mentors, I wish to delineate six pragmatic, tennis-specific strategies aimed at enhancing support for neurodiverse athletes, particularly those with ADHD, in the sporting environment:

1) Information is Key

Educate your coaching team on ADHD types and behaviors, and relate them to typical tennis activities. For example, a child who repeatedly hits the ball before the coach gives the cue in a red ball class might exhibit impulsivity. Encourage your staff to collaborate on solutions like shortening instruction time, using visual cues, or breaking tasks into smaller, manageable sequences (e.g., “toss, swing, finish” instead of a long explanation on forehand mechanics).

2) Avoid  Prejudices and Stigma

Reframe language around effort and behavior. Instead of saying, “Sally was lazy during the footwork drill,” try “Sally seemed less responsive during cone sprints; maybe she needed a more dynamic warm-up.” Celebrate strengths: A kid who struggles in structured drills might thrive in a fast-paced doubles game or when playing "king of the court" because of the open and competitive environment.

3) Keep It Simple

Limit multi-step directions. Rather than saying, “After hitting your serve, move forward, split step, and prepare to volley,” break it into smaller parts and demonstrate visually. ADHD affects working memory, so visual and kinesthetic learning, like copying the coach’s movement on court, can be more effective. Use on-court targets or markers to guide movement and simplify concepts like court positioning.

4) Pairing/Shadowing is Key

In team-based drills like live ball point play or rotating mini-sets, pairing an ADHD athlete with a responsive peer can help maintain tempo and engagement. For example, during basket-fed overhead drills, let one student act as the “demo partner” for the ADHD player. This allows visual modeling and social scaffolding that enhances learning and focus.

5) Limit Closed Drills

Neurodiverse students frequently demonstrate disengagement during repetitive and closed drills, such as isolated forehand or backhand ball feeding, which can present significant attentional challenges. To address this, incorporating game-based learning early and consistently can be an effective intervention. For instance, integrating technical skill development within competitive formats like "winner stays" or "hit the target for a point" can enhance engagement. Additionally, maintaining activity variability—such as alternating between static and dynamic drills, varying court positions, and employing simple scoring incentives—serves to sustain motivation and foster sustained focus during training sessions.

6) Always Communicate with Parents

Parents are key allies. Ask about strategies that work for their child, such as visual reminders, music during warm-ups, or shorter lesson segments. Share observations: “Alex focused better during the service box rally game than during the longline drill—maybe we can use more movement-based games moving forward.” This ongoing dialogue builds trust and allows coaches to refine accommodations without singling anyone out. 

At the same time, maintaining an ongoing dialogue with parents is essential to collaboratively establish boundaries and disciplinary practices in a constructive manner. Many children with ADHD are aware of their challenges and tend to be highly self-critical. Consequently, excessive disciplinary approaches may exacerbate frustration, potentially leading to more significant behavioral difficulties. According to "Understood", a non-profit dedicated to educating about learning and thinking differences, clear warnings and making them aware of logical consequences (Belsky & Braaten), can be very helpful to bring the kids back to the routine. 

Conclusion:

Coaching kids with ADHD in tennis is not about lowering standards but shifting perspectives. Neurodiverse athletes bring creativity, enthusiasm, and resilience to the court. By understanding how their brains process information and respond to structure, coaches can unlock these athletes' full potential.

With the right strategies, we don’t just teach forehands and serves; we build confidence, joy, and a lifelong love of the game. That’s a win bigger than any match.

References

Kok, F. M., Groen, Y., Fuermaier, A. B. M., & Tucha, O. (2020). The female side of pharmacotherapy for ADHD-A systematic literature review. PLOS ONE. https://journals.plos.org/plosone/article?id=10.1371%2Fjournal.pone.0239257 

Schultz, S. (2022a). Differences between a 504 plan and an Individualized Education Program (IEP). NEA. https://www.nea.org/professional-excellence/student-engagement/tools-tips/differences-between-504-plan-and-individualized-education-program-iep 

Substance Abuse and Mental Health Services Administration. (2013). Table 7, DSM-IV to DSM-5 attention-deficit/hyperactivity disorder comparison - DSM-5 changes - NCBI bookshelf. DSM-5 Changes: Implications for Child Serious Emotional Disturbance [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK519712/table/ch3.t3/ 

Belsky, G. (n.d.). 7 discipline tips when your child has ADHD. Understood. https://www.understood.org/en/articles/adhd-discipline-strategies