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Coach points at board while players sit on the pitch

When someone has a learning disability, they don’t have the same intellectual ability as most people. They find everyday activities, like household tasks, socialising and managing money, difficult.  

A learning disability isn’t something that can be cured. It lasts a lifetime. 

You can’t always tell if someone has a learning disability just from looking at them. And there are different levels of learning disability. They range from mild to profound. 

In sport, these are the signs used to decide if someone has a learning disability:

  • The person finds it difficult to cope with everyday life on their own. They might have problems communicating. Or they might struggle to care for themselves. 
  • Their score on IQ tests is lower than average. Generally, it must be 75 or below to be called a learning disability. 
  • The learning disability started before the age of 18.

Sometimes, people with a learning disability have poor physical fitness. They might find it hard to control movement, too. This may be because they’ve not had much chance to play sports or exercise.  

And they can be more likely to get into accidents. This is because they may not be as aware of danger or are unsure of how to react to it. 

Some people with a learning disability also have epilepsy. That means they suffer from seizures. Check that you know what to do if they have one. 

These are just a few key differences that we’ve highlighted. So, if you want to find out more, download this PDF. It has loads of key information and tips to help you support players with a learning disability.  

But remember, no two people with a learning disability are the same. Get to know them. Understand what motivates them. Find out how their condition affects them and what support they might need.   


Adapt sessions with the STEP framework (Youth Sports Trust, 2002). Space: change locations within your practice space when transitioning between activities. Task: avoid practices that rely heavily on numeracy and literacy skills and break down any complex skills into manageable steps. Equipment: when using a whiteboard, try to ensure counters are the same colour as the bibs you’re using and the direction you’re indicating is the same for the players on the pitch. Players: Don’t single out individuals in view of the group to explain more difficult concepts. Try to include further coaching while others are otherwise engaged.
Adapt sessions with the STEP framework (Youth Sports Trust, 2002). Space: change locations within your practice space when transitioning between activities. Task: avoid practices that rely heavily on numeracy and literacy skills and break down any complex skills into manageable steps. Equipment: when using a whiteboard, try to ensure counters are the same colour as the bibs you’re using and the direction you’re indicating is the same for the players on the pitch. Players: Don’t single out individuals in view of the group to explain more difficult concepts. Try to include further coaching while others are otherwise engaged.

Here are five top tips to help you support players with a learning disability: 

  • Speak slowly and use simple sentences. It’s best to avoid complex words and sports jargon. 
  • Give players extra time to process what you’re saying. If you can, use demonstrations and visual aids to help explain things. 
  • Say players’ names first when speaking to them. This will focus their attention. But don’t be patronising. Talk to them the same as any other player the same age. 
  • Give lots of praise. An achievement that seems small to you could be big for the player.
  • Take the time to listen. Don’t guess at what your players are saying. 

If you haven’t already, download this PDF for more information on how to support players with a learning disability. It’s a handy resource to take with you to training.  

And if you want to find out more about learning disabilities or disability football, check out these useful links: