What is a Disability?

There are many types of disability; intellectual, physical, sensory and mental illness. Many people will have their own label for their condition and some might not even consider their challenges as having a disability. 

Definition wise, a disability is an impairment that has a substantial and long term impact on a person's ability to carry out day-to-day activities. 

In the UK, it is estimated that 1 in 5 people have a disability. 

80% of these people have a "hidden" or "invisible" disability. These "invisible" disabilities are more prevalent than you might think in a sporting context. These might include (list not extensive):

• Neurodiversity

• Mental health conditions 

• Deafness

• Visual impairment

• Crohn's disease, IBD and other digestive/bowel issues

• Chronic pain

• ME (Fatigue) 

• Long covid

What is Neurodiversity? 

People can be described as "neurotypical", meaning their brain functions and processes information in a way in which society expects. Neurodivergence is the term used to describe variations in the human brain which impacts the way someone thinks, learns and behaves. It can impact social preferences, ways of communicating and/or ways of perceiving and processing the environment around them.

It's believed that around 1 in 5 people are neurodivergent, meaning that their brain functions differently to the "norm" in one or more way. Relate this to an Ultimate field and it is highly likely that one of your teammates or opponents comes under this umbrella.

Neurodiversity comes in many forms and each person's experience is different even if they have the 'same diagnosis'. ADHD, Autism, Dyslexia, Dyscalculia and Dyspraxia are all examples of Neurodiversity, or neurodiverse thinking. 

Some simple ways promote inclusivity in your club:

1. Toilet access. Whether at training or a tournament, always consider the accessibility of a toilet for your teammates. How far do they have to travel? Is this acceptable? Does additional time need to be built into trainings to allow for this? This is a key consideration for players in the Women's and Mixed Divisions - but is should be considered for all players - those with conditions such as IBD, Crohn's etc are directly impacted. 

2. Self management, energy checks and recovery. Encouraging all members of a team to understand that side line contribution is just as important as on pitch. Ensure your players are empowered to say if and when they need breaks. Disabilities which are fatigue based might not impact the player within training, but can have a significant impact on them the rest of the day and on their recovery time.

3.  Overnight stays. Tournaments or trainings that are weekend-long often require an overnight stay and a priority for some is keeping costs down - which can be admirable. However, places like scout huts and communal sleeping spaces don't always have the privacy or facilities some people need e.g. appropriate toilet access (not just one between the whole team), or appropriate levels of comfort (required for those with fatigue based illnesses).  Always ask these questions, is it essential for all of the team to stay together? Are there adequate facilities? Is there an option for those that need to be in a bed to opt out/have different accommodation? 

4. Communication. Can everyone hear and see you when you are talking or giving instructions? Try not to cover your mouth and consider whether you are standing upwind or downwind when talking - this will impact how the sound travels. Is there background noise that you are competing against that could be impacting someone's access to your voice? Are players able to see your face based on your position in relation to the sun/?
   Take time to repeat instructions one-on-one if a person requires it.

Neurodiversity

1. Learning styles. When coaching, explaining, or introducing new concepts or ideas, try to cater for different learning styles. From using whiteboards, to cones, to walk-throughs in a live context. Then repeat, give time for processing and space for learning. Sometimes a person might need to sit at the back of a queue on order to see and copy others. Most people benefit from more than one approach.

2. Sensory. Ultimate can be a highly stimulating, sensory environment. It is busy, loud and can include a lot of unwarranted touch. There is an instinct and culture in sport to hug or high five - this isn't always a pleasurable experience for neurodivergent people. Even things like team huddles can be overwhelming. Check in with your teammates preferences and be respectful. 

3. Communication. Communication is a fundamental part of the process of our sport, we are heavily reliant on being able to communicate in order to self-officiate using Spirit of the Game. Interaction skills such as use of eye contact might be something that is challenging for a neurodivergent player and could be misinterpreted by others around them e.g. "they didn't look at me whilst making that call, obviously they know they aren't being truthful". Be patient and mindful, don't expect someone to have to look whilst communicating. It can be hard to do both.

4. Language. Some of the terminology we use in Ultimate is very specific. Some people might need direct teaching of what terminology means and in what context it should be used, e.g. swing, dump, no break. When coaching, leading or playing with others, think of ways to break down language, make it easier to process and take time for direct support if needed. Try to avoid metaphors and language that is more abstract. Again, clarity of language is likely to be helpful to all people, especially those new to the sport.

The key thing to remember is the "one size doesn't fit all", always check in with your teammates preferences. Start a conversation about any challenges or disabilities that people in your team might have that could impact their physical or mental health. Be respectful and mindful, and recognise that people often have their own solutions they can bring forward.