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Athlete Behavior Characteristics and Strategies to Improve Learning The goal of this chart is to provide coaches with information about Special Olympics athletes with different functional and learning characteristics (not labels) so that coaches can teach and coach Special Olympics athletes more effectively. When an athlete exhibits what is generally perceived as inappropriate behaviors, those behaviors may simply be a reflection or part of the person. Inappropriate behaviors that will not be tolerated include defiance, acting out or silliness.   When possible, talk with parents, providers, teachers, former coaches, etc. about an athlete's characteristics and the successful strategies used to affect learning. Use the characteristics as a checklist. Ensure that one or more of the strategies opposite the respective characteristics are employed in each practice.       Athlete Characteristics Strategies to Improve Learning Learning occurs at a slower rate Provide structure Provide repetition and review Break down skills into smaller parts Short attention span Train for short periods of time Provide repetition and review (key to gaining new skill) Work one-on-one (gain full attention) Resistance to change Provide clear and continuous transitions Establish routines (enforce concept of flexibility) Build on successes Verbal communication difficulties or not al all Set clear rules, expectations and limits Enforce rules but provide conditions for coming back Reinforce acceptable behaviors Verbal communication difficulties or not at all Allow for additional time to express thoughts Use picture boards/other assistive devices Ask him or her to demonstrate or show what he/she means Prone to seizures Know signs and symptoms Control atmosphere (heat, sun, sugar, etc.) Inform and assure teammates when they occur Poor muscle tone Provide specific exercise and strengthening programs Stretch safely; do not allow athletes to stretch beyond normal joint range of motion Lower pain threshold; sensitive to touch Establish eye contact when talking Use softer/adaptive equipment Forewarn if any touch is necessary Failure to form social bonds Work in small groups Have athletes work in pairs (same pairs for several weeks) Provide highly structured and least distracting environment Over-stimulated easily Remove or lessen stimuli (dim lights; soften sound; remove unnecessary objects) Train in separate room or smaller group; gradually add people Difficulty with balance or stability Provide additional assistance If stretching, sit down, lean against wall or hold on to partner Allow for extra time to complete a task Compulsive eating Remove food from practice/competition sites Provide structure and routine for eating Coordination problems Break down drills to easier movements Allow additional time with one-on-one support Progress according to athlete’s ability Mood swings (frequency and intensity) Provide structured and predictable activities Set clear expectations, limits and conditions Separate from group when necessary, but allow back Physical limitations or impairments Provide adaptive equipment or modifications Provide exercises that strengthen and stretch muscles Develop gross motor and stability skills Blind Use many verbal cues Provide action-specific feedback Hand-over-hand demonstration may be needed Deaf Establish eye contact when talking Use signs or pictures or American Sign Language Demonstrate what is desired

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