Player Psychosocial Support and Accommodation Policy

1. Mission and values of the Organisation

The mission of SFL, through its inclusion policy, shall be to recognize, respect, and celebrate the individuality and diverse abilities of individuals with various mental and/or behavioural concerns by creating and offering opportunities that enable them to reach their full potential as sports players.

At SFL, inclusion shall be pursued through thoughtfully designed and implemented programs that respond to diverse needs. This approach shall be continuously reviewed and refined by management and staff through active collaboration with mental health service providers, caregivers, and coaches, as well as through ongoing consultation with the individuals themselves.

The organisation shall be committed to identifying, implementing, and monitoring clear, measurable actions to effectively uphold and realize the principles outlined in this inclusion policy

2. Scope of the Policy

This policy shall be applicable to individuals with a wide range of mental and behavioural concerns. It extends to neurodiverse children with attention deficit hyperactivity disorder (ADHD), Autism spectrum disorder (ASD), and other mental health disorders, intellectual developmental disorders, conduct disorder, and oppositional defiant disorder (whether formally diagnosed or not), and the staff working with Children. The organisation ensures that, at every level, there is clear awareness of this policy and its associated procedures.

3. What is Neurodivergence/ Neurodiversity

Neurodivergence refers to variations in neurological development and functioning that differ from the natural diversity of human cognition (Singer, 1998; Asasumasu, 2010).

It recognizes that individuals think, learn, and process information in diverse ways, each with their own unique strengths and challenges. Most people's brain processes, perceptions, and behaviours generally align with what society defines as "typical" or "neurotypical." As a result, many everyday systems, tasks, and environments are designed with neurotypical functioning in mind, which can create barriers for those who think differently. Neurodivergent individuals may require reasonable accommodations to ensure equitable participation. For the purpose of this policy, Neurodivergence applies to a wide range of conditions, including but not limited to attention deficit disorders (ADD/ADHD), Autism Spectrum Disorder, Dyslexia, Dyspraxia, Dyscalculia, Dysgraphia, and Tourette's syndrome.

Individuals with neurodiversity, mental and behavioural concerns, perceive and interact with the world differently. In the context of sports, these concerns impact their ability to learn skills, follow instructions, regulate emotions, and respond to coaching. They may also influence motivation, teamwork, decision-making, and overall performance in sports settings. This policy shall be an attempt to provide inclusive sports coaching to children experiencing these concerns.

4. Guiding Principles

• The policy is guided by principles of UN SDG 10 (Reduced Inequalities) and UN SDG 16 (Peace, Justice and Strong Institutions); and is aligned with the UN Convention on the Rights of the Child, Article 2 (Non-Discrimination), Article 3 (Best Interest of the Child), and Article 31 (Right to Rest, Play, Culture and Arts).
• Safe and inclusive environment: The sports ground shall be a safe, inclusive, and non-discriminatory space for all students.
• Individualized, Child-centered participation: Participation decisions shall be guided by individual abilities, safety considerations, and the best interest of the child, with reasonable adjustments provided as appropriate under Universal design for learning in sport.• Respectful and confidential support: All assessments, disclosure and remediation plans will be kept confidential.
• Non-discrimination: Students shall never face exclusion, punishment, or unequal treatment due to mental or behavioural concerns.
• Supportive Behavioural Approach: Coaches and staff shall attempt to respond to diverse mental and behavioural challenges with a supportive, non-punitive approach (strengths based approach)
• Staff Training and capacity building: Periodic training in understanding neurodiversity, reducing stigma (including bullying among children) and to inculcate inclusive practices proportional to Organisation capacity, readiness and resources.
• Assessment:

Sports For Life (SFL) shall first recognize and accept earlier assessments carried out by external qualified professionals as valid evidence of a child's diverse needs. However, Sports For Life (SFL) may choose to undertake a more recent assessment to better understand and support the child/player's specific needs "within a sporting context". Any assessment report prepared by the organisation does not constitute a formal or legal diagnosis of mental disability. Its sole purpose shall be for internal use, to help identify and address the coaching and support requirements of the children, and in the best interest of the child.

Disclosure shall be confidential and first reported to parents without the child. During assessments, the child will not be informed that she/she is being assessed, and assessments will be part of regular coaching. Post a remediation plan, the child will be informed in words adapted to their developmental level in the framework of a helpful accommodation rather than a punishment.

• Identification: The identification of child-specific needs shall be carried out through multiple methods. This includes input from parents or caregivers regarding observations made at home, along with any existing formal diagnosis provided by a qualified professional (if available). In addition, the organisation conducts its own observations across various sports-related domains through a baseline assessment.
• Baseline Assessment: If the first point of contact (usually coach) observes that a child/player will benefit from accommodations, an assessment shall be conducted to determine their initial level of functioning. This assessment shall serve as a foundation for planning and tailoring individualized coaching requirements.
• Areas of Observation: To identify the need for specialized coaching support, the assessment shall focus on emotional and behavioural functioning related to coaching and sports interaction.
• Periodic Assessment: Regular assessments are conducted to review progress and modify coaching strategies in line with the individual's skill development and emerging needs.Support or remediation services shall be recommended based on assessment outcomes.• Remediation and Support:

SFL acknowledges that children/players with diverse mental health and behavioural needs may require additional support to benefit fully from coaching. The organisation remains committed to the values of transparency, integrity, innovation, and respect for every player by offering reasonable accommodations and assistance.

Reasonable accommodations: Where feasible, the academy will provide:

• Modified instructions (visual, verbal, or demonstration-based)
• Flexible training structures or breaks
• Sensory considerations (noise, crowding, lighting)
• Smaller group sessions or additional supervision
• Clear, consistent communication

Remediation is related to timely, supportive interventions to address behavioural, emotional, or participation-related difficulties during the sessions on the ground. It is needed to ensure safe and continued sports participation while preventing exclusion or punitive responses. The goal of remediation services is to first develop and enhance the mental, emotional and behavioural skills of the children and then focus on the technical sports-specific skills.

Support may be delivered by a coach and/or psychologist, a special educator, a shadow teacher, or a behavioural therapist. However, in any capacity, remediation is "not a substitute for therapy". If additional professional services are required, the guardians shall be informed the same All adjustments shall be considered individually and finalized in consultation with parents, keeping the specific needs of the child/player in mind.

• Level 1. Coach support: Recommended in cases of mild behavioural challenges or minor gaps in technical or behavioural skills.
• Level 2. Team/Consultant psychologist. Recommended in cases of mild to moderate mental or behavioural challenges. The team/ consultant psychologist will create a plan for the coach to use in class.
• Level 3. Dedicated or additional Psychologist/Special educator/shadow teacher support: Recommended for children with developmental delays or significant emotional and behavioural difficulties.

The services availed at Level 1 shall be provided without any additional fee. Level 2 will be a consultation of the coach with a Team psychologist (where available). However, if the organisation recommends referral to a dedicated psychologist or special educator, shadow teacher, or behavioural therapist, guardians shall be responsible for covering the cost for additional services.• Integration in Competitive Training

If the student demonstrates consistent participation and significant improvement in technical skills as well as emotional and behavioural regulation, s/he shall be considered for competitive sports participation.

8. Training and Capacity Building for Coaches

SFL shall make provisions to ensure that coaches receive appropriate training to effectively understand and respond to the needs of children/players with diverse mental and behavioural concerns.

In the initial phase, training shall be provided on a need- basis, depending on the specific requirements of players and teams. When sufficient Organisation resources, capacity and readiness is attained, all coaches shall undergo skill-enhancement training at regular intervals.

The ongoing training approach is intended to strengthen coaches' knowledge, sensitivity, and practical skills, enabling them to deliver inclusive, responsive, and developmentally appropriate coaching for everyone.• Termination of training

Coaching services shall be discontinued with immediate effect to ensure the safety and well-being:

• If the student poses a serious risk of harm to themselves, other players, coaches, or peers.
• If the student engages in behaviours that cause significant disruption or damage to the organisation's property.
• If the parent refuses to pay for the additional assistance and support services as advised and for the best interest of the child.

10. Post termination Recommendations

Upon termination, even though the child will not be continuing sports sessions, keeping the best interest and welfare of the child in mind, SFL will provide the parent with information for the following:

• Recommended remediation services to support skill and behavioural development.
• Advocate for an appropriate testing or assessment service
• Advocate for a Shadow teacher for structured support
• Review and monitoring

The policy shall be reviewed periodically through ongoing monitoring and evaluation carried out by designated staff members, along with structured feedback gathered from relevant stakeholders, to ensure its continued relevance, effectiveness, and alignment with organisational goals. The policy shall be displayed on the SFL website and app.

12. References

• Singer, J. (1998). Odd People In: The Birth of Community Amongst People on the Autism Spectrum. Honours Thesis, University of Technology Sydney.
• Asasumasu, K. (2010). Neurodivergent manifesto (online essay; widely cited in neurodiversity discourse).