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Writer's pictureTez Frost

Autism and Youth Football: A fan and player's review

Updated: Sep 28


How many autistic children are involved in football?

The beautiful game that is football can be divisive in its love/hate appeal across the nation. The sport evokes strong emotions and opinions, and people generally fall into one of two camps.


On the love side, football has deep cultural roots in the UK. Many people grow up supporting a team, making it a lifelong passion, often passed down through generations, creating strong family and community ties. The love of playing football itself is also a major factor in this passion. From school playgrounds to local parks, football is a staple of British life, with people of all ages taking part in matches, whether casually with friends or in organised leagues. This active participation fosters a connection to the sport that extends beyond merely watching it. Supporting a football team also gives many people a sense of identity and belonging. Matchdays, whether experienced at the stadium or on TV, are communal events that bring people together to share in the excitement. Additionally, major tournaments like the World Cup and the Euros evoke a sense of national pride and unity, with large segments of the population getting behind the national team.


On the other hand, football can be overwhelming for those who aren’t fans. The constant presence of football in media, social conversations, and public life can feel like over-saturation. The tribalism and aggression that football sometimes brings out are also off-putting, especially with the intense rivalries between teams that can lead to hostile behaviour.


An autistic view: youth football supporter

Many autistic traits lends themselves to an obsession with football; two that clearly stand out are special interest and rigidity to routine:


Special Interests

The autistic ability to focus intensely on topics of interest can lead to a profound and detailed understanding of football. This heightened focus allows autistic individuals to delve deeply into the intricacies of the sport, often surpassing the level of knowledge of even the most avid fans. For example, they might develop an encyclopaedic memory of player statistics, tracking not only current performances but also historical data across seasons. This can include goals scored, assists, player transfers, and injury histories, creating a comprehensive mental database that can be accessed with remarkable accuracy.


Moreover, their interest can extend to game strategies and tactics, where they might analyse formations, playing styles, and in-game decisions with a level of detail that others might overlook. They can break down how different teams approach various match situations, identifying patterns and predicting outcomes based on nuanced observations. This deep dive into strategy can also include an understanding of how specific players fit into team dynamics, what roles they excel in, and how they influence the overall game plan.


This intense focus often leads to a rich understanding of team histories, rivalries, and the evolution of the sport itself. An autistic individual might be able to recount the history of a football club, its most significant matches, and the legacy of its key players. They might also explore the cultural and social aspects of football, such as the impact of the sport on local communities, fan behaviours, and the global influence of major football leagues.


Ultimately, this level of detailed knowledge not only enhances their own enjoyment of the sport but can also contribute meaningfully to discussions and debates within football communities. Their insight, driven by a passion for the minutiae of the game, can offer fresh perspectives and a deeper appreciation of football's complexities. This intense focus can turn their love of the game into a powerful tool for connection, allowing them to share their knowledge with others who share their passion. An example of my son’s special interest in football.

Initially this hobby blends into every boy’s common passion and obsession. But similar to many autistic people he takes his interest to a whole new level; despite being a Manchester United fan we found ourselves at St Mary’s Stadium watching Southampton take on Arsenal. He was chatting away telling me about all the different players, likely formations and expected outcome. He knew all the players names, but then it became apparent he knew all their FIFA stats; in fact he could tell me the exact height of the third choice goalkeeper for Southampton. Perhaps not the most useful information but demonstrates the level of focus he’s given to his special interest.”

Rigidity to Routine

Autistic rigidity to routine reflects a strong preference for predictability, structure, and consistency in daily routines and environments. Autistic individuals often derive comfort and security from following established routines, as they provide a sense of stability and control in their lives. While this term may carry negative connotations, establishing such a baseline can actually serve as a foundation, enabling an autistic person to build a structured framework in their life, allowing their more creative and positive aspects to shine through. An article from Jack Howes on the National Autistic Society's website[3.] helps explain from an autistic football fan's perspective:


Only one in a hundred are supposedly autistic. Yet, what’s amusing is to what extent football provides a life-defining structure and routine to day-to-day life for millions, most of whom are not autistic and may not even know what autism is. So many who attend matches will every week travel on the same train, drink in the same pub, consume the same half-time snack and sit in the same seat at the stadium year after year.
So much of the pleasure people derive from football is in its familiarity.

Monotropism and Autism

A theory that helps explain the autistic special interest and rigidity to routine is Monotropism[1.], proposed by British psychologist Dinah Murray and her colleagues, it gives a more holistic explanation of autism; describing the cognitive style characterised by intense focus on a limited number of interests or activities. This focus, termed "monotropism," means that autistic individuals tend to direct their attention intensely toward specific topics, objects, or activities, to the exclusion of other stimuli. Unlike neurotypical individuals, who distribute their attention across a wide range of stimuli known as polytropism, autistic individuals have a narrower attentional spread as demonstrated in 2023 monotropism questionnaire white paper[2.]. This narrow focus can make it challenging for them to shift attention away from their chosen interest.


An online version of the questionnaire can be found here: https://monotropism.org/2023/mq/ 

Drawing from Monotropism, it's essential to recognise the profound intensity of special interests, exerting a powerful influence over the thoughts and actions of individuals with atypical neurodevelopment. This intensity can manifest as an unwavering commitment to delving deep into a particular subject or immersing oneself in a specific activity for prolonged periods. While this laser-like focus can foster unparalleled expertise and understanding in their chosen field, it may also lead to social detachment, as individuals prioritise their interests over social interactions, posing challenges in forging and sustaining relationships. Furthermore, transitioning away from these intense interests can prove arduous and emotionally taxing, with disruptions to routine or alterations to preferred activities triggering significant anxiety.


An autistic view: youth football player

Playing football provides numerous benefits for children, including improved physical fitness, coordination, and strength. It fosters teamwork, friendships, and respect, while boosting confidence, self-esteem, and discipline. Football also enhances cognitive skills like strategic thinking, focus, and problem-solving. Additionally, it promotes character development through goal setting, persistence, and leadership. The sport offers cultural awareness and community involvement, helping children grow into well-rounded individuals with valuable life skills.


For an autistic child playing football can create as many obstacles to overcome as the benefits it may bring. To list a few examples:


  1. Sensory Overload:

    • Noise: Football environments can be loud, with crowds, whistles, and teammates all contributing to a potentially overwhelming auditory experience for sensory-sensitive children.

    • Physical Contact: The physical nature of football, including tackling and jostling, might be uncomfortable or distressing for some autistic children who have tactile sensitivities.

  2. Social Challenges:

    • Complex Social Dynamics: The fast-paced social interactions required during a game can be challenging for autistic children who may struggle with interpreting social cues, communicating with teammates, or understanding the unspoken aspects of team play.

    • Pressure and Anxiety: The competitive nature of football can lead to stress and anxiety, especially if the child feels pressure to perform or is unable to cope with losing or making mistakes.

  3. Adaptation to Change:

    • Unpredictability: Football games can be unpredictable, with rapidly changing situations on the field that may be difficult for autistic children who rely on routine and struggle with sudden changes.

    • Rotating Positions: Coaches often rotate players through different positions, which might be challenging for autistic children who prefer sticking to a familiar role or position.

  4. Social Isolation:

    • Exclusion: If teammates do not understand or accept the child’s differences, there is a risk of social isolation or bullying, which can exacerbate feelings of being different or not fitting in.

    • Communication Barriers: Difficulty in communicating effectively with coaches and teammates can lead to misunderstandings or a lack of support, making the experience less enjoyable.

  5. Emotional Impact:

    • Frustration: If the child struggles with the rules especially if fouls goes unnoticed by the referee, it can lead to frustration and decreased self-esteem.

    • Burnout: If the demands of the sport or the social pressures become too overwhelming, it can result in burnout, leading to withdrawal from the sport and other social activities.


As the Chair of a local football club located in Bath and also autistic I have a strong desire to ensure inclusion and equal opportunity for all neurodivergent children to play football. Each year during the registration period we ask if there are any health issues or conditions we should be aware of. Analysing the responses from 600 children registered we had 6 declaring ADHD but 0 for autism.


Thinking through further and in addition to obstacles listed above, there could be several further reasons why no players have been declared as autistic. Here are some possible explanations:


1. Underdiagnosis or Late Diagnosis:

  • Lack of Diagnosis: Some children might not have been diagnosed with autism yet, especially if they display less obvious traits.

  • Late Diagnosis: Autism can be diagnosed later in childhood or even in adolescence after they stop playing youth football.

2. Parental Concerns or Stigma:

  • Fear of Stigma: Some parents might avoid disclosing an autism diagnosis due to concerns about stigma or fear that their child will be treated differently or excluded from activities; potential by the coach and players.

  • Privacy Concerns: Parents may choose not to share their child’s diagnosis with the football club, preferring to keep it private.

3. Lack of Awareness or Inclusivity:

  • Awareness Gap: If the club hasn’t actively promoted itself as an inclusive environment for neurodiverse players, parents might assume that it’s not a suitable place for their autistic children.

  • Lack of Training: Coaches and staff might not have received training in how to support autistic players, leading to an environment that may not feel welcoming or accommodating to those with special needs.

5. Interest in Other Activities:

  • Different Interests: Some autistic children might prefer individual sports or activities that require less social interaction, such as swimming, running, or artistic pursuits, rather than team sports like football.

6. Misconceptions About Football and Autism:

  • Assumptions About Ability: There may be a misconception among parents or even within the autistic community that football is not suitable for autistic children due to the fast pace, physical contact, and social dynamics involved in the sport.


An Under 8s parent[4.] describes some of the difficulties they observed with their son:

He loves his team and playing but some weeks struggles with matches. He doesn’t throw tantrums or have meltdowns but finds it hard to join in. His coaches are great but it’s hard for them to understand my son’s behaviour when we’re still learning too. My son also benefits from clear instruction and preparation but even then he may struggle on match days.
Some observations are that away matches are much harder for him, as is playing at a new home ground or pitch. Playing against children he doesn’t know is also a challenge. Playing with different children on his team may also affect him. Some weeks however he’s brilliant and will score multiple goals. Other weeks it feels like his team conceded goals because of his lack of contribution.

Addressing the Situation

As the Chair and to help others I need to consider what steps are required to create a more inclusive environment:

  • Raise Awareness: Actively promote the club as an inclusive space that welcomes children of all abilities, including those with autism.

  • Training for Coaches: Provide training for coaches and staff on how to support autistic players, focusing on understanding sensory needs, communication challenges, and adapting coaching methods.

  • Open Communication: Encourage open communication with parents, assuring them that their child’s needs will be respected and accommodated.

  • Adaptations: Offer small adaptations or accommodations to make the club more accessible, such as quieter practice sessions, clear and consistent routines, or additional support for understanding game rules.


Creating a welcoming environment that openly supports neurodiversity could help attract and retain autistic players, enriching both their experience and the diversity of our club. A study[6.] was conducted which demonstrated that autistic children involved in playing football increased their socials skills through the training session if they were well structured and controlled:

Children with ASD evolve favourably if they have acquired certain social skills, if they learn to interact with other people, if they learn to follow rules and instructions, and if they are able to organise their activities following a structure determined by themselves.

What does the FA say about supporting autistic youth players?


The FA offer the STEP Framework[7.] to all coaches with the following guidance:

 

  • Be patient. Players may take time to adjust to any change, such as a new session, a new coach or a new venue.   

  • Try to reduce distractions to aid concentration. For example, only get out the equipment that will be used.  

  • Maximise the space between your session and other groups using the same facility.   

  • Avoid common football phrases that can be interpreted literally. For example, ‘check your shoulder’ and ‘keep your head up’. 

  • Provide a safe space – or a person – they can go to when a situation becomes too much. This can help them if they need to regulate their emotions.  

Further resource: download this PDF for more information on how to support players with autism. .  

Adapt sessions with the STEP framework (Youth Sports Trust, 2002). Space: keep the playing area familiar by using existing pitch markings – don’t use too many cones. Task: be clear, concise, and direct with tasks – using whiteboards and demonstrations can help. Equipment: use fidget toys in a safe space, use flashcards for a visual timeline of the session and allow players to wear ear defenders. Players: using a buddy system can help new players feel comfortable.

Conclusion


Football’s widespread appeal and cultural significance in the UK make it a powerful force, evoking both deep passion and strong aversion. For many, the sport is a source of joy, community, and identity, with roots that run deep through family and tradition. Yet, for others, the omnipresence and intensity of football can be overwhelming.


For autistic children, football can provide a unique outlet for their special interests and a structured routine that aligns with their cognitive preferences. However, the sensory and social challenges of playing or engaging with football can create obstacles that need to be thoughtfully addressed. By fostering inclusive environments and understanding the unique needs of autistic individuals, football clubs and communities can help ensure that all children have the opportunity to enjoy the beautiful game in their own way.


Ultimately, whether loved or loathed, football as a fan or player, remains a defining feature of British culture, offering both connection and challenge, joy and frustration to all neurodiversities.



Youth Football Tournament - Larkhall Athletic FC


  1. Dinah Murray, Mike Lesser, and Wendy Lawson. Attention, monotropism and the diagnostic criteria for autism. Autism 2005 9:2, 139-156.

  2. Garau, Valeria, et al. “Development and Validation of a Novel Self-report Measure of Monotropism in Autistic and Non-autistic People: The Monotropism Questionnaire.” OSF Preprints, 14 June 2023. Web.

  3. https://www.autism.org.uk/advice-and-guidance/stories/stories-from-the-spectrum-jack-howes

  4. https://community.thefa.com/coaching/f/youth-club-football-forum/5203/autism-in-u8s-football

  5. https://www.autismandneurodiversitycoaching.co.uk/autistic-troubles-when-playing-football

  6. Lopez-Diaz JM, Felgueras Custodio N, Garrote Camarena I. Football as an Alternative to Work on the Development of Social Skills in Children with Autism Spectrum Disorder with Level 1. Behav Sci (Basel). 2021 Nov 19;11(11):159. doi: 10.3390/bs11110159. PMID: 34821620; PMCID: PMC8614793.

  7. https://learn.englandfootball.com/articles-and-resources/coaching/resources/2024/How-to-support-players-with-autism


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