Debunking 5 myths about autism and ADHD in sport
If at least 15% of the population is neurodivergent (Vo and Webb, 2024), you will no doubt find people with autism and ADHD in sports settings. However, there are many myths surrounding neurodiversity, including the belief that neurodivergent people don’t play sport. This is a dangerous assumption to make because it stops coaches and leaders from making the relevant accommodations for the neurodivergent people in their setting.
People with autism and ADHD have a variety of needs that may prevent them accessing the same spaces as neurotypical people. Therefore, it is important for leaders to adapt these settings, so that they are safe and inclusive. This might involve meeting sensory, emotional or communication needs by changing the physical environment, offering meaningful support and changing how information is presented. Therefore, we must debunk the myths that prevent appropriate change and accessibility.
This blog will explore some common myths about neurodiversity that act as a backdrop for our society’s attitudes towards autism and ADHD, in particular. We will debunk five myths specific to autism and ADHD in sport, before discussing how different sports suit those who are neurodivergent.
Table of contents
Common myths about neurodiversity
The most common myth is of course that autism and ADHD are over-diagnosed. This alone fuels criticisms of the assessment process and negative stereotypes about neurodivergent conditions. It suggests that people want labels for attention and that clinicians are dishonest.
Personally, I find it extraordinary that people with limited, if any, understanding of neurodiversity think they know an individual’s lived experience better than the individual themselves, or a trained psychiatrist. Yet, statements like, ‘you don’t look autistic’, ‘you’re not like my autistic nephew’ and ‘ADHD is just an excuse’, are all too common.
Similarly, although it is suggested that labels, such as autism and ADHD, should be denied, labels like ‘weird’, ‘lazy’, ‘slow’, ‘clumsy’, and plenty more, are readily used (Cameron, 2023). These words, with all their negative connotations, damage sense of self and mental health, and lead to masking, or worse.
It is vital to understand as a society, that autism and ADHD are, in fact, under-diagnosed and under-supported. Particularly for girls, women and transgender people, neurodivergence goes unnoticed or misdiagnosed through childhood (Kirby, 2021). Hence, there is a rise in diagnosis as many of these individuals have now come to realise why they have always felt different.
I believe these myths come primarily from two sources.
First, historic attitudes around disability and difference. Today’s attitudes have been shaped by previous language and theory around mental health, going back to the mid 19th Century.
What is most visible is the attitude of ‘nobody had [insert neurodivergence] in my day’. In response to this: treatments for mental ill health and intellectual disabilities involved institutions, such as asylums or open air schools, which removed these individuals from their community. When the focus turned to community care, funding was short and understanding limited.
Scientific and psychological knowledge has progressed, so many neurodivergent individuals whom didn’t fit the rigid criteria of the 20th century are only receiving their diagnosis now.
Second, and perhaps most influential, is the role of politicians and the media. In August, ex-Chancellor, Jeremy Hunt, said that mental health conditions are over-diagnosed and SEND support should only be given to those with the highest need (Chaplain, 2025).
The same week, Trump and RFK Jr described autism as an ‘epidemic’ and ‘horror show’, pushing the already debunked theory that autism is caused by environmental factors, such as vaccines (Garcia, 2025).
These politicians make claims without research evidence, and the media is their agent in spreading these negative assumptions and fearmongering. It is easy to find these articles, but we are not as exposed to the views and research of specialists in the neurodiversity field.
You cannot look, or not look, autistic.
ADHDers are not lazy. They struggle with executive functioning, such as task switching and organisation, as well as regulating energy, attention and emotions.
Neurodivergent labels are not excuses, but reasons for particular difficulties, needs and accommodations.
Self-diagnosis is valid (and often supported by in-depth research and long-term self-analysis). In fact, self-diagnosis often precedes formal assessment or acts as an alternative due to numerous barriers.
Every neurodivergent person is different, even if they have the same diagnosis.
Not everyone is a ‘little bit autistic’- you are either autistic, or you are not.
Masking does not mean the person is not struggling or in need of support.
Every neurodivergent and disabled person deserves equitable support, no matter how others view their ‘level of functioning’ (functioning labels are not appropriate, yet continue to feed into societal attitudes).
5 myths about neurodiversity in sport
I can’t remember exactly where I heard this, but when I first started researching autism and exploring my own neurodivergence, I thought: ‘well, I can’t be autistic because I love sports.’ I have since realised that this is completely false and there are plenty of neurodivergent people who enjoy and succeed in sport:
Jessica-Jane Applegate is a gold medallist paralympic swimmer
Caragh McMurtry is an ex-Team GB rower
Sam Holness is a triathlete and Ironman
Greg Halford is an ex-Premier league footballer
Research suggests that 50-88% of children with autism have difficulties with movement (Kangarani-Farahani, Malik and Zwicker, 2024). This may be in terms of fundamental movement skills, fine motor skills, differences in posture and gait, or hypermobility. These may cause developmental differences compared to peers and reduce enjoyment of sport from a young age. However, where support is provided, and exercise made enjoyable and accessible, all autistic people should be able to take part in sport, if they choose.
I actually heard this from an extended family member when I was talking about Active Neuroinclusion, and I was slightly taken aback. Perhaps this statement comes from a belief that autistic people don’t like socialising or working in groups. While this is true for some- dynamics in group work can be confusing and frustrating, and socialising can be exhausting- it is certainly not true for all.
There are many autistic people who enjoy socialising and meeting new people. Additionally, team sports can provide a social group in which conversation largely revolves around one’s special interest- ideal! As I discuss in the next section, there are many other factors to weigh up when comparing the suitability of sports for autistic people, including motivation, location, routine, sensory needs, and interest.
I think this comes hand in hand with myth #2. Team sports, like rugby, cricket and netball are often highly competitive, so if we believe autistic people don’t like team sports, they must not like competition.
I know it’s getting repetitive, but it depends on the individual. Some autistic people might love competition, striving to win and improve. Some may have an unhealthy relationship with competition, believing that it determines their self-worth (perhaps linking to cognitive inflexibility). Others may only play non-competitive sport, simply enjoying the movement or social side of it.
I thought this myth was funny because I first heard it while working as a teaching assistant. Once you’ve restarted a game of snakes and ladders five times because your autistic pupil wasn’t ahead, you realise that they can definitely be competitive!
Despite the name ‘Attention Deficit Hyperactivity Disorder’, not everybody with ADHD is hyperactive.
When assessed for ADHD, you can be diagnosed with three different subtypes: inattentive, hyperactive-impulsive, or combined. Therefore, those who are inattentive, sometimes referred to as ADD, will not struggle with hyperactivity. While sport may have some benefits for their regulation and attention, they may be less inclined to participate, compared to their hyperactive counterparts.
For those ADHDers who are hyperactive, this trait can present differently. For some, the hyperactivity is very visible externally. They may find it hard to sit still, instead getting up or moving around in their seat; they may fidget a lot; perhaps play lots of sports and always want to be outside; or, they may always have a new interest or project to be working on, juggling many things at once.
However, for others, this hyperactivity can be largely internal, characterised by daydreaming or forgetfulness because their brain is busy all of the time.
It is also important to recognise that ADHD can come with big crashes where the energy and motivation, that the condition is known for, disappears making it hard to leave the sofa.
These individual differences in how ADHD is experienced mean that not all ADHDers will be hyperactive, and not all of them will want to play sport.
ADHD is likely to cause some challenges around school and work, especially due to difficulties with executive functioning. However, it can impact many other areas of life, such as relationships, mental health, home life, high-risk behaviours and hobbies.
There is certainly potential for ADHD to impact sport, due to poor attention, difficulty taking turns, emotional dysregulation, auditory processing difficulties, poor working memory, time management and organisation, motor development and more. These can impact at-home preparation, training sessions, group discussions and matches.
This is why it is important to recognise the variety of areas that neurodivergence can impact. Support is key, from family, friends and coaches, so that individuals can overcome barriers to participation and success.
Which sports suit neurodivergent people?
So what sports are suitable for people with autism and ADHD?
All of them! As discussed, the presentation of autism and ADHD will vary between individuals, so they will all have different strengths, challenges, likes and interests.
Individual sports, like running or cycling,
remove the need for small talk and are easy to make into a routine. They are rhythmic and repetitive which can be calming, and they can be done anywhere allowing you to enjoy exploring new environments. However, it may be difficult to find the motivation, especially when the weather changes and sensory sensitivities get in the way. That’s ok, because a friend can join you for company, or you can use a treadmill, for example, to keep a consistent environment indoors.
Swimming and aquarobics are a great way to build strength and cardiovascular fitness without high impact on joints. It also provides gentle sensory feedback. Of course, this may not be preferable for those who dislike water on their face, or the sensory challenges of the changing rooms.
Yoga, Pilates and the gym,
are easy to personalise. You can do them inside or out, at home or elsewhere, alone or with a group. There is often minimal small talk, and the workout can be as gentle or intense as you like.
Team sports, like hockey and basketball, can be fast paced and focused, so can be great for those who are competitive and want to be part of a group. The changing room chaos and post-match socialising may be less desirable, but of course this depends on preferences. Additionally, if the sport is your special interest then the team will probably be happy to talk more about it over a beer!
Court sports, like tennis, badminton and padel,
are a great balance between team and individual sports. They offer opportunities to meet lots of people, but while some will engage in small talk, others will be focused on the game.
Hiking and adventure sports can be tailored to your need for novelty or routine. A gentle walk by a river can be great for mindfulness and connecting with the sounds of nature. However, a mountain scramble is a challenge that gets the adrenaline flowing. Again, these can be enjoyed alone or with friends.
Conclusion
In conclusion, there are a wide range of false opinions regarding neurodivergent people. Often these are negative stereotypes perpetuated by the historic attitudes, politicians and the media. They simultaneously paint autism and ADHD as excuses and deficits. Most importantly, these myths, whether in wider society or specific to sport, result in limited support for neurodivergent people across various settings. It is vital to reflect on and challenge our assumptions, viewing the people we work with holistically and as unique individuals. This way we can provide equitable accommodations that allow everybody to access and enjoy their sport.
References
Cameron, H. (2023). Runners at the Gates: Growing Around the Barriers to Diagnosis in Autism, ADHD and SpLDs. Journal of Disability Studies in Education. https://brill.com/view/journals/jdse/3/2/article-p217_005.xml#d65458425e939
Chaplain, C. (2025). Only SEND pupils with highest need should have school support, ex-Chancellor says. The i Paper. 27 August 2025. https://inews.co.uk/news/politics/send-scaled-back-highest-need-jeremy-hunt-3883477
Garcia, E. (2025). ‘Horror show’: RFK Jr and Trump fearmonger about autism in marathon cabinet meeting while research is axed behind scenes. The Independent. 26 August 2025. https://www.msn.com/en-ie/politics/government/horror-show-rfk-jr-and-trump-fearmonger-about-autism-in-marathon-cabinet-meeting-while-research-is-axed-behind-scenes/ar-AA1LgZ9J?ocid=BingNewsSerp
Kangarani-Farahani, M., Malik, M.A. & Zwicker, J.G. (2024) Motor Impairments in Children with Autism Spectrum Disorder: A Systematic Review and Meta-analysis. Journal of Autism and Developmental Disorders. 54, 1977–1997. https://doi.org/10.1007/s10803-023-05948-1
Kirby, A. (2021). Where have all the girls gone? Neurodiversity and females. Do-It. https://doitprofiler.com/wp-content/uploads/2021/03/Do-IT-Where-have-all-the-girls-gone-report-ppt2021-Int-Nat-Womens-Day-_compressed-1.pdf
Vo, S. & Webb, L. (2024). Support for neurodivergent children and young people. UK Parliament Post. https://researchbriefings.files.parliament.uk/documents/POST-PN-0733/POST-PN-0733.pdf
