ADHD and Swimming: How to Coach an Athlete with ADHD

Some of the most “difficult” swimmers to coach are also the ones with the highest untapped potential. For athletes with ADHD, the same traits that can disrupt practice—distractibility, impulsivity, emotional intensity—can be the very qualities that fuel elite performance, if coached the right way.  Don’t take my word for it… see what Michael Phelps has to say about his experiences as an Olympic champion who has also been diagnosed with ADHD.

What is ADHD? 

Attention-deficit/hyperactivity disorder (ADHD) is one of the most common neurodivergent diagnoses prevalent in children and is characterized by symptoms such as inattention (i.e., difficulty keeping focus), hyperactivity (i.e., excessive movement that is incongruent with the setting), and impulsivity (i.e., acting without thinking).^1,3  ADHD presents itself differently across individuals; however, ADHD is typically categorized into three sub-types based upon predominant symptoms presented by the person: Inattentive, Hyperactive/Impulsive, Combined.^1,3

ADHD is common amongst athletes in youth sports with approximately 11% of children (and 6% of adults) having received an ADHD diagnosis, and many high-functioning children may go undiagnosed.^2,3  These individuals experience difficulties with things like starting or completing tasks, managing/responding to emotions (i.e., performance anxiety), or remaining focused on a particular activity.³  The main thing to keep in mind is that these challenges stem from differences in attention regulation, NOT from a lack of effort. In addition to the many other health benefits of swimming, and separate from traditional treatment modalities (i.e., medication, therapy), swimming has been suggested as beneficial coping mechanism for both children and adults with ADHD.^{4, 12} Given that individuals with ADHD present differently, how does this actually show up on the pool deck?

How ADHD Shows Up in Swimming:

If you’ve ever attempted to coach an athlete with ADHD, you may have experienced challenges with athletes exhibiting patterns such as not following instructions (i.e., athlete’s miss sets, forget details, are distracted on deck), during athlete’s sets (i.e., inconsistent pacing, impulsive speed changes, missed intervals), or athlete’s behaviors/interactions (i.e., talking excessively, fidgeting, emotional swings, low frustration tolerance). At first glance, these patterns of behavior may lead these athletes to appear disengaged or lazy… in reality, their brains are simply processing information differently than neurotypical folks.^1,3 These behaviors can be frustrating, but they also point to something important which we can capitalize upon.³ 

Strengths of Swimmers with ADHD:

Instead of trying to “fix” the ADHD, the goal is to utilize the strengths of ADHD to the swimmer’s advantage.^4,5 The same differences in information processing allow athletes with ADHD to do things that some of us cannot. For example, athletes who exhibit hyperactivity are FILLED with energy and this energy can be harnessed into a competitive drive and strong work ethic. Next, some athletes with ADHD can achieve a state of Hyperfocus in which they are completely immersed in a task.⁴ When coached effectively, this hyperfocus can be channeled into a race and helps achieve peak performances. Further, the distractibility of ADHD allows these people to be adaptable, and to make creative and unique connections between ideas/topics. When coached effectively, these skills can make for a resilient and adaptable athlete. Finally, the intense emotionality associated with ADHD can be cultivated into passion, a much-needed component to achieve elite performance.²  These strengths can be harnessed when we know how best to create an effective training environment and coach-athlete relationship.

Coaching Strategies That Work

Coaching swimmers with ADHD is less about changing the athlete and more about shaping the environment and communication in ways that support their success. The following strategies can make a meaningful difference: 

1. Structure & Clarity: Provide brief, clear, and concrete instructions. Long explanations can be difficult to retain, so focus on key points. Use visual supports such as whiteboards or written sets so swimmers can reference information throughout practice. When possible, break longer sets into smaller, manageable segments to maintain focus and momentum.^{4, 5, 6} 
2. Attention & Engagement: Actively involve swimmers in the instruction process. Ask them to repeat the set back to you to reinforce understanding. Use their name and make eye contact when giving directions. Keeping swimmers physically engaged—such as holding equipment or lightly moving—can also help maintain attention during instruction.^{2, 5, 6} 
3. Consistency & Feedback: Provide immediate, specific feedback. Because attention can quickly shift, timely feedback helps reinforce learning. This feedback should be specific (i.e., you have great form when you enter your Flipturns, but you’re forgetting to point your toes during your first 3 kicks out of the turn) rather than general comments. It is also important to reinforce effort and improvement, not just outcomes. Athletes with ADHD may struggle with delayed rewards, so recognizing progress in the moment helps sustain motivation and engagement. (i.e., Great job! You are working very hard and I am noticing your Breaststroke Sculling and Freestyle Breathing Techniques are getting better over time!).^{1, 4, 5, 6}
4. Environment Adjustments: Minimize unnecessary distractions when possible. Position swimmers strategically during instruction (e.g., closer to the coach) and be intentional about lane placement. Keep only the necessary equipment visible and establish consistent routines so expectations are predictable. ^{1, 5,  6}
5. Relationship-Based Coaching: A strong coach-athlete relationship is essential. Use a collaborative, supportive tone rather than a purely directive one. Athletes with ADHD often experience heightened emotional sensitivity, so trust, consistency, and respect are critical. Avoid public criticism or negative labels. Simple questions like, “What helps you stay on track?” can empower athletes and strengthen buy-in. Recognize that trial and error are part of the process—for both the swimmer and the coach.^{1, 5, 6} 
6. Try working with a sport psychologist! Working with a sport psychologist can help you develop skills, navigate challenges, and process experiences to maximize your potential both in and out of the pool.^{4, 7}

Mental Skills for Swimmers with ADHD:

Athletes with ADHD would benefit greatly by working with a sport psychologist, who can help these athletes understand and develop skills to navigate life both inside and outside of the water.^{4, 7} Some mental skills that athletes with ADHD would greatly benefit from are briefly described below:

1. Self-Talk: Short, specific cue words (e.g., “long and strong,” “quick turn,” “point toes”) help direct attention to key aspects of performance. Counting strokes or using brief internal reminders can also support pacing and focus. Use positive/reinforcing statements (e.g., “I’ve trained hard for this”; “I am capable of success”; “I can do this!”) to manage distress from performance anxiety.
2. Pre–Performance Routines: Consistent routines before races or sets help athletes prepare mentally and physically. These routines create structure, reduce uncertainty, and help athletes enter a focused performance state.⁸ Check out this video of Michael Andrew describing his routine: https://www.youtube.com/watch?v=BgitrNn8MTg
3. External Focus Strategies: Encourage athletes to focus on sensory experiences (e.g., the feel of the water, the rhythm of their breathing, or the sound of their stroke). This helps anchor attention in the present moment and reduces distraction. ^{9, 10}
4. Mindful Awareness: Teaching athletes to notice distractions without judgment can improve their ability to refocus. ¹⁰   Rather than fighting wandering thoughts, they can learn to acknowledge them and gently return attention to the task at hand.  Check out this video for an example of an easy way to practice this:

Final Takeaway:

ADHD is not a deficit—it is a different way of processing and engaging with the world. Coaches play a critical role in shaping how that difference is experienced in sport.

With small, intentional adjustments to communication, structure, and relationship-building, coaches can unlock significant potential in swimmers with ADHD. The athlete who struggles most to follow the set may also be the one with the greatest capacity to grow, compete, and succeed.

When we shift from trying to control behavior to understanding it, we create an environment where all athletes—not just those with ADHD—can thrive.

By: Nick Magera, MS

Sources

1. Elmaghraby, R., & Garayalde, S. (2022). What is ADHD? American Psychiatric Association. https://www.psychiatry.org/patients-families/adhd/what-is-adhd
2. Danielson, M. L., Claussen, A. H., Bitsko, R. H., Katz, S. M., Newsome, K., Blumberg, S. J., Kogan, M. D., & Ghandour, R. (2024). ADHD prevalence among U.S. children and adolescents in 2022: Diagnosis, severity, co-occurring disorders, and treatment. Journal of Clinical Child and Adolescent Psychology, 53(3), 343–360. National Library of Medicine. https://doi.org/10.1080/15374416.2024.2335625
3. Staley, B. S., Robinson, L. R., Claussen, A. H., Katz, S. M., Danielson, M. L., Summers, A. D., Farr, S. L., Blumberg, S. J., & Tinker, S. C. (2024). Attention-Deficit/Hyperactivity Disorder Diagnosis, Treatment, and Telehealth Use in Adults — National Center for Health Statistics Rapid Surveys System, United States, October–November 2023. MMWR. Morbidity and Mortality Weekly Report, 73(40), 890–895. https://doi.org/10.15585/mmwr.mm7340a1
4. Yassin, F. (2023, October 6). Swimming: a Promising Treatment for ADHD. Thewaveclinic.com; The Wave Clinic. https://thewaveclinic.com/blog/swimming-a-promising-treatment-for-adhd/ 
5. Thurston, R. J., Alexander, D. M., & Michaud, M. (2021). Practical considerations for coaching athletes with learning disabilities and neurodevelopmental disorders. International Sport Coaching Journal, 9(2), 1–8. https://doi.org/10.1123/iscj.2021-0008 
6. Mulligan, A., Anney, R., Butler, L., O’Regan, M., Richardson, T., Tulewicz, E.M., et al. (2013). Home environment: Association with hyperactivity/impulsivity in children with ADHD and their non-ADHD siblings. Child Care Health Dev, 39(2), 202–212. https://doi.org/10.1111/j.1365-2214.2011.01345.x 
7. Braun, R., & Braun, B., (2015). Managing the challenges of hidden disabilities in youth sport: A look at SLD< ADHD, and ASD through the sport psychology lens. Journal of Sport Psychology in Action, 6(1), 28-43. https://doi.org/10.1080/21520704.2014.991051 
8. FloSwimming. (2021, May 7). Michael Andrew’s Pre-Race Routine. YouTube. https://www.youtube.com/watch?v=BgitrNn8MTg 
9. “11 Grounding Techniques That Help Me Regulate.” (2025, November 29). ADDitude. https://www.additudemag.com/slideshows/grounding-techniques-adhd/?srsltid=AfmBOorHDy90g8thhj-RWdyjJBrhOlL_LtiJHGnlsYygzXmNsahZ3PDj
10. Mitchell, J. T., Zylowska, L., & Kollins, S. H. (2015). Mindfulness Meditation Training for Attention-Deficit/Hyperactivity Disorder in Adulthood: Current Empirical Support, Treatment Overview, and Future Directions. Cognitive and Behavioral Practice, 22(2), 172–191. https://doi.org/10.1016/j.cbpra.2014.10.002
11. UCLA Health. (2014). Breathing Meditation | UCLA Mindful Awareness Research Center. In YouTube. https://www.youtube.com/watch?v=YFSc7Ck0Ao0  
12. Hattabi, S., Forte, P., Kukic, F., Bouden, A., Have, M., Chtourou, H., & Sortwell, A. (2022). A randomized trial of a swimming-based alternative treatment for children with attention deficit hyperactivity disorder. International Journal of Environmental Research and Public Health, 19(23), 16238. https://doi.org/10.3390/ijerph192316238