ADHD – good or bad for athletes?

Preserving ADHD Benefits

Many athletes, regardless of whether they are aware or not, are struggling with ADHD. Some have become world-class stars such as Michael Phelps, Magic Johnson, Jason Kid, Babe Ruth and many more. According to various researchers, people with syndrome are characterized by creativity, thought flexibility, chaotic situations, and multi-tasking skills.

Does this mean that syndrome is a sporty advantage for those who care for it? Not really.

ADHD is a syndrome that has many difficulties for those who deal with it, in all their lives, and sport is no exception. Through the post, we will see how the athlete can make the syndrome difficult for them to fulfill their potential. On the other hand, if you are aware that an athlete is confronted with a syndrome, you can treat it differently, such as neurocognitive training.

Proper treatment allows athletes to overcome typical ADHD symptoms and express individual brain patterns in the court so there will be an advantage.

So let's go and see what ADHD is an athlete.

Studies have shown that many ADHD children need to move. That's why they play sports, and in some cases are excellent. This is because sport is the answer to the need for continuous movement, and competitive sports often inspire an incentive and focus agent.

Another reason unknown to many parents is the strict discipline that is racing sports. In children with ADHD, there is no internal behavioral control and the external regime that must be obeyed to succeed in the sport, a kind of external menstruation. This regulator has a direct impact on them because it nourishes joy and complacency. When this happens, inner motivation grows wonderfully

The athletes mentioned above have champion's personality structure and some also have unique growth breeding beds. In their case, ADHD was an advantage they learned to use. On the other hand, it is not difficult to estimate that there are dozens of people who have failed with ADHD for any athlete who has failed ADHD. ADHD also means that attention-deficit problems, transition between different types of attention are difficult, and self-control, decision-making and organizational skills are impaired. Not everyone is lucky enough to report the ADHD benefit to the personality structure and growth incubator.

What do we mean when we talk about ADHD?

First, we need to look at what ADHD is. ADHD is not a lack of attention, but it is, among other things, the inconsistency of attention and the inability to pause action until the brain is able to have the potential consequences. This is the reason why ADHD children find it difficult to learn previous negative experiences and repeat their mistakes. Dr. Russell Barkley, a psychiatrist and a global ADHD expert, said these children also had problems with working memory, low language skills, motivational problems and so on.

Barkley came to the conclusion that these problems are motor functions in the front lobe. It is also characterized by difficulties with the disturbing factors as a motor problem rather than a sensory problem – unlike autism. For example, according to Barkley, a person faced with ADHD does not perceive more sensory data than other people. But unlike them, she responds to the confusing facts and does not ignore them. "Normal" People are able to suppress responses to irrelevant events and continue performing the right tasks until ADHD patients are willing to do so.

ADHD Sports Exercise

Let's look at two typical cases of ADHD's impact on athletic potential

Moti (aka), a talented defense player in the Israeli Premier League who has been struggling with ADHD since childhood. Like many athletes, football is a motivational factor motivating him to work hard and give him satisfaction.

On the other hand, due to the impulse component and processing difficulties before reacting, Moti's career has stopped and became the Premier League and National League.

Why is this the case? If you look at your ability, you are a good player, defensive. If the pace is high and the opponent's opponents are mostly attacking, he seems to be a good and effective player. However, if the game decelerates, or in a few minutes it is not obliged to act and remain active, it simply leaves its position and leaves the attack or joins the attack, sometimes ignoring the trainer's instructions. 19659002] Apart from the fact that coaches are difficult to accept such players, the entire team is also hurt. Conducting it leads to unnecessary risks in defense and several times to gaining goals. When he attempts to explain his step backwards, there is no explanation for the game's requirements. All she says is, "I'm crazy, I've done something."

What do you mean by "Do I have to do something?" What Moti really was looking for was an incentive to alert and concentrate. And when you did not find it, you created it yourself. Its decision to act is in fact a personal internal need that has nothing to do with what is going on in court.

By the end of the day, his coaches do not know what they are getting from all the games, and he remembers primarily his mistakes, which led to the recognition of the goals. Moti does not need to improve understanding of the game to be more successful. All he had to do to provide ADHD.

My attention is gone

Let's look at the second case. Jason (a pseudonym), a basketball player at one of the country's top youth teams I work with has good physical and athletic qualities, good shooting skills, individual training, or individual training at a high level. ADHD did not prevent her from going to school because her intelligence, inability to work, and focusing on her purpose always helped her achieve the goals she was targeting.

Jason's difficulty is in the group, both crime and defense. In team play he is insecure and can not keep up with the team's moves. When he came to me for neurocognitive training, he and his parents identified the problem as a lack of self-confidence. The difference between his personal abilities, the encouragement of competition and the integration of his team into the team led them to conclude that he did not have enough confidence. Like ADHD in many cases, which she, her parents and coach understands as self-confidence, is true, but not the source of the problem. The real disadvantages of insecurity were the byproducts: the typical detachment of ADD, which he suffers. Jason had always paid attention to his studies, but he did not hurt her. But listening to the tactical explanations of the team of coaches, the withdrawal of attention has become a critical restriction. Tactical explanations required a lot of data to be listened to and processed, and cognitive overload continued to hinder connections. Although Jason understood the exercise or movement, he was hesitant or blackout during the performance.

As group basketball moves are built as a series of timed performances for different players, one inaccurate timing usually disrupts the whole movement. As a result, Jason was more exposed to his friends and coach's critique, and no wonder his self-confidence was damaged. Like every teenager with ADHD, she felt the gap under the pressure of her real abilities and real-time performance, a gap that caused frustration and self-confidence.

Jason's neurocognitive training

was gradually reduced, while imagining Jason in several overlapping stages:

. Attending attention and concentration skills, sequential thinking, working memory, retrieval, and other general training to improve brain functions and thinking

B. Coaching skills training, combined with information processing, response speed, recognition, and additional cognitive abilities required for all ball games

C. Cognitive Training Integrated with Special Basketball Skills

To facilitate simplification, we have been divided into three parts. In fact, training is a cross-training of the three components that moves between each other.

Neurocognitive training focuses on these components and attention and concentration skills. Our thinking, it is important to understand it in order of action. First, plan the actions and then implement them. It is obvious to us that the actions are carried out with motive functions (motion). It is no less obvious that even in the design of imaginary actions and the processing of emotions to which this design inspires us, we need the brain's motor skills

It is therefore necessary to combine the neurocognitive movement with work and attention and concentration skills, , processing, identification and other damages, according to the difficulty of each trainee

"emotion" comes from "movement"

The neurocognitive training is based on the results and conclusions of the latest brain research. Explain why neurocognitive training is appropriate and effective for athletes, those who pay attention to disability, learning difficulties, dancers, managers and performers. Athletes who also deal with lack of attention receive training twice – improving their athletic abilities, learning abilities, attentiveness, and leadership skills.

I can not summarize as Dr. John Ratey "Brain Guide"

"The bullet capture is related to brain motor functions, but the calculation is related to them, most people use motor functions for hands and feet and connect it to physical activity – a feature that crawls to the kid, Michael Jordan, to jump into a dunk or a friend of a career friend's friend, but the increased evidence suggests that movement is essential for all other brain functions including memory, emotions, language and learning, as we know, "higher" brain functions have emerged from the movement and are still dependent on it.

What neurocognitive training uses these brain research findings, in the attached video clip, Sheran Yeiny, one of Israel's best footballers, neurocognitive training The clip contains multi-hour training per hour