“We’re talking more about neurodiversity nowadays, but there’s still so much we don’t understand. It means labels aren’t always that helpful,” says Angela Reed-Fox, course director at the UK’s Indoor Cycling Institute (ICI).

“The way I see it, there’s a spectrum and everyone’s on it somewhere, from a formal diagnosis through to simply finding some things more difficult. For example, a fear of public speaking makes people uncomfortable about talking in a group or performing in front of others, but it isn’t a diagnosis. It’s just a hugely common obstacle.

“It’s why we always look at people, not at labels, aiming to remove any obstacles that stand in the way of a student being the best they can be.”

It has been a progressive journey, she says, constantly trying new things to make learning more inclusive and accessible. But the biggest learning of all? “Our adaptations haven’t only benefited neurodivergent individuals. They’ve made learning more effective and enjoyable for all students.”

A widespread need

Natasha Schofield, associate director for education and career development at CIMSPA – the UK’s professional development body – agrees: “An estimated 15–20 per cent of the general population are neurodiverse, whether diagnosed or undiagnosed. Rather than singling people out, our advice is therefore to make all training inclusive and accessible for everybody. It’s highly unlikely you’ll ever run a course where no-one needs extra support, and what benefits one person will very likely benefit others.”

In fact, the neurodiverse percentage often skews even higher among those attracted to the creative, movement-based, less traditionally academic fitness sector. “We’ve been working on a pilot project with the Department for Work and Pensions, bringing individuals from job centres into training and then on to an employer with vacancies. In this cohort, around 30 per cent have presented requiring some level of additional support,” confirms Schofield.

Our adaptations don’t only benefit neurodivergent individuals. They make learning more effective and enjoyable for all students.

It’s compelling evidence to support an inclusive approach not just to initial training, but also to recruitment, CPD and career development. “Education providers and employers have a duty of care to support the individual in front of them,” says Schofield. “It’s inexcusable in this day and age to simply say ‘we can’t cater for you’.”

The devil will be in the detail as our understanding of neurodiversity grows, but crucially, says Schofield, it won’t be a tick-box process. Open, empathetic conversations will be key to understanding individual needs, all rooted in a genuine commitment to doing the right thing. Don’t expect set protocols to work for everyone.

With this in mind, she notes, “we need to support education providers to in turn support the individual” – which is why CIMSPA is working to signpost operators and training providers towards best practice and helpful resources. It is also encouraging those who hit the mark in its quality assurance to clearly market their inclusivity.

“People with additional learning needs don’t always want to actively ask for help,” Schofield explains, “so it helps if they can go into a training course confident they’ll have a great experience”.

We now teach only in small groups, allowing the focus to shift towards a more relaxed conversation among the students

Removing obstacles

Education providers such as the ICI and Canada-based Authentic Instructor Training would certainly feel justified in putting their hands up here, achieving strong results through their inclusive training experiences – not least the qualifying of numerous students who previously failed on other, less adaptive courses.

It’s a constant process of trial and error, says Reed-Fox, phasing in new ideas and “trying to identify anything we’re doing that’s making it harder for people”.

She explains: “We accommodate different learning styles and preferences, with most of our pre-course learning available as videos as well as in written format. Everyone gets a copy of our indoor cycling handbook to refer back to as well, plus you can call or email us at any point and join our Facebook community. There’s lots of aftercare.”

She continues: “We boil important skills such as bike set-up and session planning down to simple formulae that can be repeated every time. We have students do guided doodles – diagrams relating to safe and effective cadences, for example – because we’ve found learnings embed better when we connect brain and hand. And we use kinaesthetic learning, putting students on bikes so they remember what good and bad feels like.

We’ve found our neurodiverse students really only have a heightened level of the needs many other students have

“But the biggest change we’ve made so far has been in the size of our courses, which we now teach only in small groups. It’s more expensive to run them this way, but it’s had a hugely positive impact, allowing the focus to shift away from a PowerPoint presentation and towards a more relaxed conversation among the students. We stick to a structure so they know what’s coming, but there are opportunities to ask questions and check understanding as we go.

“The whole approach allows us to address the different mindsets, challenges and receptiveness within each group and helps prevent sensory overload – great for anyone who hasn’t been in training or education for a while. We’ve had a lot of neurotypical people, especially older learners, tell us how much they like being able to ask questions as they think of them, for example.

“We’ve also radically changed our approach to assessment in a way that benefits neurodiverse people, but that’s been transformational for everyone. Assessments are no longer the last thing you do – a pressured 15 minutes that you’re dreading all day. Instead, we do things in bite-sized chunks and if at any point in the day you demonstrate the competence we’re looking for, you get a tick in the box.

“As I say, this is how we now deliver all training for everyone, because it isn’t only neurodiverse people who benefit. It makes for better learning, better outcomes and ultimately better, more rounded instructors across the board.”

Building confidence

Put another way, says Reed-Fox: “When it comes to learning, we’ve found our neurodiverse students really only have a heightened level of the needs many other students have. It’s why we encourage everyone not to fixate on labels, because they can undermine your confidence. You start to believe your diagnosis limits what you can do, but everyone has potential.”

Tash Marshall Bean, founder of Authentic Instructor Training, agrees: “I have ADHD and for years was made to believe there were things I couldn’t achieve. It’s why my default now is: ‘You can and I’ll help you.’

We teach using every learning style – visual, audio, kinaesthetic – and we adjust as we go because every group is different

“In fact, I believe people with ADHD make incredible indoor cycling instructors, with high energy and creativity, brilliant attention to detail and a natural ability to read and quickly adapt to the room.

“However, that same attention to detail can be your Achilles heel, driving a perfectionism that will see you slave over a playlist for hours or be so hard on yourself for a tiny slip in class that no-one else even noticed. The inner critic gets loud, replaying moments, over-analysing and convincing you that great isn’t good enough – but the truth is our riders feel our energy, not our mistakes.

“It’s why, in our training, we focus on building the confidence that quiets the self-criticism. Our courses go far beyond the bike. They’re about self-development.”

She continues: “We teach using every learning style – visual, audio and kinaesthetic – and we adjust as we go because every group is different. Each client also leaves with playlists they can use right away – as well as the tools to create their own – so they can focus on connection, not perfection.”

She concludes: “Our programme is designed for everyone, but I’m especially passionate about supporting those with ADHD because I know how powerful our brains can be when they’re understood, not judged. You just need a training environment that gets you.”

Flexible assessment

There’s a long way to go before inclusivity is embedded at the heart of every qualification and CPD course, confirms Schofield, but this must be our roadmap and something we accelerate towards.

It is worth the investment, says Laura Davis, CEO of the British Association for Supported Employment (BASE) in a fascinating webinar for CIMSPA.

“Only 4.8 per cent of adults known to social care as having a learning disability and/or autism have access to any kind of employment, but teams that are more diverse tend to be more productive and innovative,” she explains. “Plus, why would you not want to be thinking about a hidden talent pool of people who are motivated and desperate to work?”

The chances are you have more neurodiverse people on your team than you know. Many will have never disclosed it.

Of course, it’s likely your existing workforce also includes neurodiverse people – even if they haven’t told you.

“The chances are you have more neurodiverse people on your team than you know,” confirms indoor cycling instructor Odile Philipson, who is herself dyslexic. “Many will have never disclosed it.”

She adds: “I instruct Cyclone for David Lloyd Clubs [DLC] and have to do compulsory training every quarter. Each time, I feel my anxiety levels rise. I have never failed, but I know I’m slower at learning and reading than the average person. With some typefaces, it becomes harder still.

“A few years ago, I decided to tell the DLC product team and they were really good about it. They gave me the option to have someone sit with me during exams; they told me the exams wouldn’t be timed – that was a key one for me; and they told me if I did fail, I could re-sit. Just knowing all that allowed me to relax.”

I want to own the fact I’m dyslexic, so I’m open with my classes about it. It would be great if every club had an ambassador in this space.

When training and assessment are carried out in-person, there’s scope for even greater adaptation, says Philipson: “On one occasion, having disclosed my dyslexia on arrival, the master trainer asked me to stay behind after the exam to talk through my response to a question. He knew my standards of instructing and he knew I knew the right answer, but I hadn’t managed to put it in writing within the time allocated. My verbal explanation was totally different from what I had written; his taking the time to adapt to my neurodiversity meant I passed.”

Embedding inclusivity

Crucially, supporting neurodiverse individuals in your team means supporting members too.

Says Philipson: “I want to own the fact I’m dyslexic, so I’m open with my classes about it. There should be no shame in it. As a result, members sometimes come to me to discuss where they’re struggling as a participant – if they have dyscalculia and find it hard to see the numbers in the Cyclone app, for example.

“It would be great if every health and fitness club had an ambassador in this space – someone members, and for that matter other instructors, know they can talk to. We should be out and proud and helping each other.”

Schofield concludes: “Quite aside from the existing instructors we can support better, there are almost 1 million NEET [Not in Education, Employment or Training] young people in the UK alone. Learning disabilities are likely a factor for many.

“As a sector, we have an opportunity to embed inclusivity – mental as well as physical – into our professional standards, showcasing ours as a wonderful industry for these young people to step into.”