Working with Collegiate Student-Athletes with ADHD

On-demand (recorded) content

3.0 CE credit hours

**Course content will be available on January 10, 2026 (1 day after the live webinar date)**

CE/CEU credits included: 3.0 (see below for approval details). You must view the full webinar and pass the quiz (details below) to receive continuing education credits (partial credit not awarded).

Format: On-demand (recorded/asynchronous)

Quiz: there is a quiz at the end to ensure viewing, which you must pass (75%) the quiz within 3 attempts. If you do not pass within 3 attempts, you must repurchase the course for additional attempts. It is required by CE/CEU approval organizations.

Investment:

• Early registration (until November 30, 2025 at 11:59pm CT) = $65
• Registration fee (starting December 1, 2025) = $89
• Bulk pricing is available for 10+ seats purchased by an organization for their employees. Contact us for details.

Course access: You will have lifetime access to this course (for the lifetime of this course and/or course portal).

Presenter: Kristin Hoff, PsyD, LP, CMPC (see bio below)

Abstract:

Approximately 7-8% of college and elite athletes have Attention Deficit Hyperactivity Disorder (ADHD; Han et al., 2019). This prevalence rate may be underestimated as individuals may experience difficulty with access to services to appropriately diagnose and treat ADHD during childhood, especially in Black, Hispanic, and Asian children (Yang et al., 2022). This leads to adults who may not be identified or diagnosed with ADHD, despite experiencing symptoms.

Current literature on athletes with ADHD mainly focuses on medication and its effects on performance, general psychosocial treatments for ADHD, (Pujalte et al., 2019; Han et al., 2019), and how ADHD may impact concussion symptoms and recovery (Poysophon & Rao, 2018; Stewman et al., 2018).

It is possible that athletes with ADHD are referred to licensed mental health providers, athletic trainers/sports medicine, and certified mental performance consultants for assistance with symptom management. However, there is less research focused specifically on how the aforementioned sport professionals can support athletes with ADHD navigating the unique stressors of the sport environment.

ADHD impacts executive functions, or cognitive skills utilized to complete daily tasks. Therefore, college athletes may face challenges including, difficulty remaining organized, difficulty following multiple steps in a sequence, difficulty remembering tasks/materials for a task, difficulty communicating, and challenges initiating tasks (Wolfe & Madden, 2017). All of these skills are required to function well as a collegiate athlete.

This presentation is designed to equip licensed mental health providers, certified mental performance consultants, and certified athletic trainers with knowledge and practical interventions to help collegiate athletes with ADHD successfully navigate the unique challenges of the sport environment.  

Objectives:

1. List signs/symptoms of ADHD
2. Explain how ADHD impacts executive functioning
3. Describe challenges athletes with ADHD may face within the context of the sport environment
4. Compile and select specific practical interventions that can be utilized to reduce challenges and promote success of athletes with ADHD

Non-Discrimination:

HPC and ATAGF do not discriminate on the basis of race, color, national origin, religion, sex, gender identity, disability, military status, sexual orientation, or age.

Conflict of Interest Statements:

There is no known commercial support for this program, nor are there any relationships between the CE sponsor, presenting organization, presenter, program content, research, grants, or other funding that could be construed as conflicts of interests. Dr. Hoff receives an honorarium for instructing this workshop. There is no commercial support or benefits for endorsement of products (e.g., books, training, drugs).

The presenter will inform participants of the utility and validity of content discussed (including the basis for statements about utility/validity), as well as limitations of the approach and the most common and severe risks, if any, associated with program content.

Requests for Accommodations:

HPC and ATAGF are committed to accessibility and non-discrimination in all aspects of its continuing education activities. Participants with special needs should contact program organizers so reasonable accommodations can be made.

To request accommodations, contact ATAGF's Continuing Education Vice Chair, Christine Boulton-Olson, PhD, LP, at [email protected].