Physical fatigue may reduce strength or coordination. Cognitive fatigue may affect concentration, decisions and communication. The effect of the session may also emerge later.
SECTION 1
Understand the golfer
Multiple sclerosis can affect movement, sensation, vision, balance, cognition and energy in different ways. Symptoms may vary between golfers and can change during the day, so the golfer’s current experience is more useful than assumptions based on diagnosis.
Walking, posture, weight transfer and movement over uneven ground may require additional effort. Ask what support, route or practice position works best.
Numbness, pins and needles or reduced sensation may influence grip pressure and awareness of the club. Trial changes carefully and use ball flight as feedback.
Visual disturbance, depth perception or sensory overload may affect aim, alignment and the amount of information the golfer can process at one time.
Coaching principle
Do not coach the diagnosis. Coach the individual on the day, using the golfer's experience to guide communication, planning and technical decision-making.
SECTION 2
Respond to how the golfer is today
Use an ask, observe and adjust process throughout the session. A plan that worked previously may need to change according to the golfer's energy, symptoms, temperature and recent activity.
Begin by asking how the golfer feels today rather than assuming that the previous session provides an accurate starting point. Sleep, travel, recent golf, medication routines, heat, stress and general activity can all influence how symptoms present.
Agree the main purpose of the session and establish what the golfer would like to achieve without compromising recovery later that day or the following day.
Useful question
What would make today's session worthwhile without taking too much from tomorrow?
Observe the golfer across the whole session, not only during the swing. Changes may appear in walking speed, balance, coordination, speech, concentration, visual comfort, grip security or the time needed to recover between shots.
Compare the golfer with their own starting point rather than with another player. A small change may be meaningful when it differs from how the golfer moved or communicated earlier in the session.
Coaching response
Reduce volume, simplify the task, change the environment or pause before movement quality deteriorates.
Keep the plan flexible. Shorten practice blocks, increase recovery time, change clubs or move to a less demanding task when the golfer's available energy or concentration begins to reduce.
Prioritise one useful learning outcome rather than completing a fixed programme. Ending slightly earlier may allow the golfer to retain the learning, recover more effectively and remain confident about the next session.
Coaching response
Finish while the golfer still has sufficient capacity to recover and transfer learning to play.
SECTION 3
Coach for efficiency and control
Develop a swing and practice approach that uses the golfer's available energy effectively. Judge technical changes by comfort, repeatability, ball flight and the effort required to produce them.
Explore stance width, posture, swing length, tempo, club selection and the number of practice swings. A shorter motion, more upright setup or smoother tempo may produce a more consistent strike while reducing effort.
Ask
Which part of the swing or preparation feels most demanding, and what helps you complete it with less effort?
Use one clear intention at a time and allow the golfer time to process, attempt and reflect. Demonstrations, external cues and short summaries may be more useful than several technical instructions delivered together.
Check
Ask the golfer to describe the task in their own words and identify which cue they intend to use.
Grip diameter and texture, gloves, club length, overall weight, shaft characteristics and lie angle may influence how securely and comfortably the golfer controls the club. Lighter or differently balanced clubs may reduce effort for some golfers, while a trolley, golf car, nearby seating or a stable leaning support may help preserve energy during practice. Change one variable at a time and compare comfort, strike, ball flight and recovery before deciding whether the adjustment is useful.
Consider
Use a qualified club fitter for permanent club changes, and agree any use of gloves, supports, seating or mobility equipment with the golfer rather than assuming what will help.
Visual disturbance, depth perception and sensory overload may affect how the golfer selects a target and organises the setup. Use clear external references, alignment aids and a consistent sequence that can be repeated on the course.
Ask
Which visual or physical reference remains dependable when symptoms or light conditions change?
SECTION 4
Create an environment that supports performance
Temperature, glare, noise, walking distance and access to rest can change the physical and cognitive demand of golf. Plan the environment with the golfer rather than treating it as a fixed backdrop.
Heat may temporarily worsen symptoms for some golfers. Identify shaded practice areas, cool drinks, ventilation and opportunities to pause before overheating affects performance.
Choose practice locations that limit repeated journeys between facilities. Consider transport, seating and routes across uneven ground so that energy is reserved for learning and play.
Busy ranges, changing light and multiple conversations may increase cognitive demand. Select quieter positions, simplify the visual field and provide information in a clear sequence.
Make seating, water and toilet locations clear. Allow sufficient time for breaks and discuss practical requirements privately without creating pressure or drawing unnecessary attention.
Environmental check
Before beginning, ask whether the location, temperature, noise level and walking requirement are likely to support the golfer's intended outcome for the day.
SECTION 5
Plan the session
Plan the timing, structure, volume and follow-up of the session around the golfer’s available capacity. The aim is to protect learning quality while preserving enough energy for recovery and future activity.
- Schedule the lesson at the time of day that generally works best for the golfer. Ask whether medication, treatment routines or the time of day affect when they feel most able to concentrate and participate.
- Avoid placing a demanding session immediately after travel, competition or 18 holes.
- Agree one main outcome and identify which parts of the session are essential and which can be shortened or removed.
- Discuss how the golfer will indicate that concentration, movement quality or energy is beginning to change.
- Medication can influence a participant’s concentration. Ask the individual which stages of their medication plan provide the best opportunity for coaching and physical activity, and when their cognitive ability is strongest.
- Use short periods of instruction and application, with recovery before movement or concentration deteriorates.
- Change the task or club when repetition is increasing fatigue without adding useful learning.
- Monitor physical fatigue, cognitive fatigue and changes in communication or decision-making.
- Reduce volume or finish early when further practice is unlikely to improve learning or performance.
- Record what worked, how much practice was completed and when fatigue or reduced concentration appeared.
- Ask how the golfer recovered after the previous session and use this to inform the next plan.
- Provide a small amount of focused practice rather than a demanding programme.
- Consider the golfer’s wider playing, competition and travel schedule before increasing future load.
When something changes
Pause the session if the golfer experiences a sudden or unusual change in vision, coordination, strength, cognition or general wellbeing. Discuss the change with the golfer and encourage appropriate medical advice where necessary. The coach should not diagnose or provide clinical treatment.
SECTION 6
Technical reference
Use this information as background knowledge only. Multiple sclerosis is individual, and a diagnostic label does not predict how a golfer will move, learn or perform.
Fatigue may be physical, cognitive or both, and can appear suddenly or be disproportionate to the activity completed. It should not automatically be interpreted as reduced motivation, poor fitness or lack of effort. Physical fatigue may affect strength, balance and coordination, while cognitive fatigue may affect attention, processing and decisions. The effect may appear during the session or later in the day. Compare changes with the golfer’s usual pattern, use meaningful rest and review recovery before increasing total load.
For some golfers, an increase in body temperature can temporarily worsen existing symptoms. Direct sun, warm practice areas, heavy clothing and prolonged activity may all contribute. Use shade, ventilation, cool drinks, suitable clothing and regular breaks, while following the golfer's own established strategies. When possible, schedule sessions during cooler parts of the day.
Reduced sensation, pins and needles or altered feedback may make the club harder to feel and can change how securely the golfer holds it. Explore handle diameter, grip texture, gloves and lower-effort ways to secure the club. Trial one change at a time so the golfer can judge whether it improves control, comfort and confidence without creating additional tension.
Bladder and bowel symptoms can influence confidence, concentration and the golfer's willingness to practise or play for longer periods. Make toilet locations clear, allow sufficient time and avoid creating pressure around breaks. Discuss practical needs privately and respectfully, and include access planning when moving between the practice area and the course.
Noise, movement, multiple instructions and repeated decision-making can increase cognitive demand. Reduce distractions where possible, provide one task at a time and allow the golfer sufficient time to process information. Use short summaries, repeat key messages consistently and check understanding before adding another instruction.
Golfers with MS may play recreationally, compete in G4D events or pursue high-performance goals. Keep ambition central while planning the total demand around the event. Consider practice load in the days before competition, travel and accommodation, warm-up duration, access to shade and seating, recovery between rounds and the effect of consecutive playing days. Where appropriate, encourage the golfer to communicate practical requirements with the event team in advance so that performance is not undermined by avoidable demands.
SECTION 7
Player stories
Aimi Bullock, Nicky Weeks and Pedro Sottomayor describe how multiple sclerosis has shaped their lives, preparation and performance, and how golf continues to provide challenge, competition and connection.
Aimi Bullock
Aimi explains how she manages fatigue, temperature and visual symptoms while continuing to pursue high-level competitive golf.
Read Aimi's story →
Nicky Weeks
Nicky describes living with an unseen disability and the role golf plays in providing challenge, connection and enjoyment.
Read Nicky's story →
Pedro Sottomayor
Pedro shares how he rebuilt his sporting life after diagnosis, returned to golf using an elevating golf car, and found independence, competition and friendship through the game.
Read Pedro's story →