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Tempe, AZ – Working in collaboration with the ITA Student-Athlete Council, the Intercollegiate Tennis Association (“ITA”) is proud to spotlight another student-athlete in our monthly spotlights that aim to highlight the many diverse backgrounds and communities that make up the sport of college tennis.
With April being Autism Acceptance Month, the ITA is continuing to spotlight student-athletes who have created accepting communities on their campus as directors of ACEing Autism programs on their campuses. This spotlight features Catharina Ausfahl and Aya Igaki-Meader from Johns Hopkins University who have been leaders of an ACEing Autism program on their campus, impacting the lives of many in the surrounding Baltimore community.
In this spotlight, Ausfahl and Igaki-Meader will share a little bit about themselves and some of their experiences as ACEing Autism program directors, as well as special moments and lessons experienced through their time with the program.
See what Ausfahl and Igaki-Meader had to say in this spotlight below:
1. Can you tell us about your role as an ACEing Autism program director and how it aligns with your passion for tennis and working with individuals on the autism spectrum?
As the program director for ACEing Autism at Johns Hopkins, my role involves organizing weekly tennis sessions, coordinating volunteers, communicating with parents, and ensuring that each child can play tennis in a supportive and engaging environment. This role allows me to channel my passion for tennis into help children on the autism spectrum develop tennis skills and social abilities. Tennis has always been an important part of my life, and being able to share the sport with individuals who might not otherwise have access to such an opportunity is incredibly rewarding.
2. What inspired you to get involved with ACEing Autism, and how does the program fit into your broader goals for creating more inclusive environments within college tennis?
We both became involved with ACEing Autism during our first year of college and really enjoyed working with the players. Many of our players have been attending the tennis sessions for multiple years, and it has been great forming relationships with them and their family. As a college athlete, I recognize the power of sports in building confidence and friendships. My goal is to create more inclusive spaces within the college tennis community where everyone feels welcome.
3. What have you learned from your experience in the ACEing Autism program that you apply to your coaching or leadership style within your team?
Through my experience with ACEing Autism, I’ve learned the importance of adaptability and patience. Each participant in our program has unique strengths, learns in different ways, and is at a different stage in their tennis journey. This has reinforced the importance of tailoring coaching styles to meet diverse learning needs. These lessons have also influenced my leadership within my college team, where I emphasize flexibility, patience, and supportive communication to create a positive environment and good team culture.
4. In your opinion, what are some of the unique strengths that athletes with autism bring to the sport of tennis, and how do you cultivate those strengths in your programming?
Athletes with autism bring so many strengths to tennis, like great focus, a good eye for patterns, and a love for structure and routine. We tap into these strengths by using consistent drills, visual cues, and structured activities in every session to make playing tennis both comfortable and fun.
5. How do you think the ACEing Autism program has helped shift the culture of tennis within your college, especially in terms of inclusion and acceptance of athletes with autism?
ACEing Autism has played a significant role in fostering a more inclusive culture of tennis within the Johns Hopkins community. Each week, volunteers from various sports teams and campus organizations come together to work with our participants, gaining firsthand experience engaging with individuals on the autism spectrum. This exposure builds appreciation for neurodiversity and the different ways people engage with the sport of tennis. By promoting inclusion and awareness, the program has helped create a more compassionate and supportive environment within our tennis teams and across campus.
6. How has the exposure to diverse abilities, including those of athletes with autism, shaped the way your team approaches both the mental and physical aspects of competition in college tennis?
Through ACEing Autism, my teammates and I have developed a greater emphasis on mental resilience, adaptability, and teamwork, recognizing that success in tennis isn’t just about physical skill but also about understanding and supporting one another. Being part of this program has shown us that the best teams are those that lift each other up and embrace different perspectives and abilities.
7. In what ways do you think the college tennis community could further incorporate autism inclusion and awareness into its culture, both on and off the court?
College sports teams can be integral aspects of the community, allowing student-athletes to forge connections with neighboring populations. As such, on-court, college tennis teams can build upon the existing ACEing Autism framework by hosting more clinics throughout the year (perhaps biweekly or for more weekends if possible) and by developing programs for autistic individuals of all ages. Off-court, the college tennis community can be involved in advocacy, awareness, and educational efforts. For instance, partnering with local, non-tennis autism organizations can allow student-athletes to describe their experiences in ACEing Autism; alternatively, those in autism advocacy/awareness organizations can speak at college workshops, increasing autism awareness within general college communities. Further, college tennis communities can connect with local educational programs for neurodiverse individuals, or increased-access educational programs, to spread the word in the autism community about the benefits of engaging in sports.
8. What advice would you give to other program directors or coaches within the ITA community who are looking to start their own ACEing Autism programs?
Based on our experiences, the pillars of forming a strong ACEing Autism community lie in a few factors: dedicated volunteers, self-education, and the emphasis on social aspects. First, volunteer networks are critical, as the continuity in having volunteers work with the same athletes week after week is extremely important. The development of relationships between player and volunteer truly allows the program to thrive. Second, we believe it is essential for all ACEing Autism program members to be educated on the nuances of autism spectrum disorder: it lies on a spectrum and can thus vary widely from person to person. It can therefore be helpful to understand this and be prepared to be patient and flexible when engaging with the players. Finally, though ACEing Autism is a tennis program, we find that many players and their parents join to increase their socialization. Fostering a supportive and inclusive environment for players, and encouraging interaction between players can help them work towards that goal.
9. Looking back on your time with ACEing Autism, what moments or successes stand out to you the most as proof of the program’s positive impact on both the athletes and the tennis community at large?
One particular moment that stands out is a participant who was initially hesitant to engage in the program. Over time, though, they developed a meaningful relationship with their volunteer coach, who positively encouraged them and their growth. Over the course of the semester, the participant began to open up more socially, and was eventually able to consistently hit forehands and backhands. This experience showed us how not only the participant was impacted in terms of socialization and tennis techniques, but the volunteer also gained meaningful experiences in bolstering the growth of others. Though this was just one example, it can be extrapolated to all members involved in ACEing Autism. Developing a player-coach relationship may be difficult at first; however, over time, this relationship can grow into something that benefits both the participants and the tennis community overall.
10. What personal growth have you experienced through your involvement with ACEing Autism, especially in terms of your understanding of autism, inclusion, and working with athletes with diverse needs?
Personally, I have noticed several aspects of growth, including a diversified outlook, more flexible mindset, problem-solving skills, and improved leadership. Working with many different people in ACEing Autism over the years has deepened my understanding of the diverse ways people experience sports. Tennis is not only rallying or technique-based practice—it is a mindset and emotional experience that is different for each individual. In addition, recognizing that players respond to coaching techniques and exercises in different ways has allowed me to be more flexible when coaching them. At times, players may not respond to their name or will lose focus. In these instances, I have learned to be understanding and work with them patiently. This ties into my growth in problem-solving: since players are on various points of the autism spectrum and because each person is unique, they respond to coaching methods differently. Thus, sometimes it is beneficial to hold the racquet with them as they swing, and other times, it is more helpful to stand back and simply offer words of encouragement. Finally, I have developed my skills in empathetic and communication-oriented leadership. As a program director, I am invested in the growth of each of the players, making sure to visit all of them multiple times throughout each session to encourage them. In addition, I am sure to communicate effectively with parents and volunteers at all times, making expectations known and talking with parents about the growth and development of their players.
