Adaptions to a physical education lesson can be made in these four key areas of a lesson:
These simple and concise components are easy to alter and can hugely increase the amount of physical activity a student in a wheelchair completes during a lesson. A student with cerebral palsy is just as capable as the other students in regards to participation levels, as long as the lesson has been adjusted correctly to ensure every student can fully participate and enjoy the lesson. (Reviews, 2013)
All students will be informed of the rules involved in softball and how our playing of the game will differ in our modified game.
Both groups begin with a dynamic warm up, focusing on increasing their heart rate and warming up and stretching the muscles in the arms, as they will be used to strike the ball with force during the game of softball.
The warm up will consist of a game of possession, in which the players pass the tennis ball to each other’s team mates using underhand rolls and overhead throws. Once a team has successfully completed 5 passes they receive a point and the other team receive possession
The drill will consist of catching and throwing practice, in which each team lines up behind each other and face the other team. One team throws the tennis ball in the air or roll it along the ground and the player on the other team have to catch it and repeat the same exercise.
The class will conclude with a game of modified softball, which is explained in detail in the following headings.
There are eight bases on the playing field. This ensures a shorter sprint to each base so the students in wheelchairs won’t be under pressure to sprint a long distance. This adaption promotes inclusion in this game of softball as the children have a shorter distance to sprint, therefore reducing their risk of ‘being out’ if the ball is touched to their base before they reach it, (Inc, 2009).
Students are not permitted to stand in the way of the children travelling from base to base. An obstruction to the base pathway will result in the player having to fetch foul balls from play until the teams switch from in-field play to out-field play and vice versa.
This is the first time any of the students have played softball before, so the students will be playing using modified equipment. The modified equipment includes a bigger sized tennis ball and a large bat for striking the ball. There will also be 4 extra bases on the field which is aimed to ensure inclusion for the children in wheelchairs as there is a reduced distance to travel to each base.
If the children with cerebral palsy have restricted movement of their upper arms, they will be provided with a batting tee for the tennis ball, enabling them to strike a stationary ball and then proceed to sprint to a base, (PE central, 1996). Also, if a student has very poor hand- eye co- ordination and struggle to strike the ball effectively, they may use the batting tee if they wish. The adaption enables students with all ranges of abilities to successfully strike the ball and will most likely develop their confidence and enjoyment of the game.
The hall will be split into two playing fields and comprise of a square shape with 8 bases. The students will be split into 4 teams at random and two teams are each sent to their designated playing field.
There will be roughly 7 students on each team. One team plays out-field, where they try to catch the ball after it is struck by the in-field team, and touch the ball off the base in which the in-field player is trying to run to. All out-field players will be well spread out to avoid collisions and promote overhead throwing and underhand rolling of the ball to the other players on the pitch/ court. Furthermore, the students must be well spaced to prevent the risk of collisions and obstructions to the students travelling from base to base.
Most importantly, the aim of this lesson is to ensure that the students are active and having fun. Establish a friendly, non- competitive environment for your students, in which the focus of the lesson is not based on winning. As long as they students are physically active and enjoying the lesson, the skill sets and the knowledge of the game will follow in the lessons to come.
- Inc, B. H. (2009, September 19). Adaptive physical education: Modifications for children with physical disabilities. Retrieved April 10, 2016, from http://www.brighthubeducation.com/special-ed-physical-disabilities/49396-adaptive-physical-education-modifications-for-children/
- PE central. (1996). PE central: Adapted physical education web sites. Retrieved April 10, 2016, from http://www.pecentral.org/adapted/adaptedactivities.html
- Reviews, best essay services. (2013, November 12). 7 ways to include a student with special needs in physical education. Retrieved April 10, 2016, from Special Education, http://www.friendshipcircle.org/blog/2013/11/12/7-ways-to-include-a-student-with-special-needs-in-physical-education/