Wellness 10 A Curriculum Guide for the Secondary Level

Appendix B: The Adaptive Dimension and Physical Activity

The examples that follow describe ways to adapt physical activities so that they are more appropriate for persons with disabilities (or anyone for that matter). The intent is to change or adjust physical activities so that they are as appropriate for the person with a disability as they are for a person without a disability. Appropriate adaptations result in a Wellness 10 class participating in physical activities that allow success for all of the students in that class. That is, all of the students are supported in achieving curriculum objectives. Some of the adaptations will make the task easier for the student while other adaptations will make the task more challenging. It is helpful to consider potential adaptations regarding equipment, playing field, time, rules, basic movement patterns (such as sending), and various activities. Some suggestions follow.

Equipment Adaptations

Vary the size, weight, and/or length of implements used for sending and receiving (e.g., use a lighter bat, racquet, stick, or paddle; use a scoop or velcro paddle/mitt to catch).
Vary the size, weight, colour, texture, and/or shape of the objects that are sent (e.g., larger, smaller, softer, or lighter balls).
Vary the size, height, distance of goals, and targets (e.g., lower the height of the badminton net, increase the size of goals and targets).

Playing Field Adaptations

Increase or decrease the distance to be covered.

Time Adaptations

Increase or decrease the tempo or pace of the activity.
Provide more frequent and longer rest periods, or conversely, provide fewer or shorter rest periods.
Lengthen or shorten the duration of the activity.

Adapting the Rules

Disregard time limits.
Eliminate outs/strike outs.
Allow the ball to remain stationary.
Allow the batter to sit in a chair.

Adaptations for Sending Activities: Throwing

The adaptation examples described below pertain to activities that involve the skill of throwing within the basic movement pattern of sending.

Wheelchair (Spinal Cord Impairment)

Start with a lightweight object that is easy to hold (e.g., a beanbag, nerf ball, a ball made of tin foil). Place a basket of these balls beside the student. A student can throw them into a net or big box and retrieve all these implements without the need for another student’s assistance.
Use a ball with a rope or string attached. Tie it to the chair or to the student’s wrist. This allows the student to practise appropriate arm actions freely, without the need to involve another student as a retriever.
Retrieve the implements with a long scoop. A bleach bottle attached to a broom handle works well.

Visual Impairment

Purchase balls with sound devices inside. When thrown against a wall, they make noise.
Use a felt wall with bells attached as a target. The student knows the target has been hit when a sound occurs.
Use a tape recorder containing instructions regarding skill development and skill breakdown. The student who can operate this alone becomes independent of the teacher or other students.

Developmental Delays (Cognitive Impairment or Intellectual Disability)

Keep directions simple and short.
Avoid boredom by using different sizes, colours, and textures of balls.
Use immediate feedback to encourage the student to hit the target (e.g., sounds, throwing into a box or through a hoop).
Hang something from the ceiling
(e.g., a balloon) or basketball hoop for the student to aim at.
Avoid frustration by making the target reasonably easy to hit.

Hearing Impairment

Use the student as a model to demonstrate the task. This will encourage learning for the hearing impaired student. Others will benefit from watching.

Adaptations for Sending Activities: Striking Using an Implement

Wheelchair

Tie a string to a whiffle ball and suspend the ball from a basketball hoop.
Use a t-ball stand.
Use larger sized paddles and racquets.
If the student’s grip is a problem, attach the racquet or paddles to her hand with a tensor bandage or velcro glove (attached with straps).

Visual Impairment

Use numerous cues to encourage correct aiming (e.g., twelve o’clock, six o’clock, swing at waist height).

Activity-specific Adaptations

Adaptations follow for a sampling of indoor, outdoor, individual, and team activities.

Bowling

Reduce the number of steps.
Use two hands instead of one.
Remain in a stationary position.
Use a ramp.
Give continuous verbal cues.
Use a partner.

Golf

Use a club with a larger head.
Use a shorter/lighter club.
Use coloured and/or larger balls.
Practise without a ball.
Use a tee for all shots.
Shorten the distance to the hole.

Soccer

Allow students to walk instead of run.
Reduce the size of the playing area.
Play six-a-side soccer.
If a student uses a wheelchair, allow him or her to hold the ball on his or her lap while travelling.
Use a deflated ball, nerf ball, beeper ball, or brightly coloured ball.
Use a target that makes noise when hit.

Softball

Use Velcro balls and mitts, larger or smaller bats, a batting tee, or beeper balls.
Reduce the distances between bases.
Shorten the pitching distance.
Allow persons in wheelchairs to strike the ball from a tee.
Provide a peer to assist.
Have players without disabilities play regular depth defense.
Students without disabilities count to ten before tagging out a person with a disability.

Tennis

Use larger, lighter, or brightly coloured balls.
Use shorter, lighter, or larger head racquets.
Lower the net or do not use a net.
Hit the ball off a tee.
Allow a drop serve.
Stand closer to the net when serving.
Use a peer for assistance.

For more information, you may visit http://www.pecentral.org. Click on “Adapted Physical Education”. Then click on “Top Adapted Websites” for information about, and links to, several other adapted physical activity web sites.