Beacon Lesson Plan Library

Sports for All

Brent Johns

Description

Students experience what it is like for students with special needs to participate in sports. They learn to make modifications for students with special needs.

Objectives

The student knows how to modify games and activities to allow for participation of students with special needs (e.g., physical disabilities).

Materials

- 4 Blindfolds
- 4 Chairs
- 8 Pairs of old mittens (not gloves)
- 4 Posterboards for writing each station activity
- Clipboards and pencils for each student
- 4 Basketballs
- 4 Broomsticks
- 4 Footballs
- 4 Balls and 4 baseball gloves

Preparations

1. Gather the materials needed as described in the materials list.

2. Write the directions for each station on a posterboard sheet. Make sure the directions are clear and that students will know what to do from the directions.

3. Make a list on posterboard with the disabilities and activities that the students may choose from to modify. This list is found in procedure #7.

Procedures

1. Begin by asking the class if they know anyone with a physical disability. Discuss how those disabilities might affect participation in school or work activities. Then discuss how these disabilities might affect participation in sports and physical activities.

2. Explain to students: Today, we will be experiencing what it might be like to participate in sports with different disabilities. Your job will be to decide how you could modify activities to allow each person to participate in them, regardless of disability.

3. Divide the class into 4 groups. There should be no more than 8-10 people in a group. Assign each group a station to begin with. Students complete the activity at each station and then rotate on your signal to the next station. The time spent at each station should be about 5 minutes.

4. There are four stations. They are as follows; Station #1-- Students will get a partner in their group. One partner puts on a blindfold while the other partner stands beside him/her for safety purposes. The blindfolded partner attempts to shoot a basket and dribble the ball without being able to see. The safety partner may help the blindfolded partner as he/she sees fit. The object of this station is to allow the students to decide what is the best way to help someone who cannot see make a basket and participate in basketball.The student should use the broomstick to tap on the rim to give the other students an idea of where the basket is.You should have at this station, 4 basketballs, 4 long broomsticks, and 4 blindfolds. Station #2-- Students try to pass a football to each other with one partner sitting in the the chair. This partner may not get out of the chair at any time. At this station, you need 4 footballs and four chairs. Station #3-- Students keep one arm behind their backs or in their pocket. They put on a baseball glove, and try to play catch with a partner using only one hand. They are trying to see what is the best way to catch and be able to throw having only one hand that they can use. Materials needed for this station are 4 baseball gloves and four tennis balls (or other similar balls) Station #4-- Students put on a pair of mittens and play a game of basketball with 4 players playing against the other four players, keeping the mittens on at all times. Materials needed for this station are 8 pairs of mittens and 1 basketball.

5. After students have completed each station, call them together to debrief the experience. As a formative assessment, ask them, -How did it feel to have the limitations placed on your ability to play each game?- -Did you get frustrated at any time?-

6. Explain how it is easy to get bored and frustrated when you are not successful when playing a game. It is important to modify games for students with disabilities so they can participate and compete with as much enjoyment as anyone else.

7. Pass out a clipboard with one sheet of paper for each student. Have them pick one disability and one activity from the following lists. Their job will be to modify that activity for the disability that they have chosen. The activities are: basketball, softball, football, soccer, jogging, jumproping, bowling, or volleyball. The disabilities are blindness, non-ambulatory, having 1 arm, poor hand control, or poor walking ability.

8. At the end of class take up the sheets with each student's work.

Assessments

The modification that each student turns in will be the assessment. Look for the following things:
1. Each paper has an activity and disability that was on the list.
2. The modification made by the student is one that could be done. (i.e. it is not impossible to do)
3. That the student does not use an activity and disability that would need no modifications. (i.e. Student has one arm and the sport is jogging)

Students who have trouble completing this assessment should be paired with another student who completed it successfully.

Extensions

If you have a student with a disability in your class, it would be a good idea to talk with him/her and their parents before this lesson. Make sure the student is comfortable doing this lesson, and if he/she is particularly comfortable, you might ask the student to share with the other students what it is like to participate with disabilities. Make sure you get parent permission before you ask the student to share.

You might also want to spend some time before the lesson checking to see if there is wheelchair basketball team (or any other team with special needs) in your area who would be willing to come and demonstrate.
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