The Participation Pack Let's get even more kids active No one should be left out when it comes to getting fit, staying healthy and having fun. That s why we ve put together this pack, with heaps of fantastic games and ideas for activities that everyone can join in with. You ll also find some great tips on how to put your Active Kids equipment to good use. After all, since 2005 we ve donated over 150 million worth of equipment and experiences, * and this year we want even more children to get in on the action. So, let s encourage parents and members of your local community to collect as many Active Kids vouchers as possible and together, we ll eat well, move well and live well. Contents Active Kids making 2 activity inclusive The Inclusion Spectrum 3 The STEP Model 4 10 TOP tips for helping young 5 people of all abilities to get active 10 TOP communication tips 6 10 TOP inclusive games 7 *Total based on redemptions received up to 08.08.14 Active Kids: The Participation Pack 1
Active Kids making activity inclusive Young people may not participate in physical activity for many different reasons: Social or economic deprivation Negative attitudes and perceptions based on culture, race or gender Learning, physical or sensory impairments Other specific special needs Sainsbury s was an official partner of the London 2012 Paralympic Games, and continues to support and lead growth in the recognition of Paralympic sport and competitive disability sport programmes. However, many young disabled people still have difficulties in accessing the opportunity to be active. This pack contains easy to apply ideas that help make physical activity inclusive for all young people including: Two user-friendly models the Inclusion Spectrum incorporating STEP 10 TOP tips for helping young people of all abilities to get active 10 TOP communication tips 10 TOP inclusive games ideas based on some familiar sports and games This pack was developed by the Youth Sport Trust. Sainsbury s is supporting the training of teachers in mainstream schools to help include young people with special educational needs and disabilities in physical education through their Active Kids For All initiative. The Sainsbury s Active Kids For All Inclusive PE programme has been developed by the four Home Country Disability Sport Organisations and supported by the British Paralympic Association and the Youth Sport Trust. This free training will help staff to develop the knowledge, skills and confidence that enables them to provide more opportunities in physical education and sport for young people who have special educational needs and disabilities. For more information visit www.inclusivepe-eng.co.uk for England or www.inclusivepe.co.uk for Wales, Scotland and Northern Ireland. Inclusive games developed by Ken Black. Always ensure that activities are conducted under adult supervision and in a suitable and safe environment. Check that equipment is in a good condition before use and encourage children to play responsibly. Active Kids: The Participation Pack 2
The Inclusion Spectrum This is an activity-centred approach to the inclusion of young people of all abilities in physical activity. Inclusion can be achieved by changing the way in which the activity is presented. The Inclusion Spectrum provides physical activity/ sport coordinators with different methods of supporting inclusion. By delivering activities differently we can balance different needs within the group and so help to maximise the potential of all young people. The Inclusion Spectrum Framework 1. Open everyone can play. Naturally inclusive activities based on what everyone can do with little or no modifications, e.g. Warm-ups and cool-downs, where children can find the level of participation that suits them; and/or Collecting or gathering games - for example, gathering up objects scattered around the playing area and arranging them by colour 2. Modified change to include. Everyone does the same activity using adaptations to provide both support and challenge across a range of different abilities. 4. Alternate or separate activity individuals work temporarily on specific skills leading to more successful inclusion in the whole group. Sometimes, in order to include someone more effectively, they need to practise separately first. Note: this should not be most of the time. 5. Adapted physical activity and disability sport aspects of physical activity based on adapted physical activity or disability sport programmes can be included in all approaches; this provides specific opportunities for students who have disabilities and a new challenge for students who do not have disabilities - reverse integration. e.g. Children with disabilities teach their non-disabled peers a Paralympic sport activity, like boccia (bocce); or As a project, young people can learn the rules, improvise the equipment, and organise and run small competitions based on disability sport Note that activities based on adapted physical activity and disability sport programmes can be used in all the other Inclusion Spectrum approaches. OPEN Everyone can play 3. Parallel ability groups. Participants are grouped according to ability - each group does a version of the same activity, but at a level which suits the individuals in each group, e.g. Creating two or more versions of the same activity, (e.g. a standing version and a seated version of volleyball) SEPARATE/ ALTERNATE DISABILITY SPORT STEP Adaption tool Adapted physical activity MODIFIED Change to include PARALLEL Ability groups Pam Stevenson/Ken Black 2012 Active Kids: The Participation Pack 3
The STEP model This can be used to support the Inclusion Spectrum Change to Include approach. Changes in the way the activity is delivered can be made in one or more of the STEP areas (Space, Task, Equipment, People). Space Examples: Increase or decrease the size of the playing area Vary the distance to be covered in activities to suit different abilities Use zoning, e.g. where children are matched by ability and therefore have more opportunity to participate Task Examples: Ensure that everyone has equal opportunity to participate, e.g. in a ball game, all the players have the chance to carry, dribble, pass, shoot etc Break down complex skills into smaller component parts if this helps players to more easily develop skills Ensure there is adequate opportunity for players to practise skills or components individually or with a partner before including in a small-sided team game Equipment Examples: In ball games, increase or decrease the size of the ball to suit the ability of the children, or the kind of skill being practised Provide options that enable people to send or receive a ball in different ways, e.g. using a chute or gutter to send, a catching mitt to receive The use of bell or rattle balls can assist the inclusion of some players Goalball People Examples: Match players of similar ability in small-sided or close marking activities Balance team numbers according to the overall ability of the group, i.e. it may be preferable to play with teams of unequal numbers to facilitate inclusion of some players and maximise participation of others Active Kids: The Participation Pack 4
10 TOP tips - for helping young people of all abilities to get active Try them out, or use them as a springboard to develop your own. 1. Plastic chute, gutter or board rested against the knees For ball-sending activities. Helpful for young people who have difficulties in throwing or sending a ball by hand Fun boccia ramp 2. Adapted tees For striking and kicking activities. Useful for young people who may have problems with hitting a moving ball. This can be adapted for a number of activities. Table tennis: the ball (or slower-moving foam ball) can be balanced on a small plastic tube, or the inside of a paper towel roll Kicking: place a ball on a cone (marker disc) These ideas enable the young person to strike or kick the ball when they are balanced and ready. All purpose non-slip markers 3. Tethered balls and bats For throwing and aiming activities: Attach a length of nylon cord to an airflow ball (the moulded plastic balls with holes, or to a Koosh ball or foam ball) Try attaching a balloon, using lightweight thread, to a racket or bat to enable children to maintain control Baseball and rounders Rainbow foam balls Gamester perforated balls Tennis 4. Sound balls To aid skill development of ALL children, including those who have vision, special, or perceptual impairments. Use balls or balloons containing bells, seeds or rice to assist with aural tracking Goalball 5. User-friendly balls For young people who are intimidated by hard, fast-moving balls. Use slower-moving, softer balls to develop skills and confidence Some young people may respond negatively to the use of balloons. Balloon balls (basically a balloon inside a material cover) can provide a more acceptable and safer alternative A variety of balls (can be found within the Playtime section) 6. Slow-moving balls For improving coordination and anticipation. Floater or beach balls are great for volleyball activities A ball can be slowed down simply by partially deflating it 7. Rebound boards For controlling a moving ball. Put sides on a table tennis table or table to retain a rolled ball Turn benches on their sides on the floor Narrow the channel towards the target initially Channels can assist targeting in sending or kicking activities 8. Glove bats Or other alternative ways of holding a bat or a racket. Use longer handles for a two-handed grip Attach the racket to a young person s hand or arm if they have an impaired or absent grip 9. Flashcards For young people who use sign-supported English, or have a specific hearing or cognitive impairment. Colour-coded, to match specific activities Use language symbols that reinforce classroom learning 10. Communication Find out what a young person can do and discuss ways of involving everyone within the whole group. Young people can agree on rule changes to promote inclusion. Active Kids: The Participation Pack Ken Black: November 2010 5
10 TOP communication tips 1. If you want to know what help or assistance a young disabled person needs, ASK THEM. Encourage independence rather than helping without finding out how much they can do. 2. Speak to the person, not to their parent or carer. Assume that children can speak for themselves. Parents are a key source of information, but avoid situations where they always speak for their child. 3. When talking to a wheelchair user or person with reduced stature, try to get on eye level with them by sitting in a chair yourself, or squatting or kneeling beside them. Remember that a child s wheelchair is considered part of their personal space. Don t touch or lean on their chair unless invited to do so. 4. Communication with a hearing impaired child will be enhanced if you ensure that you are standing where they can clearly see your face. This will help if they use lip-reading to support their communication. Avoid standing with the sun or bright light behind you it throws your face into shadow. Speak clearly without shouting, and with your normal inflection. 5. Another quick tip - learn how to spell your name in British Sign Language (BSL). People using sign language will at least know who they are talking to! e.g. K E N 6. Visual impairments - ask the young person how much they can see. Standing in a particular position may suit their visual range or acuity. Most vision impaired children have a degree of vision only a small minority are totally blind. If you are giving directions, visual instructions supported by clear verbal information may still be useful. 7. Visual impairments - if a young person requests manual guidance, wait for them to take your arm or elbow, and then walk beside them, slightly in front, where they can sense changes in direction. Give verbal information about the surface you are walking on, steps or slopes, gaps or doors as you move (not forgetting overhead obstructions) ensuring that the person you are assisting has time to react to changes. Never drag or push around a person who has a visual impairment. 8. Cognitive impairments keep explanations brief and clear. Check that they have understood what you have told them. Children s degree of comprehension will vary greatly. Talk to people using an age appropriate tone of voice Break complex skills down into bite-size chunks 9. Communication is a two-way street. Be patient Give children the opportunity to explain what information or assistance they require, keeping in mind that some may need more time in which to express themselves 10. Use all your communication skills Use both visual and verbal Back these up with positive body language and facial expressions a smile relaxes everyone 2010 Ken Black Active Kids: The Participation Pack 6
10 TOP inclusive games Athletics Involves running, jumping and throwing skills. The wide range of events available opens many opportunities for young people of all abilities. 1. Running Game: Treasure Hunt (collecting and gathering) Objective: To encourage young people to run and move freely Preparation: Hide a number of small, brightly coloured objects around the playing area use the environment creatively Young people search the area for objects When they find one, they run (or move quickly) back to the start point and place their object in the home base (this can be a hoop, a circle marked on the ground or an empty box) Players may only bring one object back at a time to maximise movement Begin by placing the objects so that they are visible once young people are close Ask young people to collect a specific colour of object Organise this activity as a team activity, with players searching together in teams or running out one at a time as a relay Place some objects in accessible places, for example, at eye level, for those with movement or vision impairments Put some items within or just out of reach of those searching by touch and feel Huff and Puff skipping pack 2. Jumping Game: Station to station Objective: To encourage young people to explore different ways of jumping Preparation: Create a number of different stations around the playing area with different jump challenges at each one Activity examples: A. Vertical jump challenge young people stand side-on to a wall and try to jump, reach and touch as high up the wall as possible. Young people for whom vertical jumping might not be an option can stretch and reach as high up the wall as possible B. Distance jump challenge young people try to jump as far forward as possible from a standing position. Wheelchair users can see how far they can travel from a single push Instead of a leap forward, begin by counting how many big steps a young person can take to complete a set short distance C. Obstacle jump challenge players negotiate a number of small barriers of varying heights and widths Young people who have mobility impairments can use improvised smaller barriers over which they can step or move Some young people can begin by focusing on the movements they need in order to step or jump over the barriers; for example, marching with high knee raises, or practising squat and jump actions Sequencing spots River stones Speed hurdle Throw down feet Active Kids: The Participation Pack All purpose non-slip markers 7
3. Throwing Game: Reach the target Objective: Helps young people to develop a range of throwing methods can be done indoors or outdoors Players start behind the start line Set a target line an appropriate distance away Young people throw a selected item and move to where it has landed to take another throw The aim is to reach the target line in as few throws as possible Vary the weight of the objects depending on the strength and ability of the players, and the amount of space available; for example, a heavy ball could be used in a smaller indoor space Vary the distance to be covered according to the ability of the players Use the STEP model as a guide to thinking up your own variations. For more information on athletics for all, visit the UK Athletics website disability athletics page at uka.org.uk/grassroots/disability-athletics/ Wheelchair Basketball Wheelchair basketball dates back to the 1940s, and is one of the longest-standing disability sports. It s a Paralympic sport and Great Britain is one of the leading teams. Although wheelchair basketball is open to any player, even non-disabled players at the lower levels, the Great Britain Wheelchair Basketball Association has also developed an inclusive version of their sport that enables wheelchair users and standing players to participate together. 4. Inclusive Zone Basketball Preparation: Two teams consisting of four players The playing area is based on a basketball court but can utilise any suitable indoor or outdoor surface Two wing zones are designated using lines or marker cones, with a central zone between, one player from each team plays in each wing zone Two players from each team play in the central zone For example, this could be a non-disabled standing player in wing zone one, a standing disabled player in wing zone two and two wheelchair players (one manual and one powerchair player) in the central zone Lower target baskets, boxes or hoops can be added beneath each regular basket Some young people may need the support of staff in order to help them to recognise and remain within their designated zones Use the STEP model as a guide to thinking up your own variations. For more information on Inclusive Zone Basketball, including the rules, visit the Great Britain Wheelchair Basketball website page at gbwba.org.uk/gbwba/ index.cfm/wheelchair-basketball/coachingprogramme/coaching-in-schools/inclusive-zonebasketball/ Floor basketball Basketball Active Kids: The Participation Pack 8
Boccia Boccia (pronounced botcha ) is another Paralympic sport that was introduced to the UK from Scandinavia in the early 1980s. It was developed to provide a competitive option for players who have cerebral palsy, particularly those who have control and coordination difficulties, but the nature of the game means that it can be played by any ability. 5. Target Boccia Objective: In small groups, make targets from available equipment, e.g. plastic hoops, buckets, boxes One player (or team in pairs or team boccia) get their coloured balls closer to the target (or jack ) ball than their opponent Individual players start the game with six balls each, pairs players have three balls each and team players two each Played on a smooth indoor court 12.5 metres long and 6 metres wide (very similar to the size of a badminton court), but can be played recreationally on any suitable indoor or outdoor space Players can sit closer to or further from the target depending on their ability Some players may benefit from using a ball-sending ramp or chute (see 10 TOP tips on page 5) to help them deliver their ball; in this case, a harder, more tightlywrapped paper ball may be needed Use the STEP model as a guide to thinking up your own variations. For more information about the game of boccia, see the website of CP-Sport and check out the boccia page at www.cpsport.org/boccia/overview.shtml Play boccia set Fun boccia ramp Table Tennis Table tennis is a fantastic Paralympic sport. Rule There are some rules changes to enable people with different abilities to compete (e.g. when serving to a wheelchair user, the ball must, if it continued its path, cross the receiving player s end of the table) However, table tennis is a sport that can be played by people with a wide range of abilities without the need for major modifications, therefore this inclusive game can be played by almost anyone 6. Table Tennis Ten Pin Preparation: Place 10 target skittles on a table tennis table (or similar large table) Playing individually or in small teams, players serve over the net to try and hit as many of the targets as possible Players can take five serves each, or play a forehand or backhand drive from a ball dropped by a teammate, play leader or coach Some players may prefer to use a flat hand initially instead of using a bat Group the targets closer together or further apart to provide more success or challenge to players of different abilities Remove the net and play the ball along the table surface (as in Polybat see the next page) Use the STEP model as a guide to thinking up your own variations For more information on table tennis for disabled people, have a look at the English Table Tennis Association webpage at etta.tv/our-sport-modules/table-tennis-for-peoplewith-disabilities Table tennis Active Kids: The Participation Pack 9
Polybat Polybat was developed to create an accessible form of table tennis particularly for young people who: Have higher support needs Have control and coordination difficulties As a method of introducing young children to table tennis Played on a conventional table tennis table with side panels and no net Players use a paddle-like bat and a plastic airflow ball with the aim of hitting the ball past their opponent along the surface of the table with no bounce Scoring is the same as table tennis 7. Polybat Squash Can be played individually or by two players Place a table with one edge against the wall and elevate the side nearest the wall slightly by placing cardboard coasters or wooden blocks under the legs Create sides for the table (these can be improvised using cardboard or lightweight wooden strips attached to the table on either side) Players sit or stand at the side opposite the wall Play the ball up the slope and against the wall and continue to play shots as the ball rolls back towards them They can count the number of consecutive successful shots or play against an opponent, taking alternate shots Increase or decrease gradient of the table by placing more or less blocks under the raised end Use the STEP model as a guide to thinking up your own variations. For more information about Polybat, check out the Nottingham Trent University adapted sports website at ntu.ac.uk/adapted_sports/adapted_games/polybat/ index.html Gamester perforated balls Table tennis Active Kids: The Participation Pack 10
Football There are many forms of competitive football available to disabled people, including versions for various impairment groups including powerchair users. The Paralympics features two versions: 5-a-side for blind players 7-a-side game for players who have cerebral palsy However, there are many ways of playing football, and many games and activities based on the game that open up opportunities for young people of all abilities. 8. Football cricket This combines some basic football skills with fielding, running and moving skills. Divide a group of young people into two teams one batting and one fielding The fielding team spread out across the playing area The batting team take turns at kicking the ball from the ground, off a small tee, or a ball rolled by a team-mate Once the ball is kicked, the batter moves back and forward between two marker discs The fielding team must retrieve the ball and by passing it from player to player, return the ball to one of a number of bases (hoops, circles or marker cones) The batter scores a run each time they complete a leg before the fielding team can place the ball in a base Once everyone has batted, the runs are counted up and the teams change places Fielding players must pass or dribble the ball to a base The distance between the batter s scoring bases can be increased or reduced depending on their ability, age or mobility Use the STEP model as a guide to thinking up your own variations. Football All purpose non-slip markers Active Kids: The Participation Pack 11
Swimming Swimming, floating, playing, and moving in water is something virtually everyone can find a way to do. Swimming is included in most disability sport programmes including the Paralympic Games. 9. Inclusive water polo Based on the Olympic sport of water polo, this is a team game where players move a ball up and down a pool by passing it or swimming with it under control. The object is to score goals by shooting the ball into the opposing team s goal. Two teams play in shallow water Players can stand, float independently or with swim aids, or be supported by a helper. Some can even sit on the side with their legs in the water The ball, (e.g. a slower-moving beach ball) is passed from player to player Teams score by hitting the opponent s side of the pool with the ball, or by scoring into a net or knocking over a target skittle or cone Use the STEP model as a guide to thinking up your own variations. For more information on swimming for disabled people, look at these websites: British Swimming swimming.org/britishswimming/disabilityswimming Halliwick Association of Swimming Therapy www.halliwick.org.uk Swimming To increase participation, a certain number of passes must be completed before a team can go for goal Players can be encouraged to move short distances with the ball, either by swimming with it or pushing it in front of them Players being supported in the water, either with swim aids or by a helper, can concentrate on catching or moving the ball Active Kids: The Participation Pack 12
Goalball Goalball was introduced to the Paralympic Games in 1980 and is one of the fastest growing sports for visually impaired sports people in the world. Two teams of three players with a maximum of three substitutions on each team All players wear eyeshades so that they are totally blindfolded Played on an indoor court, 18 metres long and 9 metres wide The court has tactile markings (string that is taped to the floor), which helps players determine where they are The ball contains internal bells, which help players locate it during play The object of the game is to score a goal by bowling the ball along the floor so that it crosses the goal line of the opposing team The defending team has to prevent the ball going in to their goal by stopping it while remaining in their team area. They must then try to control the ball and attack by bowling the ball back again thereby trying to score in the other goal Goalball 10. Hit the wall Objective: To develop throwing skills, particularly speed of the throw Team/Player Numbers: The game can be played between two teams or a number of individuals, depending on space and the number of balls available Divide the group into two or more teams Teams line up behind their marker facing a wall or line on the ground (at least 10 metres distance) On the start signal, the players at the front of each team throw their ball along the ground towards the wall/line The ball can be rolled or bowled along the ground using one or both hands The player whose ball hits the wall/crosses the line first scores a point After an agreed number of throws (for example, once everyone has thrown twice) the team with the most points wins Move closer to or further away from the wall/line depending on ability A variety of balls can be used regular goalballs are quite heavy, but any ball can be used Players can choose to play wearing eyeshades (if available), close their eyes or play with eyes open Players can move towards using goalball technique as confidence and speed improves Use the STEP model as a guide to thinking up your own variations. For more information about goalball, visit goalballuk.com Use the Inclusion Spectrum and STEP models to develop your own inclusive versions of sports and games. Goalball Active Kids: The Participation Pack 13