Things to consider when planning PE lessons, equipment and alterations to help inclusion.
Things to consider
To make PE more accessible to pupils with a vision impairment:
- consider the pupil’s vision impairment, for example:
- if they can’t see on the left, don’t put them on the left hand edge of a playing area
- how far away can they see the object
- discuss with the pupil what they and you would like to achieve before the lesson
- assess pupil’s current abilities and skills to see what areas would be best to develop
- plan and prepare before the activity to make sure you have the right equipment and resources
- make sure you stand near the pupil when giving demonstrations so they can see your movements
Equipment to help inclusion
Useful items to have for a PE lesson include:
- contrasting coloured and bright bibs, equipment, balls, cones, throw down sticky circles or arrows
- electrical or duck tapes to wrap around items to highlight them, or put on the hall floor or walls
- larger or slower equipment balls
Changing the surroundings and environment can make them more accessible, including:
- colour of walls and lines
- blinds
- lower net
- hoops and tape
- colour of cones
Other ways to help inclusion
Give extra thought to planning and preparation. Consider getting help from Teacher and Learning Support Assistants (LSAs).
Equipment alterations
Consider altering:
- the size of equipment: shorter rackets, larger head, larger ball or shuttle, lower net, bigger or smaller goals
- the colour of equipment: racket head and shaft, ball or shuttle, teacher or opposition can wear brightly coloured or contrasting bib
- the weight of equipment: lighter, slower shuttle or ball and racket or increase weight to get feeling
- the type of equipment: sponge ball, different bat, balloon inside cloth covering
Adaptations to equipment can also include:
- tape to show where the pupil should put their hands
- a ball stand
Teaching alterations
Consider altering:
- language use and method of explanation: describe, feel, sound of movements and actions
- teaching techniques: mechanical and manual guidance, after you’ve checked with the pupil
- positioning: stand in front of pupil and face the main light source
Activity alterations
Consider altering:
- type or speed of feed: hand feed to make it easier and to same location, slow it down, throw in front or to side
- rules: for everyone has to hit the shuttle or ball, can only play to a set location, stay in zone
- pupil’s role: back of court, only on the left, umpire, coach, defender on wing to see game coming
- numbers: play 1v1 or 2v1 or overload one team or reduce one team
- ability or size of group: best with weakest, weakest with teacher or LSA, smaller numbers
Stop and consider the relevance of hand, foot, eye coordination activities.
Achievement alterations
Consider altering:
- success criteria: every time pupil the hits it a point is scored, change area have to hit it to, a shot towards goal counts as a point
- task to achieve: overhead clear rally to hand feed and can you get it to hoop, pass a shorter distance to a larger area
- skill to achieve: change overhead clear to working on serve and getting it to partner, change volley to side footed pass