Adapting Sports for Inclusion

From our needs assessment, we learned of several successful aspects for how schools and coaches can adapt their mindsets to create more inclusive opportunities for all athletes.

The most successful inclusive programs are:

• Universally designed and provide the necessary accommodations to participate in sport
• Individual-based sports (such as swimming and diving, track and field, and dance) and not a "cut sport"
• Programs that allow for meaningful participation of athletes with disabilities

Successful programs have strong community

Examples of excellent inclusive sports programs shared the aspects of having strong community partnerships and collaborations both within and outside of the school. These programs had support from other parents on the team who were welcoming and supportive of athletes with disabilities to play alongside their athlete without a disability, support from teammates, and support from the school community as a whole.  Additionally, successful programs had the involvement of the disability community in leadership roles and support from clinicians like physical and occupational therapists to assist in the design and adaptations for inclusive programs. Furthermore, successful programs built strong relationships between the school and families of athletes with disabilities to ensure that athletes with disabilities were aware of the opportunities available to them and that they were welcomed in these activities.

Characteristics of coaches in successful programs

• Open to working with athletes with disabilities and willing to include them on their teams
• Foster a welcoming, encouraging, and supportive team environment
• Are actively engaged with the athlete and view disability as an asset

Successful programs have schools that ensure access to:

• Spaces/facilities
• Adaptive equipment
• Aides, volunteers, or peers to assist in sport
• Dedicated resources for the inclusion of athletes with disabilities

Reference:

• Whalen Smith CN, Presser Funderburg B, Ellsworth D. September 2023. “Inclusive Sports for Ohio Youth with Disabilities: Statewide Needs Assessment.” [Report]. The Ohio Colleges of Medicine Government Resource Center, Columbus, OH.

The seven pillars of inclusion are a guide for sports clubs and organizations to help make sports more inclusive. The pillars include access, attitude, choice, partnerships, communication, policy, and opportunity.

1) Access

Access to inclusive sport includes a welcoming environment. From our assessment, many athletes with disabilities said coaches and other students do not make students with disabilities feel welcome in school sports. So it is important when starting an inclusive sports program to foster a welcoming and supportive environment so that athletes with disabilities and their families feel like they can access the sport. It is also important to ensure that both the physical and sensory environments are accessible to all athletes.

2) Attitude

Unfair beliefs or attitudes about athletes with disabilities were cited as a top barrier in our assessment for athletes with disabilities to be able to participate in sports. Participants said that many coaches and staff did not know much about athletes with disabilities and expected very little from them on sports teams. Therefore, to remove this barrier to participation, it is important for coaches and staff to learn more about the disability community and presume competence and ability. If you are uncertain how an individual with a disability can participate in a sport, ask trusted resources! These resources can include the child on what adaptations they may need, the child's IEP team, other inclusive and adaptive sport coaches, and clinicians such as physical and occupational therapists.

3) Choice

From our assessment, most athletes with disabilities and their families said they do not have the same choices and options to play sports in school as other athletes without disabilities. We encourage schools to think about how they can expand choices for athletes with disabilities to participate in sport and physical activities. For example, do physical education classes allow for students with disabilities to play the activities alongside their peers? This may ignite an interest in that sport or be the catalyst for the physical education teacher and other coaches to see the abilities of that student athlete and what they can contribute to a team. Is there opportunity to invite athletes with disabilities to try out for teams like swimming and diving, track and field, wrestling, tennis, dance, cheerleading, etc., where there is more flexibility for modifications and adaptations? Is there opportunity to create after school sports clubs (like ski clubs) that are for fun, not for competition, and inclusive of anyone who wants to participate? These opportunities could be in partnership with local community centers or recreational facilities and other school districts.

4) Partnerships

Successful inclusive sports programs foster strong community partnerships to assist with and support the program.

5) Communication

Sharing information with everyone in the school community is an important part of successful inclusive sports programs. However, from our assessment, most athletes with disabilities and their families said teachers and coaches did not let them know about sports they can be a part of. It is therefore, important when schools create inclusive sports opportunities to ensure that students with disabilities and their families know about these opportunities and that they are welcome.

6) Policy

It is helpful to the success of inclusive programs when school administrators commit to ensuring inclusion in sports. However, according to our assessment, most athletes with disabilities and their families felt schools and sports clubs were not serious about making sure that everyone is included in school sports.  

7) Opportunity

Finally, according to our assessment most athletes with disabilities and their families felt schools do not have opportunities for students with disabilities to play sports and they have to look outside the school district for these opportunities - sometimes having to travel outside of their county. If a school does not currently have any opportunities for students with disabilities to be physically active and participate in sports, they should look for small and big steps they can take to create more opportunity in their schools. A great place to start is by reaching out to inclusive and adaptive sports clubs in your community for areas of partnership and collaboration.

References:

• Whalen Smith CN, Presser Funderburg B, Ellsworth D. September 2023. “Inclusive Sports for Ohio Youth with Disabilities: Statewide Needs Assessment.” [Report]. The Ohio Colleges of Medicine Government Resource Center, Columbus, OH.
• Play by the Rules. The 7 Pillars of Inclusion. Accessed October 16, 2024.

In the video below, learn about Universal Design (UD) and how to apply UD strategies from experts at the University of Kentucky’s Human Development Institute. 

• What is Universal Design transcript
• What is Universal Design presentation slides

• JUST UD It Resource Guide
• Moving Towards Inclusion Handout
• NCHPAD Laying the Foundation for Universal Design for Learning in Physical Education
• CDC Disability and Health Inclusion Strategies
• National Center on Accessible Educational Materials Resources:
  • CAST Universal Design for Learning Guidelines
  • Designing for Accessibility
  • Designing for Accessibility with POUR (Video)
    • Designing For Accessibility with POUR Transcript
  • Vetting Digital Content for Accessibility
• Universal Design for Learning Center at OCALI
• Website Accessibility Checker

As school coaches and administrators, it's important to ensure that your sports programs and facilities are accessible and inclusive for all students, including those with disabilities. By making your venues and equipment more accessible, you can create an environment where everyone can participate, thrive, and reach their full potential.

Below, we'll explore two key areas of inclusive sports: accessible venues and adapted equipment. By addressing these aspects, you can take meaningful steps towards building an inclusive sports program at your school. 

Accessible Venues for Sports

One of the first considerations for creating an inclusive sports environment is ensuring that your venues and facilities are accessible to people with disabilities. This goes beyond just meeting the minimum legal requirements - it's about going the extra mile to remove barriers and create a welcoming, inclusive space.

Here are some ways you can make your sports venues more accessible:

• Wheelchair-Friendly Seating and Pathways: Provide ample wheelchair-accessible seating options in your bleachers and spectator areas. Make sure there are clear, wide pathways that allow easy movement for wheelchair users and those with mobility aids. Consider designating the front row of seating as accessible seating for people with disabilities (Americans with Disabilities Act, 2010). 
• Accessible Locker Rooms and Restrooms: Ensure that your locker rooms and restrooms have the necessary features to accommodate individuals with disabilities, such as wider stalls, grab bars, and lowered sinks and countertops (Americans with Disabilities Act, 2010).
• Sensory-Friendly Spaces: For individuals with sensory processing differences, create designated quiet spaces or areas with reduced noise and lighting. This can help provide a calming environment for those who may be overwhelmed by a busy event. 
• Signage and Wayfinding: Use clear, easy-to-read signage to guide individuals to accessible entrances, seating areas, and facilities. Incorporate visual cues and tactile maps to assist those with low vision or cognitive differences (Americans with Disabilities Act, 2010).

By addressing these aspects of accessibility, you can ensure that your sports venues are welcoming and inclusive for all students, parents, and spectators.

Adapted Sports Equipment

In addition to accessible venues, it's important to consider how sports equipment can be adapted to meet the needs of athletes with disabilities. Adaptive equipment can open a world of opportunities for individuals with physical, sensory, or cognitive disabilities to participate in sports and physical activities.

Here are some examples of how sports equipment can be adapted: 

• Mobility Aids: Make accommodations for athletes with mobility limitations to participate by procuring needed mobility aids to participate in the sport. Athletes with mobility limitations, specialized wheelchairs, walkers, or prosthetic limbs may need these accommodations to participate in a variety of sports, from basketball to track and field (Disabled Sports USA, 2022). Many athletes may already have these in place, but consider reaching out to Centers for Independent Living or adaptive sports programs to arrange for these devices to be loaned out as necessary. 
• Sensory Aids: For individuals with low vision or who are blind, equipment like tactile balls, auditory cues, or vibrating devices can be integrated into sports activities to enhance their participation and engagement (American Printing House for the Blind, 2022). See this UK Tennis Foundation Video (Transcript of UK Tennis Foundation Video) as an example. Additionally, the Ohio Center for Autism and Low Incidence (OCALI) has a free lending library that anyone in Ohio can access and has a variety of sensory kits that schools can obtain that may be helpful for their students.
• Cognitive Supports: For athletes with cognitive disabilities, such as autism or intellectual disabilities, adapted or simplified rules, visual schedules, or one-on-one support can help them navigate the complexities of sports and feel more confident in their abilities (Special Olympics, 2022). 

By incorporating adapted equipment and making reasonable accommodations, you can create an environment where all students can experience the camaraderie and personal growth that come from participating in sports.

Remember, inclusive sports are not just about compliance with the law - it's about fostering a culture of belonging, where every student feels valued, respected, and empowered to reach their full potential. By prioritizing accessible venues and adapted equipment, you can take a significant step towards building a truly inclusive sports program at your high school.

References:

• Americans with Disabilities Act. (2010). 2010 ADA Standards for Accessible Design. 
• Disabled Sports USA. (2022). Adaptive Sports Equipment.   
• American Printing House for the Blind. (2022). Assistive Technology for Sports and Recreation. 
• Special Olympics. (2022). Unified Sports.

In the video below, learn about the GRAIDs domains and how this helpful tool can ensure coaches are equipped to offer accessible inclusive sports.

• GRAIDs for Coaches transcript
• GRAIDs for Coaches presentation slides

In the video the presenter uses the term "hearing impairment." While this is a term that has been commonly used historically, please note that the more widely used and preferred term today is Hard of Hearing unless you know that a person specifically prefers otherwise. This language guide provides more detail on the use of these terms and other common language around disability.

Introduction to the CHII

The Community Health Inclusion Index (CHII) is a comprehensive assessment tool designed to evaluate the inclusivity of community health resources, particularly for individuals with disabilities. Developed by the National Center on Health, Physical Activity, and Disability (NCHPAD), the CHII focuses on promoting physical activity and healthy eating by identifying and addressing barriers to inclusion across various community sectors, such as schools, healthcare facilities, workplaces, and community organizations.^1,2

Below, we provide a series of video recordings that guide users through the application of the CHII. The videos provide a step-by-step overview on how to use the CHII to assess the accessibility of your spaces. These videos are intended to help communities understand how to utilize the CHII effectively to gather data and implement changes that enhance accessibility and inclusion. Please note that these recordings highlight select portions of the tool. By observing real-world applications of the CHII, viewers can gain insights into how to assess and improve their community environments.

A Note on Accessibility Improvements:

• Accessibility improvements can often be more straightforward than anticipated. Many fixes are relatively small and inexpensive, such as repositioning furniture to allow better maneuverability for individuals using wheelchairs. Others quick fixes may include adjusting the amount of force needed to open a door, or the time that it takes for it to close. These minor adjustments can significantly enhance accessibility and inclusivity in community spaces.^1,3
• For larger structural barriers that may require more extensive modifications, such as installing ramps or redesigning restrooms, these can be planned for future renovations or new construction projects. It is important to recognize that while some changes may take time and resources, the commitment to improving accessibility is a crucial step toward creating inclusive environments for all community members.^1,4 By addressing both small and large barriers, communities can progressively work towards full inclusion, ensuring that everyone has equal access to health-promoting resources and activities. In cases where it is not possible to improve the accessibility of larger structural barriers or it is not within the control of your school, having the information on the level of accessibility of a venue will provide you with valuable information for decision-making between selecting venues for activities or for planning on how to overcome structural barriers through making accommodations or adaptations to ensure that your athletes with disabilities are able to participate.

References:

1. BlueDAG. 10 Things You Can Do to Make Your Building Accessible. Published February 9, 2023. Accessed October 16, 2024.
2. NCHPAD. CHII Manual. Accessed October 16, 2024.
3. Sethfors H. Practical Examples of Accessibility Improvements. Axess Lab. Published December 28, 2017. Accessed October 16, 2024.
4. NCHPAD. Community Health Inclusion Index. Accessed October 16, 2024.

CHII Overview

The NCHPAD CHII is a valuable tool that school coaches and administrators can use to assess and improve the inclusivity of their sports programs for athletes with disabilities. Here's a summary of how to apply this tool and the benefits it can bring:

Applying the CHII Assessment

The CHII assessment consists of three main components:¹

1. On-site Assessment: Evaluates the built environment and equipment (49 items)
2. Organizational Assessment: Examines programs, services, and staff (25 items)
3. Macro Community-At-Large Assessment: Looks at broader policies and community factors (27 items)

Benefits for School Sports Programs

By using the CHII, coaches and administrators can:¹

• Identify existing barriers to inclusion
• Discover opportunities for improvement
• Create a more welcoming environment for all athletes
• Ensure compliance with accessibility standards
• Enhance the overall quality of their sports programs

Addressing Identified Barriers

It's important to note that not all barriers identified by the CHII require extensive renovations or costly fixes. Many improvements can be made through simple, low-cost changes:

Quick and Easy Fixes

• Adjusting equipment: Using balls with bells for athletes with low vision or lowering basketball hoops for athletes in wheelchairs^2,4
• Modifying rules: Allowing more bounces in tennis or extra steps in basketball²
• Changing the environment: Reducing playing area size or implementing zones²
• Promoting inclusivity: Ensuring all team members touch the ball before scoring²

Low-Cost Improvements

• Training staff: Providing inclusion training for coaches and volunteers⁵
• Adapting communication: Using visual aids or simplified language²
• Implementing universal design: Offering a variety of equipment options for all athletes⁴

Longer-Term Solutions

• Facility upgrades: Installing ramps or accessible changing rooms when barriers are identified³
• Policy changes: Developing comprehensive inclusion policies^5,6
• Community partnerships: Collaborating with disability organizations for expertise and resources⁵
   

By applying the CHII assessment, schools can create a roadmap for inclusion that addresses both immediate and long-term goals. Remember, even small changes can significantly impact an athlete's experience and foster a more inclusive sports environment for all.

References

1. NCHPAD. Community Health Inclusion Index. Accessed October 16, 2024.
2. Woods M. How to adapt and modify your sport activities to include all. Inclusive Sports Design. Published February 27, 2017. Accessed October 16, 2024.
3. Halpin M. Understanding the Challenges of Disability in Sports. Recite Me. Accessed October 16, 2024.
4. True Sport. 4 Ways to Make Your Sport More Accessible for All. Accessed October 16, 2024.
5. Kids Included Together. 4 Ways to Build Inclusive Sports and Recreation Programs for Children with Disabilities. Accessed October 16, 2024.
6. Yejong Yoo P, Majnemer A, Wilton R, Ahmed S, Shikako K. Application of the child community health inclusion index for measuring health inclusion of children with disabilities in the community: a feasibility study. BMC Pediatr. 2023 Feb 20;23(1):86. doi: 10.1186/s12887-023-03884-8. PMID: 36803575; PMCID: PMC9939852.

CHII Demonstration Videos

CHII: Introduction

• CHII Introduction transcript

CHII: Tool Overview

• CHII Tool Overview transcript
   

CHII: Tools Needed

• CHII Tools Needed transcript
   

CHII: Force Gauge

• CHII Force Gauge transcript
   

CHII: Tips Before Starting

• CHII Tips Before Starting transcript
   

CHII: Initial Walk Through

• CHII Initial Walkthrough transcript
   

CHII: Walking and Rolling

• CHII Walking and Rolling transcript
   

CHII: Parking Lot to Playground

• CHII Parking Lot to Playground transcript
   

CHII: Curb Cuts
 

• CHII Curb Cuts transcript
   

CHII: Curb Cut Measurements

• CHII Curb Cut Measurements transcript
   

CHII: Cross Walks

• CHII Cross Walks transcript
   

CHII: Accessible Parking

• CHII Accessible Parking transcript
   

CHII: Parking Lot Measurements

• CHII Parking Lot Measurement transcript
   

CHII: Ramp and Parking Measurements

• CHII Ramp and Park Measurements transcript
   

CHII: Ramp Slope

• CHII Ramp Slope transcript
   

CHII: Operating Gym Door Links

• CHII Operating Gym Door transcript
   

CHII: Door Tension
 

• CHII Door Tension transcript
   

CHII: Door Measurement

• CHII Door Measurement transcript
   

CHII: Gym Walk Through

• CHII Gym Walk Through transcript
   

CHII: Bathrooms

• CHII Bathrooms transcript
   

CHII: Food Venues

• CHII Food Venues transcript
   

CHII: Food Continued

• CHII Food Continued transcript
   

CHII: Locker Rooms and Exercise Equipment

• CHII Locker Rooms and Exercise Equipment transcript
   

CHII: Accessible Playground

• CHII Accessible Playground transcript
   

CHII: Wrap Up Links

• CHII Wrap Up transcript
   

• Opportunities for Ohioans with Disabilities Accessible Ohio Playbook
• Understanding Assistive Technology and How to Find Assistive Technology in Your State (Video)
  • Understanding Assistive Technology Video Transcript
• Grant funding from Move United for adaptive athletes
• Grant opportunities for adaptive equipment for people with physical disabilities
• Grant opportunities for adaptive equipment for people with spinal cord injury
• Adaptive Equipment – May We Help

In the videos below, learn from an athlete, parent, coach, and physical therapist and athletic trainer on how you can start including adaptations in your sports teams or physical education classes today to make sports and physical activities more inclusive for students with disabilities. 

Examples of Adaptations - Athlete, Parent, and Coach Perspectives

• Examples of adaptations - panel transcript

   

Examples of Adaptations - Clinical Perspective

• Examples of adaptations- clinical perspective transcript

1. Designing Activities: 

Consider asking yourself the following questions when designing your physical education class, sporting drills, or other physical activities:

• Who is the activity accessible to and under what conditions? 
• What are barriers that prevent all students from accessing the activity?
• Based on your responses to questions one and two, what ideas do you have to better design the activity to include all students? Think of ways that you can support cognitive learning, provide physical/motor support, provide hearing and visual support, and provide sensory support.
   

2. Flexible Team Structures: 

Create mixed-ability teams by allowing students to self-select or by holding open tryouts where all students are encouraged to participate regardless of skill level. 

3. Modified Rules:  

Work with coaches and officials to identify specific rule modifications that make the sport more inclusive. For example, adjusting the number of players on the field or court or changing scoring rules to create a more level playing field.

 
4. Buddy System:

Pair disabled students with experienced, supportive "buddy" athletes who can assist them with navigating practices and games, offering encouragement, and helping them understand rules and strategies.  

5. Equipment Adaptations:

Invest in adaptive equipment or modify existing equipment to suit the needs of disabled students. This may include providing wheelchairs for wheelchair basketball, adaptive swim gear, or softer balls for less intense impact. 

6. Alternative Sports:

Offer alternative sports that are specifically designed for students with disabilities, such as wheelchair basketball or seated volleyball, alongside traditional sports options.  

7. Inclusive Drills and Activities: 

Coaches should plan practices that include a variety of drills and activities that cater to different abilities. For example, in a soccer practice, focus on passing and dribbling skills that can be adjusted for individual abilities.  

8. Unified Sports Programs: 

Collaborate with organizations like Special Olympics to establish Unified Sports programs where disabled and non-disabled students play on the same teams, fostering teamwork and camaraderie.  

9. Accessible Facilities:

Ensure sports facilities are fully accessible, including ramps, wheelchair-accessible restrooms and changing rooms, and seating areas for spectators with disabilities.  

10. Coach Training:

Provide coaching staff with specialized training in adaptive coaching techniques, disability awareness, and effective communication strategies for working with disabled athletes.  

11. Peer Mentorship:

Recruit and train older, more experienced athletes or student volunteers to serve as peer mentors for disabled students. These mentors can offer support, motivation, and guidance.  

12. Communication and Feedback:

 Establish regular communication channels between coaches, disabled students, and their families to discuss individual needs and provide updates on progress. 

13. Individualized Plans:

Develop Individualized Education Plans (IEPs) or Individualized Sports Plans (ISPs) for disabled students, outlining specific adaptations, goals, and accommodations tailored to their needs.  

14. Inclusive Competitions:

Organize inclusive competitions or events within the school where students of all abilities can participate, compete, and celebrate their achievements together. 

15. Sensory Accommodations:

Provide sensory accommodations as needed, such as offering quiet spaces for sensory breaks, providing noise-canceling headphones, or using visual cues to help students with sensory processing disorders.  

16. Supportive Environments:

Foster an inclusive and supportive team culture by emphasizing sportsmanship, teamwork, and respect for all members, regardless of their abilities.

 
17. Regular Assessments and Adjustments:

Conduct ongoing assessments to evaluate the effectiveness of adaptations and make adjustments based on student feedback and performance.  

18. Awareness and Education:

Host disability awareness programs and workshops to promote understanding, empathy, and inclusivity among students, staff, and the broader school community.  

19. Parent and Guardian Involvement:

Encourage parents and guardians of disabled students to participate in school sports committees, attend meetings, and provide valuable input on adaptations and accommodations.  

20. Celebration of Achievements:

Recognize and celebrate the achievements and efforts of all students, whether through awards, ceremonies, or public acknowledgments, to boost their confidence and motivation. 

References

• Australian Sports Commission. “People with Disability.” Sport Australia, Australian Sports Commission.
• Whalen Smith CN, Presser Funderburg B, Ellsworth D. September 2023. “Inclusive Sports for Ohio Youth with Disabilities: Statewide Needs Assessment.” [Report]. The Ohio Colleges of Medicine Government Resource Center, Columbus, OH. 

Below are optional resources for learning more.

General Physical Education Class Resources:

• Inclusive Class Design (video)
  • Inclusive Design Class transcript
• How to Adapt an Activity using Activity Analysis (video)
  • How to Adapt an Activity Using Activity Analysis transcript
• Activity Cards to Enhance Learning
• Activity and Adaptation Cards
• Inclusive Games for Early Childhood Education
• Universal Design for Learning in Physical Education
• Guide to Inclusive Physical Activity Programs
• Discover Inclusive Physical Education Guidebook

Physical Education Class Resources for Different Populations of Athletes:

• Tips on Working with Students with Intellectual Disabilities (video)
  • Tips on Working with Students with Intellectual Disabilities transcript
  • Note: This video provides some best practices for how staff can coach people with intellectual disabilities. However, we feel this video missed an opportunity to talk directly to Mary about her experiences as in other videos with athletes. Additionally, to avoid harmful stereotypes about people with intellectual disabilities, it would be better for the coach to ask Mary if she needs help instead of telling her that she "looks lost." Finally, we disagree with the phrasing "slow learners" to characterize students with intellectual disabilities, which could be misconstrued as a commentary on the capacity to learn. It is more accurate to say that more time may be needed to process information and information may need to be provided in alternative formats to match the learning style of the individual.
• Tips on Working with Students with Sensory Disabilities (video)
  • Tips on Working with Students with Sensory Disabilities transcript
  • Note: This video provides a suggestion if communication is difficult with an individual with hearing loss to consider writing it down for the individual. While this may be helpful in many situations, keep in mind that some individuals who are Deaf cannot read English, and if they do read English, remember that their primary language may be American Sign Language with English being a second language and the importance of using plain easy to understand language.
• Tips on Working with Students with Physical Disabilities (video)
  • Tips on Working with Students with Physical Disabilities transcript
  • Note: This video provides some best practices for working with athletes with physical disabilities. While the narrator mentions that the coach in this scenario is trying to address youth’s tendencies to use excuses to avoid physical activity, which may be common among teenagers in general, it is crucial to recognize that stereotypes, such as the misconception that wheelchair users are lazy or avoid physical activities, are harmful and untrue.
• Physical Education Routine for Children with Autism (video)
  • Physical Education Routine for Children with Autism transcript
  • Note: This video provides several helpful tips for setting up a structured routine for education class that would benefit many youth on the autism spectrum. At the end of the video the phrase "challenge autism with exercise" is used which may imply that autism is a negative health outcome. We want to clarify that autism is not a negative health outcome, but rather a neurotype and part of the neurodiversity that exists in our world and is a proud demographic identity for many autistic youth and adults (we use identity first language here intentionally to emphasize that point). The sensory tips and structure tips outlined in this video are helpful for neurodivergent individuals to process and interact with environments that have not been designed with neurodiversity in mind. However, we want to correct the myth that autism needs to be challenged because the problem is autism. Instead we need to universally design our environments and adjust our communication styles and methods of teaching so that all students can succeed.
• Inclusive Fitness for Kids with Autism Playlist (note that all videos have a transcript available in the description section)

Resources for Adapting Sports, Equipment, and Exercises:

Examples of Adapting Different Sports

Basketball

• Wheelchair Basketball Dribbling Skills (video)
  • Wheelchair Basketball Dribbling Skills transcript
• Wheelchair Basketball Passing Skills (video)
  • Wheelchair Basketball Passing Skills transcript

Bocce

• How to Adapt Bocce for the Blind or those with Low Vision (video)
  • How to Adapt Bocce for the Blind or those with Low Vision transcript

Dance

• Beginners' Guide to Inclusive Dance Playlist (note that all videos have a transcript available in the description section)
• Dancing Wheels Training Manual on Physically Integrated Dance Training
• Dancing Wheels Physically Integrated Dance Teacher Certification Programs
• Dancing Wheels Teacher Certification Levels 1 and 2 Informational Webinar (video) (note transcript available in the description)
• Dancing Wheels Introductory Workshop
• Dancing Wheels Sample Class Introduction (video) (note transcript available in the description)
• Boston Ballet School Adaptive Dance Teacher Training

Soccer

• Teaching 14 Soccer Skills in Adapted Physical Education (video)
  • Teaching 14 Soccer Skills in Adapted Physical Education transcript

Softball

• Wheelchair Softball Pulling Drill (video)
  • Wheelchair Softball Pulling Drill transcript

Swimming

• How I Swim: Adaptive Sports USA (video)
  • How I Swim transcript
• Tips for Triathlon Swimming (video)
  • Tips for Triathlon Swimming transcript

Tennis

• About Adaptive Tennis
• How Wheelchair Tennis Provides a Successful Model for Adaptive Sports (video)
  • How Wheelchair Tennis Provides a Successful Model for Adaptive Sports transcript
  • Note: This news report contains subtle examples of the charity model of disability (as described in module 1) in the framing of disability in the report. Additionally, the report includes several references to the term "able-bodied" people. More widely accepted bias free language is "nondisabled people" or "people without disabilities." Visit this language guide for more information. 

Track and Field

• Coach's Tips for Adaptive Track & Field (video)
  • Coach Tips for Adaptive Track & Field transcript
• Empowering All Girls Through Running (video)
  • Empowering All Girls Through Running transcript

General Sports

• Sports Inclusion in Schools | Move to Include | PBS LearningMedia

   

Do it yourself Adapted Sports Equipment Video Series:

• Introduction - Episode 1 - D.I.Y. Adapted Sports Equipment (video)
  • Introduction transcript
• Hockey/Golf/Croquet Stick Striking Extender - Episode 2 - D.I.Y. Adapted Sports Equipment (video)
  • Hockey-Golf-Croquet Stick Striking Extender transcript
• Bow & Arrow - Episode 3 - D.I.Y. Adapted Sports Equipment (video)
  • Bow and Arrow transcript
• Archery Stand - Episode 4 - D.I.Y. Adapted Sports Equipment (video)
  • Archery Stand transcript
• Body Bar - Episode 5 - D.I.Y. Adapted Sports Equipment (video)
  • Body Bar transcript
• Grip Aid - Episode 6 - D.I.Y. Adapted Sports Equipment (video)
  • Grip Aid transcript
• Soccer Plow - Episode 7 - D.I.Y. Adapted Sports Equipment (video)
  • Soccer Plow transcript
• Bowling/Bocce Ramp - Episode 8 - D.I.Y. Adapted Sports Equipment (video)
  • Bowling-Bocce Ramp transcript

Adaptive Exercises Video Series:

• Adaptive Exercises Introduction (video)
  • Adaptive Exercises Introduction transcript
• Adaptive Exercises: Leg Lifts (video)
  • Adaptive Exercises Leg Lifts transcript
• Adaptive Exercises: Arm Raises (video)
  • Adaptive Exercises Arm Raises transcript
• Adaptive Exercises: Kick Backs (video)
  • Adaptive Exercises Kick Backs transcript
• Adaptive Exercises: Calf Raises (video)
  • Adaptive Exercises Calf Raises transcript
• Adaptive Exercises: Balance (video)
  • Adaptive Exercises Balance transcript
• Adaptive Exercises: Endurance (video)
  • Adaptive Exercises Endurance transcript
• Adaptive Exercises: Arm Curl (video)
  • Adaptive Exercises Arm Curl transcript
• Adaptive Exercises: Shoulder Press (video)
  • Adaptive Exercises Shoulder Press transcript
• Adaptive Exercises: Exercises for Chair Users (video)
  • Adaptive Exercises for Chair Users transcript
• Adaptive Exercises Conclusion (video)
  • Adaptive Exercises Conclusion transcript
     

1. Which of the following are key pillars of inclusion? (Select all that apply)
   1. Attitude
   2. Choice
   3. Schedule
   4. Partnership
2. Which of the following are key steps to remember in the universal design process? (Select all that apply)
   1. Jazz it up
   2. Use multiple methods
   3. Simplify
   4. Test it out
3. Which of the following tools can you use to help you plan accessible programs? (Select all that apply)
   1. GRADES
   2. GRAIDs
   3. CHII
   4. CHIP

1. Which of the following are key pillars of inclusion? (Select all that apply)
   1. Attitude
   2. Choice
   3. Partnership
2. Which of the following are key steps to remember in the universal design process? (Select all that apply)
   1. Jazz it up
   2. Use multiple methods
   3. Simplify
   4. Test it out
3. Which of the following tools can you use to help you plan accessible programs? (Select all that apply)
   1. GRAIDs
   2. CHII