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34: Exercise, Sports, and Recreation
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Accommodations for Students with Impairments in Strength, Power, and Endurance
by Martin E. Block
- Lower targets: For students who do not have the strength to get an object to a target, the target can be lowered. For example, a student who cannot reach a 10-foot basket in basketball can shoot at a 6-foot or 8-foot basket. Similarly, the net can be lowered for a student who cannot hit a ball or birdie over a regulation volleyball or badminton net. By lowering the target, students will have a greater opportunity for success, which in turn will encourage them to continue to practice the skill. Targets set at reasonable heights also facilitate the desired movement patterns. For example, students who cannot reach a 10-foot basket with a basketball using a “typical” shooting pattern often resort to different, less-effective shooting patterns (e.g., sidearm hurl, underhand, tossed backward over their heads). However, students often will use a more standard pattern when the basket is lowered.
- Reduce distance/playing field: Many physical education activities require students to throw, pass, serve, or shoot a ball a certain distance or run a certain distance. For example, when shooting a free throw, the student must be behind the free-throw line; while serving a volleyball, he or she must be behind the back line; and when running to first base, the student must actually run from home to first base. Although these distances are necessary when playing intramural or interscholastic games, they can be altered when teaching skills or playing lead-up or recreational games during physical education. Distances can be reduced so students with disabilities can be successful. For example, a student could push his wheelchair to a first base that is half the distance of the general first base to accommodate his limited speed. Similarly, a student who can serve a ball only 10 feet can be allowed to serve from 8 feet away from the net rather than from the back line. Such accommodations do not give either team an advantage; however, they do allow the student with disabilities an opportunity to be successful. For games that require running up and down an entire floor or field (e.g., basketball or soccer), games can be played using the width of the field rather than the length, or half-court games can be played. Another modification that would not affect the entire class would be to allow a particular student to play in just half the field (playing just defense or offense or placing the student in a position that requires less movement [playing defensive back in soccer rather than midfielder; playing lineman in football rather than wide receiver]).
- Reduce weight and/or size of striking implements, balls, or projectiles: Students with limited arm or grip strength or with a smaller than typical hand size may have difficulty holding large or heavy striking implements or balls. For example, a regulation-size tennis racket might be too long and heavy for a student with muscular dystrophy who is very weak in her upper body. Allowing this student to use a racquetball, badminton, or tennis racket with the handle cut off would contribute to her success. Some students with more subtle strength problems might simply need to be encouraged to choke up on the racket. Similarly, a student with small hands might have difficulty gripping a softball with one hand. Because of this, the student might resort to throwing the softball with two hands; however, he could demonstrate a one-handed throwing pattern if he used a tennis ball rather than a softball. Finally, some balls are too heavy for students to handle or may even scare students. Balloons, beach balls, or Nerf balls are good substitutes for volleyballs or basketballs that are too heavy or intimidating for a student.
- Allow student to sit or lie down while playing: Activities played while lying or sitting demand less fitness than games played while standing or moving. Students with limited strength and endurance (e.g., cystic fibrosis, asthma) can be allowed to sit down when the ball is at the other end of the playing field in soccer or to sit while playing in the outfield. These students also can be allowed to sit while practicing some skills during physical education and move while practicing other skills. For example, a student with a heart condition who tires easily can warm up with the class by performing each of the locomotor patterns that the class performs; however, the student can be allowed to sit down when he is not performing a locomotor pattern.
- Use deflated balls or suspended balls: By their nature, balls tend to roll when put in motion. Although most young students enjoy chasing balls, students who fatigue easily may use up all their energy chasing the ball after each turn, thus missing out on important practice trials. Balls that are deflated or paper balls (crumpled up piece of paper wrapped with a few pieces of masking tape) do not roll away as easily as general balls. Also, balls suspended from a basket or ceiling or balls tied to a student’s wheelchair are easy to retrieve.
- Decrease activity time/increase rest time: Games and practice sessions can be shortened for students who fatigue easily. Students can be allowed to play for 5 minutes, then rest for 5 minutes; periods can be shortened so that all students play for 3 minutes, then rotate to an activity that requires less endurance; or the number of points needed to win a game can be reduced. For example, a game of sideline basketball can be played in which three players from each team play for 3 minutes while the other players on each team stand on opposite sidelines prepared to assist their teammates. Such a game would allow a student to be active for 3 minutes then rest for 3 minutes. Another possibility is to allow free substitutions during a game. For example, a student with asthma can come out of a soccer game every 2-3 minutes to make sure he does not have an asthmatic episode (i.e., he would not have to wait until the ball went over the end line or sideline to be substituted).
- Reduce speed of game or increase distance for students without disabilities: Many games can move quite quickly, leaving slower players and players with limited endurance behind. It only takes a few instances of finishing last for a student to begin to dislike his- or herself and physical activity. Modifications can be made so that races and games are more fair for students with limited speed and endurance. For example, in a relay race, slower students might be required only to run one lap, whereas more-skilled students might be required to run two laps. Similarly, a special zone in soccer can be marked off for a student who has limited speed. When the ball goes into the zone, this student is the only one who can kick the ball.
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