1. Modifying Activities

2. Modifications should enable all to participate: –Change task demands for example visual instead of auditory cues limit running demands lower the basketball hoop height –Change rules (allow double dribbles, promote cooperation instead of competition) –Use an assistive device (walkers, crutches, wheelchairs, peer buddy) Modifying Activities

3. What to modify? REMEMBER, you may modify ANY portion of an activity including rules, equipment, scoring, groupings, pace, etc to promote student success and learning.

4. What to Modify - Examples Rules Affective environment Amount of time Equipment used Partner (group) work/size Size of objects Teaching style: command, practice, self-selection –Provide a list of tasks to complete (PSI) Position of student for ease of feedback and monitoring

5. What to Modify - Examples Distance Speed (walk, power walk, jog, run) – both offensive and defensive Scoring (how score, point value, etc) Passing (can be intercepted?) Offensive/defensive strategies and points for use Size of playing area Number of passes or touches Substitutes for players

6. What to Modify - Examples How start each game? Accuracy required Length of striking implement Trajectory of ball (rolling, bouncing, in air) Zone around student (how close can other students get?) Size of goal Many other examples

7. Developmental Task Analysis One of the best ways to examine how you can modify a task is to perform a task analysis. –Developmental task analysis outlines all of the task and environmental factors that influence the performance of students in the general movement categories (e.g., throw, strike, jump). –Under each of these factors, modifications are given, from the simplest to the most difficult. Internet – great place to start –http://edweb6.educ.msu.edu/kin866/default. htmhttp://edweb6.educ.msu.edu/kin866/default. htm

8. Task Analysis-Throwing Factors Size of object being thrown Distance object must be thrown Weight of object being thrown Accu- racy requir- ed Speed target is moving at Accelera- tion or deceler- ation of the target Direc- tion target is moving at Simple SmallShortModerate ly light NoneStationar y No move- ment Left to right to Medium Moderate ly heavy LittleSlowSteady speed Right to left Moderat e Deceler- ating Toward thrower Complex Large Light or heavy MuchFastAcceler- ating Away from thrower

9. A Specific Task Analysis (Striking) Factors Size of ballLength of striking implement Predictability of trajectory Simple S1–12 inchesL1–handP1–rolled along ground To S2–9 inchesL2–table tennis paddle P2–bounced along ground S3–4 inchesL3–18-inch dowel rod P3–ball tossed in air Complex S4–tennis ball L4–plastic bat

10. Helpful Document Modifications for specific activities

11. Group Practice Select activities from list Create a developmental task analysis –Example from badmintonExample from badminton –Group work formGroup work form

12. Resource Websites http://www.specialolympics.org/Special+ Olympics+Public+Website/English/Coac h/Coaching_Guides/default.htm http://www.specialolympics.org/Special+ Olympics+Public+Website/English/Coac h/Coaching_Guides/default.htm http://www.twu.edu/inspire/modifications.htm http://www.twu.edu/inspire/modifications.htm http://www.pecentral.org/adapted/adapt edactivities.html http://www.pecentral.org/adapted/adapt edactivities.html Many others via google