Page 68 - PSPS: A Training guide

These activities will benefit all children, and teachers at this stage of getting to know
their new pupils can monitor and provide sufficient variety so that those children who
have less well- developed locomotor skills can have their needs met. The activities can
be built into the daily routine, indoors or outdoors. In the playground, there will be
opportunities to broaden the types of movement and accommodate all the children’s
needs. Equipment is not needed for many of these games. (See: Resources)

Children with special needs can be catered for in terms of these skills with some
simple adaptations. Being physically active is as important for children with special
needs as it is for any child. Almost all games or activities can be modified to allow
children with special needs to participate.

Active Playgrounds (Health Service Executive, Ireland) suggest these aspects need to
be considered for adaptation:

What method of communication will you use? Consider how the child communicates
(verbal, sign language, pointing to pictures). Verbal cues, demonstrations, physical
assistance can be used (if permission is given). Also consider what starting/stopping
signals (for example, hand, whistle, coloured cards) you will use.

Can you vary the level of difficulty? Change the organisation of the activity,
the way the information is presented, duration, length of activities.

What type of support does the child require? Moral, technical,
physical assistance etc.

Can you vary the number of players? For example, vary the
class format and size, play games such as two-on-two basketball.
Can you vary the field of play? Make the area wider/narrower as
needed; shorten distance for children with movement problems.

For individual children consider:

Children with limited strength: Lower targets. Reduce weight/size of striking
implements, balls. Reduce distance/playing field. Allow student to sit or lie down while
playing. Use deflated balls or suspended balls. Decrease activity time/increase rest.
Reduce speed of game/ increase distance for students without disabilities.

Children with limited balance: Lower centre of gravity. Keep as much of the body in
contact with the surface as possible. Widen base of support. Increase width of beams
to be walked. Extend arms for balance. Use carpeted rather than slick surfaces. Teach
student how to fall. Provide a bar/chair to assist with stability

The other important element in children’s physical development is nutrition and the
development of healthy eating habits. School can foster these through liaising with
parents, establishing guidelines and protocols, for example around the snacks that
children can bring to school. Where schools provide meals, such as breakfasts and
school dinners, these need to follow healthy eating guidelines.