"One of the strangest things I was made to do during a PE lesson was iron the top of the pool table. I was also encouraged to have a sleep in the medical room quite often. I don't think they knew what to do with me."
(Josie, Sports Development Officer and Wheelchair user)
Terminology of Disability
IMPAIRMENT: A loss of use of a faculty or part of the body. An impairment may be either temporary or permanent
DISABILITY: A loss of ability in certain activities because of an impairment.
HANDICAP: The physical or attitudinal barriers brought about by the disability.
If an activity is modified then more players can be included and particpate to their ability
Modifying Activities
Equipment
- size
- weight
- texture
- sounds
- shape
- colour
- length of handle
Space
- level (height)
- adaption of playing area - more space gives more reaction time
- length/height of barrier
- use of zoned playing area
Rules
- simplify rules
- rotate roles
- allocate specific roles
- change rules to aid inclusion
- allow more 'lives' for some pupils
- flexibility
- try different ways of playing
Speed
- vary speed (slower/faster) - roll or bounce ball instead of throw
- make ball still (use a tee)
Interaction
- pairing/grouping according to ability
- vary team numbers - 3 v 1 instead of 2 v 2
- introduce feeder if skill interaction breaks down - one player feeds, the other returns using racket
- safe zones - where a player can't be tackled or marked
- play outside games areas
Position
- position or posture best suited to activity - sideways to throwing direction
- adapting position to alter intensity
- orientation of visually impaired athletes - use of tactile guide lines
Considerations when coaching performers with physical impairments
- Discuss personal needs - consider adaptions
- Give adequate rest periods
- Respect persona space for wheelchair users
- Talk to wheelchair users in a position comfortable to both of you
- If assisting, ask how best to do this
- Be aware of possible susceptibility to heat or cold
- Lack of skin sensation increases risk of skin and soft tissue damage
Key points when coaching people with a learning disability
- For specific information first ask the performer - if this unsuccessful ask parent or carer
- Before starting assess skill and fitness level
- Treat people by their age, not their apparent level of ability
- Use simple straight forward language
- Use gestures and changes in tone or volume of voice to draw attention
- Use demonstration by yourself or other performers
- Check for understanding
- Give time for learning and skills to develop
- Repeat practices in variety of ways
- Break down skills into samll steps
Strategies for coaching people with visual impairment
- Guide people appropriately
- Give sence of placement b sound, touch, familiar units or hands on
- Support written material by audiotapes, large print or Braille
Communication - Hearing Impairment
- Face the person
- Don't shout
- Don't chew or cover your mouth
- Use gestures, signals or signs
- Ensure your face is lit
- If stuck, write it down
- Be patient
- Let people who can't hear know what others have said
- Speak to person, not the interpreter
- Learn some simple signs
- Ceck for understanding
- Use visual clues to support language
Communications - Difficulties with Language
- Be patient
- Don't rush people
- Don't finish sentences
- Always ensure you understand before proceeding
- If in doubt ask people to repeat what they have said
- If still in doubt ask them to write it down
Level 1 Coaching Cetificate |
