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Offers 9 ways to support diverse learning needs in PE, including adaptive activities and social-emotional learning strategies. 

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Offers 9 ways to support diverse learning needs in PE, including adaptive activities and social-emotional learning strategies. 

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Physical education (PE) teachers develop not only students' motor skills but also their physical literacy, which includes the knowledge, understanding, and confidence to engage in physical activity throughout life. Social skill development, cooperation, communication, appropriate competition, and adaptability are all a part of an active, experiential learning environment.

However, given the potentially large class sizes, the wide variety of physical abilities, very diverse motivation levels, and the fact that more often than not an adaptive PE specialist won't be available to help students with physical and/or learning disabilities, the physical education teacher faces some unique challenges. How do you support all students in physical education classes?

The Goals of Physical Education

Supporting all students in PE classes is critical for many reasons. A quality PE program that addresses diverse learning needs can promote inclusivity and equity while building confidence and self-esteem. When students feel included and enjoy physical activity, lifelong healthy habits are developed. Supporting students in PE encourages social and emotional growth, promotes engagement, and fosters resilience and grit.

PE is about more than just gaining physical and sports skills, learning the detailed rules of specific sports, or playing games. It's about mental, social, and emotional development. High-quality PE programs foster physical, social, emotional, and cognitive development, promoting a lifelong commitment to health and well-being.

How to Support Students' Diverse abilities

1. Keep it fun and inclusive. PE classes cause anxiety in many students. Add to that the stress of potentially having to change clothes in a locker room, and you have a class that can make students physically ill. Combat the potential for this distress with a class climate where all students feel welcome and valued regardless of their ability or skill. While there's a time and a place for keeping score, make most of your activities all about fun and participation. Remember, your ultimate goal is fostering a lifelong love of being active.

2. Offer activities focusing on cooperation. There are many simple games, such as the Peek-a-Who name game, that are fun and inclusive and help build the sense of community that is necessary to support students with disabilities. It's important that the activities you offer get students laughing and moving. Yes, you've already established class rules, norms, and procedures, but you also want students to look forward to class and physical activities. Plan fun games with implements such as rubber chickens and pool noodles so that specific athletic skills aren't required for success.

3. Enlist peer helpers as coaches. In just about every activity that happens in a PE class, there will be some students who are skilled in the activity. Have these students share their expertise by helping students with learning disabilities. In basketball, for example, a peer helper could be a "private trainer" helping a student with their dribbling or shooting skills.

4. Remove skill barriers when teaching game rules. In many games or activities, implements can be changed to facilitate all students' success:

In juggling, allow students to use scarves instead of balls, as they move much more slowly.

In football, use a much smaller junior size or even a Nerf football to help students learn how to throw a spiral.

In an archery unit, have a variety of sizes of bows and ones with different draw weights available.

When teaching the game of softball or baseball, use a batting tee with a larger ball, or play kickball to teach the rules. Most students, including students with disabilities, will be much more successful throwing and catching a playground ball as they learn base running, tagging up, etc.

5. Modify rules to make the games more inclusive. When teaching volleyball, for example, consider allowing a bounce. Yes, it's against the official rules, but eventually, after students have learned how to successfully pass the ball and rally, you can stop allowing the bounce. You can also allow the serve to happen closer to the net. If you can, purchase soft-touch volleyballs- students' forearms will appreciate it.

6. Differentiate the competition levels. If gameplay is part of the lesson plan, allow the students to self-select according to their own perceived skill, ability, or comfort level. Competition can range from noncompetitive to competitive. For example, with basketball games, one could be the "JV" game and the other the "Varsity" game.

7. Use tape or cones on the gym floor to help with positioning. Strategically placed tape can help confused students know where to stand in many sports or activities. If teaching a dance done in a circle, mark out the size of the circle to help students not allow the circle to collapse on itself. Use cones on a softball field to help with where players should stand when waiting for the batter to put the ball in play.

8. Modify all fitness activities so that all students can be successful. For gym activities such as climbing ropes, climbing pegs, or using pull-up bars, make changes to meet your students' needs. Instead of requiring students to attempt to climb ropes, allow them to hang for a specific amount of time or pull themselves up from the ground while lying in a supine position. For pegs, allow a spotter who can assist by giving students a place to put their foot for support, such as a box or step. Provide assistance bands on the pull-up bars, or as with the ropes, allow the students to hang for a time.

Any type of calisthenic movement can be modified so that all students experience the stimulation needed to get stronger. A student who can't do a single push-up will get much more benefit from doing multiple reps of modified push-ups. When running, create a specific run/walk strategy, and gradually increase the time spent running and decrease the walk breaks as students' fitness improves. Structure running activities so that students finish at the same time and struggling students are not stigmatized by being slower.

9. Use technology if your students have it. iPads, for example, can be used for error detection and correction by pairs or small groups when students are learning proper technique and practicing for their fitness exams. All students, but especially students with disabilities, can benefit from many applications or websites specific to gameplay, positions, proper technique, etc. YouTube videos of a skill can be shared, and if none are available or if YouTube is blocked, you can record video exemplars and share those videos with students in a manner allowed by the school or district.

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9 Ways to Support Diverse Learning Needs in Physical Education

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How to adapt activities to make physical education inclusive for all students, including those with physical and/or learning disabilities.

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Provides strategies for embracing diversity and inclusion, including culturally responsive practices and adaptive PE programs

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Provides strategies for embracing diversity and inclusion, including culturally responsive practices and adaptive PE programs

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The Importance of Diversity and Inclusion in PE

Strategies for Implementing Diversity and Inclusion in PE

Ways Students Can be Encouraged to Embody Diversity and Inclusion in PE

Overcoming these challenges requires a multi-faceted approach that involves advocacy, education, and sometimes, systemic change. Financial obstacles might be mitigated through grants, community partnerships, or parent-teacher association (PTA) support. Resistance to change may be overcome through effective communication, education, and sometimes policy changes. Training programs can help fill the knowledge gap that physical education teachers may have about inclusive education. Ultimately, overcoming these challenges is crucial for ensuring that all students have the opportunity to benefit fully from physical education.

As we come to the close of this conversation, I invite you to reflect and share: how do you address diversity and inclusion in your class? Your strategies and experiences could very well be an incentive for another educator. Share your thoughts and let's build a community where every student feels seen and valued.

Do you need some Adapted PE Activities that can help you keep your exceptional children active and engaged in your general ed PE class? Would it help to have easy-to-implement visuals that include detailed instructions and state-of-the-art graphics? Cap'n Pete's Power PE has you covered!

Fill in the form below to download the Adapted PE 8 Activity Set Packet with 8 fun and active visuals with a variety of manipulative skill-based concepts and movements to use with your wheelchair students in your physical education classes.

The Adapted PE 8 Activity Set Packet provides 8 different visuals from Cap'n Pete's Adapted PE Challenge Cards; PE Wheelchair Tasks. The cards can be used in a general education physical education class to help provide activities (with the help of visuals) for those in wheelchairs. They can also be used by a classroom teacher to promote movement in the classroom during transitional breaks or recess.

PE Poster Bundle: Diversity and Inclusion in Physical Education- 7 Visual Series

If you're eager to foster enriching discussions about diversity and inclusion in your physical education and health classes, don't miss the invaluable posters found in Cap'n Pete's PE Poster Bundle: Diversity and Inclusion in Physical Education- 7 Visual Series . Highlighted in the 'ways to...' section of this article, these compelling visuals serve as excellent conversation starters to engage your students and nurture a more inclusive learning environment in your PE classes.

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Inclusion in PE: Strategies for Embracing Inclusion and Diversity in Physical Education Classes

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Physical education is an integral part of the academic curriculum that has evolved dramatically over the years. Gone are the days when PE was simply a space to play and compete; today, it is a space to develop physically, mentally, and socially. A critical but often overlooked facet of this subject is the need for diversity and inclusion.

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A collection of tools to support inclusive physical education, including assistive technologies and instructional strategies

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A collection of tools to support inclusive physical education, including assistive technologies and instructional strategies

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Tools to Support Inclusive Physical Education in Your School - SHAPE America Blog

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The concept of inclusive physical education has brought about changes in the way we think about our role. As physical educators, we are expected to address a range of skills, abilities and students’ interests.

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A framework for designing accessible PE lessons that accommodate all learners, including students with disabilities.

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A framework for designing accessible PE lessons that accommodate all learners, including students with disabilities.

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Physical education classes today are more diverse and heterogeneous than ever before. Teachers must plan ahead in order to accommodate the needs of every student. Universal Design for Learning (UDL) is a framework that uses a variety of teaching methods to eliminate barriers and increase access to learning and provides ALL students equal opportunities to learn and succeed. The UDL framework for the classroom, developed by the Center for Applied Special Technology (CAST) is an evidence-based educational framework that benefits all learners, including, but not limited to, students with disabilities.

Put simply, UDL contains all the features of a dynamical systems way of thinking, in which one considers the learner, the environment, and the task when planning and implementing activities. The focus is on arranging environmental and social conditions in ways that allow for all students to be more successful as they participate in motor activities

The three components of UDL include: Principle 1: Multiple Means of Engagement - in the ways students are engaged. Principle 2: Multiple Means of Representation - The educator provides flexibility in the ways information is presented, Principle 3: Multiple Means of Action & Expression - inthe ways students respond or demonstrate knowledge and skills, and

The following are description of the three components of UDL taken in part from the Infographic through NCHPAD.

Multiple means of engagement is the why of learning -utilizing strategies to get students motivated and excited about learning, to help them sustain interest in learning tasks, and to know how to regulate themselves. One of the first things to consider is reducing students' discomfort and distraction and to urge each student to take risks without being forced out of his or her comfort zone. Once factors affecting student comforts such as room lighting, temperature, furniture, equipment arrangement, noise, and emotional climate are addressed, considerations about getting students' interest in learning are next. One of the best suggestions to capture students' interest is to give students choice and autonomy and offer tasks that are meaningful and authentic. Students' favorite sports, teams, music, colors, superheroes etc., when embedded into a lesson can add to their engagement and motivation.

Multiple means of representation is the what of learning -how information is given or delivered to students. Giving information to students is the first part; using text and pictures, demonstrations, videos, posters charts, 3-D models, or even cues as supports, ensures that all students will be able to make sense of the content. Consider the teaching modality (face-to-face, hybrid, asynchronous, and remote) and the students you are working with. Consider your language, use of symbols and how the skill is presented. You can also choose to show a lesson or a video with a student demonstrating skill and fitness exercises to highlight the fact that all learners can demonstrate physical activity and skill development. Students who use English as a new language, who use nonacademic language outside of school, or who need challenges to skill acquisition will benefit from multiple means of representation. As a teacher, you will be building a culture of acceptance while providing supports to create a learning environment where all students succeed and feel comfortable asking questions. Some examples of means of representation applied to physical education are: 1) using students for demonstration, 2) showing a video of the skill or sport to be practiced, or 3) demonstrating the skill or activity yourself with the students verbally following along.

Multiple means of action and expression-is the how of learning -how can you assess and have evidence on what your students know? Consider removing barriers to learning by utilizing support and being flexible with the students' capacity and ability to show you what they know. In this area, provide ways for students to move-to jump, stand, wave their arms, stretch, and bend as a "true" expression of their learning given the type of modality you are using. Give options for students to express what they know and can do, and you will be surprised at what you can learn. For example: when assessing how fast students can run, allow them to choose the distance and the way they want to run, who they run with, the music that is playing, and the goals that they set. To ensure authenticity, have the students pre-set these as goals so they are clear on what they are being assessed on. When assessing the serve in volleyball for example, provide choice as to ball selection, distance from the net, and the way they serve which could include underhand, overhand, or by throwing the ball. The goal or assessment here is to successfully serve a ball over the net. Help students set goals and manage information and by teaching students how to monitor their progress toward learning goals. This can also enhance their engagement in class

An important aspect of UDL for teachers is to know that it must be infused into the lesson plan from the beginning and not added as an afterthought. In addition, UDL concepts are available for all students in the class so that each student can access learning without being singled out. So, if the teacher offers a tee as an option in baseball, it should be an option for all students, and a rope-less jump rope can be used by all students remembering that this provides choices to students. You will be surprised just how many students elect to use equipment that will enable them to be successful. See Table 1 for more examples.

Table 1. Examples of UDL in Physical Education

Multiple Means of Engagement * Timers to alert students to prepare for class. * A clipboard that displays equipment needed and skills to be practiced. * An opportunity for students to socialize particularly if they are learning remotely. * Music is playing and the screen or gymnasium is inviting.

Multiple Means of Representation * Audio, visual, kinesthetic, and approaches specific to the needs of the students in the class. * Utilize a variety of teaching strategies including peer supports and visual cues, such as poster boards and other reminders.

Multiple Means of Action and Expression * All students are assessed in the class according to his or her ability and skills. * Prepare students for assessment so they comprehend and value what and why they are demonstrating what they know

References

The UDL Guidelines. (2020, October 06). Retrieved January 12, 2021, from https://udlguidelines. cast.org/?utm_source=castsite&lutm_ medium=web&utm_campaign=none&utm_ content=aboutudl 2.

About Universal Design for Learning. (2020, December 02). Retrieved January 12, 2021, from http://www.cast. org/our-work/about-udl.html#.WukPFdMvxME

Lieberman, L., Grenier, M., Brian, A., & Arndt, K. (2020). Universal Design for Learning in Physical Education, Champaign, IL: Human Kinetics

Lieberman, L. & Grenier, M. (2019) Infusing Universal Design for Learning into Physical Education Professional Preparation Programs, Journal of Physical Education, Recreation & Dance, 90:6, 3-5, DOI: 10.1080/07303084.2019.1615790
Resources:
The National Center on Health, Physical Activity and Disability (NCHPAD) in collaboration with the National Consortium for Physical Education for Individuals with Disabilities (NCPEID) has created the interactive visual resource Laying the Foundation for Universal Design for Learning in Physical Education to provide general information on the core components of UDL. In addition, the tool suggests recommended strategies to facilitate the implementation of UDL in all physical education settings-no matter what the teaching modality.

PDF on Universal Design for Learning in Physical Education

https://www.nchpad.org/fppics/Universal%20Design%20for%20Learning%20in%20PE.pdf

Video on Universal Design for Learning in Physical Education

https://youtube.com/watch?v=mVGSZP4TjVY%3Ffeature%3Doembed%26enablejsapi%3D1%26wmode%3Dopaque

Lauren J. Lieberman Ph.D.
SUNY Brockport
llieberman@brockport.edu

Michelle Grenier Ph.D.
University of New Hampshire (Emeriti)
Michelle.grenier@unh.edu

Dr. Michelle Grenier Ph.D. University of New Hampshire (Emeriti)
Professor Michelle Grenier, Ph.D., C.A.P.E., is an internationally recognized expert in the field of inclusion and adapted physical education. She has authored or coauthored several Human Kinetics publications including Physical Education for Students with Autism Spectrum Disorders: A Comprehensive Approach, Physical Education for Students with Moderate to Severe Disabilities and her most recent publication, Universal Design for Learning in Physical Education. She has published over 50 peer reviewed articles as well as several book chapters. As an emerita faculty member in the Department of Kinesiology-Health and Physical Education at the University of New Hampshire Dr. Grenier oversaw the adapted physical education concentration at the undergraduate and graduate levels. She is currently an adjunct faculty at the University of South Carolina in the M.S. in Adapted Physical Education.

Michelle is the currently the president of the National Consortium of Physical Education for Individuals with Disabilities (NCPEID), is the New Hampshire state APE representative, and former chair of the national APE (AAHPERD) association. Dr. Grenier serves on several journal editorial boards including Palaestra and Adapted Physical Activity Quarterly.

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Dr. Lauren J. Lieberman Ph.D. and Michelle Grenier Ph.D.

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Universal Design for Learning in Physical Education: Access and Opportunity - SPARK PE

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Physical education classes today are more diverse and heterogeneous than ever before. Teachers must plan ahead in order to accommodate the needs of every student. Universal Design for Learning (UDL) is a framework that uses a variety of teaching methods to eliminate barriers and increase access to learning and provides ALL students equal opportunities to learn and succeed.

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(e.g., tactile balls, visual aids) to support students with physical disabilities.

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(e.g., tactile balls, visual aids) to support students with physical disabilities.

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Adapted PE Products, Supplies, Resources & Equipment

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Shop Adapted PE Products and Supplies for your inclusive pe program

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Strategies for integrating SEL into physical education, fostering emotional regulation and teamwork.

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Strategies for integrating SEL into physical education, fostering emotional regulation and teamwork.

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A guide to incorporating diverse sports and movement traditions to engage students from different backgrounds.

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A guide to incorporating diverse sports and movement traditions to engage students from different backgrounds.

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Tools like speech-to-text apps and movement-tracking software to support students with disabilities.

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Tools like speech-to-text apps and movement-tracking software to support students with disabilities.

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Technology Tips From the Field Robert Waugh Elementary Health and Physical Education Teacher and Unified Sports Head Bocce Coach Pleasant Valley Elementary School, Knoxville, Maryland, and Williamsport Elementary School, Williamsport, Maryland What types of disabilities do your students have, and do you teach these students in an inclusive PE class? I have had students with many different special needs including, Down syndrome, autism, spina bifida, and many more. All of the students I have taught have been in an inclusive PE setting and not in an isolated APE class. What type(s) of digital technology do you use with students who have special needs? First, the most obvious use of technology in my classroom would be the music that I play during activities. We use it as a cue for when to start and when to stop activities. I also use a projector and screen in order to enlarge anything of importance that I would like to go over during class. The other main way I use technology for students with special needs is with the use of an Apple iPad and various iPad apps. I use various fitness and yoga apps that the students use when at fitness stations. The apps I have used the most have been Daily Cardio, Daily Legs, and Daily Yoga, but there are quite a few apps that can be used with students in the PE classroom. Most of my students have and use iPads or tablets at home and they feel very comfortable with them. The fitness apps will be playing when the students arrive at a station, and they will perform the exercise that is playing on the iPad. I’ve also projected apps such as Temple Run and Subway Surfer on the big screen and had my students act out the game as it is played. My students who enjoy a lot of stimulation tend to like these activities. One student will play the game, and if the player in the game is running, we run in our spots. If they jump, we jump; if they duck, we duck; and so forth. Finally, I have had students use the video recorder function on the iPad for activities. For example, as a class we created an exercise video. One student with special needs was uncomfortable being on camera performing our exercises, so that student was our camera operator. We also have used the iPad video camera for self-assessment. When learning to throw a Frisbee, I had the students get into groups of three. One student threw the Frisbee, one student retrieved it, and one video-recorded the throwing motion so that we could see what cues we were missing after the throw. This helped tremendously with some of my students. What is your main goal for using this technology? I want my students to be engaged and enjoy the technology, as well as use it to be successful during various units throughout the school year. What do you like about this technology? The technology was easy to use, most students are comfortable with it, and most students really enjoy incorporating it into the PE classroom. I thought the technology worked great for our uses and doesn’t need any improvements. What suggestions do you have for others in using this technology? Don’t be afraid of it. Many of us, especially those who have been teaching for many years, can get set in our ways. However, technology can be a great tool when working with students with special needs. Many of our kids are more fluent in the technology than we teachers are, so many times we just need to get them started and get out of their way. Incorporating technology into PE and using it with all students is much easier and much more beneficial than many teachers would think.Students in an adapted PE class follow along with exercises displayed via an iPad app; used as 45 to 60 second stations during warm-up or a fitness unit.Courtesy of Robert Waugh.

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Frameworks for pairing students to foster inclusion and support in physical activities.

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Frameworks for pairing students to foster inclusion and support in physical activities.

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Introduction Mentoring in teaching is of immense value, benefiting not only the mentee but also the mentor. Mentoring is something that is synonymous with

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Methods for evaluating student needs before instruction to tailor lessons effectively.

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Methods for evaluating student needs before instruction to tailor lessons effectively.