Students will generally have greater success in individual and dual sports as opposed to team sports.
How to teach – Adapting methods
Provide peer models
Use stations to provide both “preferred” and “non-preferred” activities
Utilize visual cues to facilitate understanding of directions (poly spots, directional arrows, task cards, photo activity cards, visual schedule)
Be planful about changes in activity and routine. Warn students of changes.
Where and with what – Physical space and equipment used
Physical space: sound, visual (floor glare, size), auditory. Identify and plan to minimize sensory issues related to the physical space
When working with young children outside, make sure that the area is safe! Have adequate supervision or use fenced areas.
Select equipment that is of interest to the student. Use students’ individual preferences to entice activity and interaction.
Offer a choice of equipment: “It is time to play catch. Would you like to use a red ball or a blue ball?”
Top 10 “Toys”/Equipment Selections
Multi-sensory Balls: Inside Out Balls, Bump balls, Foxtails, Sensation Balls
Beamos: Giant flying rings or Hoop Bounders
Hands on Basketballs and Footballs
Yoga mat with pics
Jim Gill CD’s:
Coop Band and Scooters
FitDeck cards: and Exercards:
Zoom balls or Ultra Foam Rockets
How do you know the student is learning - Assessment/measurement
Use a task analysis
Use a cue hierarchy