Welcome to another online addition of the Arizona Promising Practices forum. For those new to this service, each issue, which will now be sent to you on a regular basis, will focus on: (1) Recommended National Educational Websites; (2) A Local or Arizona Website/Practice of Importance; and (3) One promising practice article in condensed form. We welcome your recommendations for improvement to this forum or suggestions on future topics (these will be wide ranging to if nothing in this update interests you, hold on for future editions!) The Arizona Promising Practices Forum and website, www.azpromisingpractices.com is a FREE resource of the Arizona Department of Education.

Mary Urich, ACPE Director murich@mail1.ade.state.az.us

In this issue we focus on Promising Practice Research aimed at assisting individuals with Physical Disabilities make adaptations in Physical Education events. This article, brought to you by Project ASPIRE includes useful information on how to integrate individuals into ongoing physical activities and make them apart of group activities.

But first:

National Website focusing on Promising Practice - The National Center on Physical Activity and Disability is sponsored by the National Center for Environmental Heath and focuses on research, activities, and ideas to support a healthy lifestyle for those with physical limitations. Check out their site at: www.ncpad.org

Arizona Website of Importance - The Arizona Teacher Excellence Coalition is a statewide partnership aimed at improving education in both rural and remote areas. Funded by a US Dept of Education grant, their website can be found at: http://www.eas.asu.edu/~cresmet/DoE-Partner/

Promising Practice Research and Tips
Examples of Basic Strategies to Accommodate Learners with Disabilities in Regular Physical Education

Reduce size of playing field

Soccer
Reduce size of field so there is less distance to cover and the ball moves from one end of the field to the other faster. Reduce size of goal if the individual is goalkeeper so there is less area to cover; the size of the goal is commensurate with student's movement ability.

Badminton
Reduce size of court so there is less space to cover. Create a "level playing field" by asking a student with a disability to cover the singles court while a student with better mobility covers the entire doubles court.

Horseshoes
Reduce the distance from delivery area to stake. Introduce larger pieces of equipment.

Track
Reduce the length of the race. Instead of a 440, perhaps the student would be more successful doing a 220.

Change the size of the equipment

Softball
Use beach ball so the speed of the ball is decreased. Use larger, bright ball so it is more easily tracked. Use larger (but light) bats so the bat is more easily moved through range of movement.

Volleyball
Use a beach ball to slow speed of the ball. Use a balloon to decrease finger strength and dexterity required to contact the ball.

Badminton
Allow the individual to use a larger, but lightweight racquet. Introduce lighter equipment.

Bowling
Use lighter ball so person lacking strength has greater control of ball. Note: If a person is using a bowling ramp, however, a heavier ball may insure success.

Archery
Use lighter bow so person lacking strength can draw and control bow. Modify size of team.

Reduce the Size of the Playing Area

Volleyball
Add more players so there is less area for each person to cover. To equalize the "playing field", for example, 3 of the more skilled, more mobile volleyball players can cover the court while playing 9 less mobile individuals.

Handball
Play triples so there is less area for each person to cover.

Tennis and Badminton
Play triples so there is less area for each person to cover. Make minor rule changes.

Modify Basic Rules

Wrestling
Use physical contact to begin the match. The individual with a severe visual disability will assume the takedown position to ensure physical contact with opponent, enabling him or her to know where opponent is at all times.

Volleyball
Play the whole game with all participants in seated position. Allow 5-7 contacts of the ball on one side of the net. Allow a student to serve the volleyball from any position on the court to ensure success.

Tennis
Allow a less mobile player two or three bounces to get to the ball.

Swimming
Allow a swimmer who fatigues or becomes disoriented to swim next to the wall and use the wall to rest or reorient, as needed. In relays, allow 8 swimmers to race against 4 swimmers in a 200 free, 200 medley, 400 free, 400 medley, or 800 free relay.

Basketball
Substitute every 3 or 4 minutes if an individual becomes fatigued. Make quarters 5 or 6 minutes long to accommodate students with less endurance.

Bowling
Bowl only 3 or 4 or 5 frames to accommodate a bowler with less endurance and finger/hand strength.

Swimming
Level the "playing field" by allowing heats based on time. For example, accommodate the swimmer with a disability by, for example, allowing a swimmer to race for 50 meters against another swimmer racing 100 meters.

Tennis
Play a tiebreaker instead of a full set. Play a best two of three sets instead of a best three of five match. Reduce number of points required to win contest.

Use Specialized Equipment

Baseball or Softball
Use a batting tee.

Bowling
Bowl with bumpers (available at most alleys) to ensure success. Use a bowling ramp. Use an automatic handle release ball.

Skiing
Use a sit-ski. Use poles with runners.

http://www7.twu.edu/%7ef_huettig/