Let's Talk About Adapted Sports
DISCLAIMER: All pictures that show people's faces in this blog post have been shared with permission from the individuals.
Not all but many people in the disability community tend to face challenges in accessing quality opportunities to activities that promote fitness, health, and wellness. This is often due to difficulty with gross motor skills as part of disabilities, Physical Education (PE) teachers and coaches' lack of resources for making adaptations for athletes in the disability community, and lack of acceptance and flexibility from some PE teachers, coaches, and other athletes. Difficulties with gross motor skills tend to be present in individuals who are on the autism spectrum or who are autistic/have autism, have Attention Deficit-Hyperactivity Disorder (ADHD), are blind along with physically disabled people/people with physical disabilities (e.g. Cerebral Palsy, arthritis, limb differences) and people with medical health conditions (e.g. diabetes). There are many people in the physically disabled, chronically ill, and terminally ill communities who use wheelchairs, lark mobility scooters, walkers, canes, crutches, gate trainers, prosthetics, and orthotics as mobility aids. People with Down Syndrome, other intellectual disabilities (ID), physical disabilities, and medical health conditions may also have low muscle tone. Large rosters and teams can also make it even more challenging for PE teachers and coaches to think about interventions, accommodations, and adaptations while being responsible for fulfilling the needs of all the players of all abilities. Playing sports also comes with a risk for people with certain severe to profound physical disabilities and medical health conditions. To elaborate, people with Traumatic Brain Injuries (TBI) caused by "sports-related concussions" are often told to not play certain or any sports temporarily or ever again by medical doctors (pg. 327, Hallahan, Kauffman, & Pullen 2014). This is due to the high risk of worsening their condition and their risky survival rate as part of the "prolonged effects" of their condition (pg. 327, Hallahan, Kauffman, & Pullen 2014).
These factors cause the disability community to be at risk for increased social isolation, obesity, health disparities, and shorter life expectancies; however, many organizations, such as the Special Olympics, are committed to "improving the physical and social-emotional well-being" of individuals in the disability community (Special Olympics 2024). To elaborate, more opportunities for inclusion in social activities, health care, wellness, and health systems are being provided for athletes of all abilities (Special Olympics 2024). All-inclusive sports can also improve people's mental and physical health and social skills when developmentally appropriate adaptations and a sense of belonging in these recreational activities are present. In addition, exercise can increase endorphins, which can improve anxiety and depression.
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By federal law, all PreK-12 schools in the United States of America are required to provide students of all abilities with equal opportunities to participate in PE. The Individuals with Disabilities Education Act (IDEA) also states that "each child with a disability must be afforded the opportunity to participate in the general physical education program available unless the child is enrolled full-time in a separate facility. If the Individualized Education Program (IEP) has determined that the student is in need of adapted physical education, the Local Education Agency (LEA) must provide the specially designed physical education instruction" (PaTTAN 2013). This is for the purpose of the legal requirement of providing a free and appropriate public education (FAPE) and Least Restrictive Environment (LRE) opportunities to students in the disability community. The IEP team should always begin by enrolling students in the disability community in the general PE classroom. While doing so, it is crucial for PE teachers to keep an open mind about what accommodations, adaptations, services, and specially designed instructions (SDIs) may be necessary before recommending additional placement in APE. To determine that students need APE, Pennsylvania PE teachers can use "assessments aligned to the PA Academic Standards for Health, Safety, and Physical Education" in collaboration with other IEP team members (PaTTAN 2013). "Any student with gross motor skill deficits or limitations in strength, flexibility, or physical fitness should be considered for APE services" (pg. 368, Hallahan, Kauffman, & Pullen 2014).
There is no legal requirement for PE teachers to be certified adapted physical educators (CAPE) to provide Adapted Physical Education (APE) in Pennsylvania. This is because all PE teachers are trained to teach and provide APE for students in the disability community. The only qualifications that are needed to teach PE in PreK-12 schools in Pennsylvania are at least the following:
- Bachelor's Degree in Health and Physical Education PreK-12
- Pennsylvania Educator Certification Test (PECT) certificate in Health and Physical Education PreK-12: Content Knowledge
However, having an APE certification can be beneficial to gain more professional development about providing the most effective APE opportunities for students who need it. Everything that general PE classes do occurs in APE classes with adaptations. APE classes usually start with locomotive exercises as warm-ups. When it comes to APE classes, the PE teacher and IEP team members are expected to collaborate to determine PE based IEP goals, accommodations, adaptations, and SDIs. Sometimes paraprofessionals and related service providers will provide push-ins in APE classes to observe and provide behavioral and instructional support. This support can especially be beneficial for autistic students/students with autism, Down Syndrome, other intellectual disabilities, Attention Deficit-Hyperactivity Disorder (ADHD), Oppositional Defiant Disorder (ODD), Conduct Disorder (CD), and physical disabilities. For example, if a student uses a wheelchair or has a disability that affects their cognitive and/or social-emotional skills, they may have a paraprofessional or Therapeutic Support Staff (TSS) in their APE class. Physical therapists (PT) and occupational therapists (OT) may provide support to students who are wheelchair users or who struggle with gross motor and/or social-emotional skills as part of their disabilities. A Behavioral Specialist may come into an APE class to help students with challenging behavior concerns as part of their disabilities from time to time. Some students with medically complex needs may also have a one-on-one nurse come into their APE class. APE classes can be helpful to PE teachers to gain a lot of extra experience in working with students in the disability community.
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Identifying and incorporating necessary adaptations involves considerations of developmentally-appropriateness, safety, Universal Design for Learning (UDL), and meaningful participation. All students have the legal right to access to physical, recreational, and leisure activities.
There is starting to be a worldwide increase in high schools with Unified Sports teams. Unified Sports are athletic programs that brings students with low-incidence Special Educational needs and general education students together to participate in sports with necessary adaptations. Unified Sports are usually offered as an after school extracurricular activity or class activity at schools that have them. Unified Sports prepare participating athletes to play most athletes, such as track and field, soccer, and hockey.
[Image Description: There are two blue Special Olympics ribbons pinned onto a person's blue tie-dyed shirt. Both of the ribbons are marked "FIRST" in center-aligned gold imprint at the top with the Special Olympics logo imprinted in gold below it. The text "SKILL COURAGE SHARING JOY" in center-aligned gold imprint is at the bottom of the left ribbon which is overlapping the other ribbon. A black clamp or clip is also on the right side of the ribbons.]
My favorite part about Unified Sports that makes it so unique from other Special Olympics teams is that there is true inclusion on these teams. To elaborate, besides adaptations, all Unified Sports teams actually get to compete with different schools' Unified Sports teams at big interactive events with first, second, and third places just like any other sports teams do. I appreciate this after having the disappointment of witnessing no true competition as promised at a rugby game for athletes in the disability community. I will speak freely that the coaches just had the rugby players pass the ball back and forth to each other and run around during the whole game. In addition, the coaches and families said, "Everyone is a winner" at the end of the game instead of any true competition. True competition is announcing first, second, and third places and if the players make it to Nationals and other tournaments with good sportsmanship without stringing along and microaggressions about the athletic abilities of athletes in the disability community.
Participation in Unified Sports can fulfill the recreational and leadership skills of general education student athletes. Partnering students with low-incidence Special Educational needs and general education students together in Unified Sports and inclusive general PE classes can be very helpful since there are general education students who get very involved. For example, to reiterate, some huge high schools may have a class of sixty students in one class and a lot of the challenges that teachers face are with resources, support, and aide. There are some students with high needs in classrooms and a teacher is one person who can only do so much on their own. So, it is difficult not having the hands or eyes to help and see every little thing.
[Image Description: There is the yearbook page dedicated to this year's Lower Moreland High School Unified Track team. The page layout has "Unified Track" in center-aligned bold teal text at the top as the title and seven photos of team members with their faces blurred out at Unified Track meets and two colorful and stylized track graphics. On the right side of the picture at the bottom of the page, there is a teal textbook with a dark blue border that says, "The unified track team had an inspirational season with many new and seasoned runners coming together to compete and have fun. They performed against many schools throughout the season, showing remarkable throughout the spring. Through the weeks, they created incredible bends." in left-aligned bold black text.]
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Adapted aquatics: Besides Unified Sports teams, there are plenty of other adaptive athletics courses and extracurricular teams that exist. Some schools have an adapted aquatics course. Adapted aquatics gives participants in the low incidence disability and physical disability communities the opportunities to participate in swimming and other adapted aquatics activities. Typically, an adapted aquatics course consists of general education high school students being partnered with students with some type of low incidence or physical disability or is self-contained to only students with these disability categories. There are also many different types of assistive technologies (AT) that can support swimmers in the disability community. For swimmers who experience sensory overload from water getting into their eyes or touching their eyelids, wearing goggles can be a sensory friendly AT. Wearing a scuba mask can also make swimming sensory friendly for swimmers who experience sensory overload from water going up their nose. For swimmers who struggle with keeping their heads above water due to disabilities that affect height (e.g. dwarfism also known as "little people" or "short stature") and gross motor skills (e.g. ASD, ADHD, intellectual disabilities, physical disabilities, etc.), life jackets, floats, and pool noodles may be supportive. For swimmers in the physical disability community, having access to a walking assistant and ramp or pool lift to enter the pool instead of stairs or a ladder may be helpful. Paddle fin and prosthetics may also be supportive to people with limb deformities also known as limb differences. Wearing wax ear plugs can protect the outer ear canal of swimmers who are prone to swimmers' ear to prevent further swimmer's ear and the risk of hearing loss as well as swimmers with hearing loss.
While adaptations can be made in any sports, other types of common adapted all-inclusive sports include the following:
- Baseball
- Basketball
- Volleyball
- Tennis
- Field hockey
- Golf
- Bowling
- Corn hole
- Track and field
- Dance
- Cheerleading
- Gymnastics
- Yoga
- Fitness
Adapted baseball: For adapted baseball, a tennis racket instead of a bat can be used to hit a thick rubber ball that is bigger than a baseball as an alternative ball. Tennis racket baseball can support athletes who struggle with their aim as part of their gross motor skills.
Adapted basketball: For adapted basketball, provide an alternative ball that is slightly lighter than a basketball (e.g. soccer ball). Adjusting the basketball net at a universal height for students of all heights may also be necessary for students who are little people. Sometimes adapted basketball is also referred to as wheelchair basketball for players who are wheelchair users. Sports chairs are commonly used by wheelchair users who play adapted basketball and maneuvering in sports chairs are harder than they look. The difference between sports chairs and other wheelchairs is that the wheels on sports chairs are angled out instead of being straight. Sports chairs include straps that go around players' bodies like a seat belt when seated in them.
Adapted volleyball: Just like for adapted basketball, providing an alternative ball may be needed along with adjusting the volleyball net at a height that is universally designed for students of all heights, especially little people. A common adapted volleyball game is called "Keep It Up." The objective of "Keep It Up" is for players is to form a circle and work as a team to keep the ball in the air without it dropping.
Adapted tennis: As for adapted tennis, players can be provided with either a typical tennis ball, softball, inflatable balls, or rubber balls to hit. These alternative balls may be easier to hit than the other for players who struggle with their aim as part of their difficulty with gross motor skills as part of their disabilities. Players of all abilities can also continue to use tennis rackets and some of them may need to hold the tennis racket with both hands instead one hand to improve their aim.
Adapted field hockey: As for adapted field hockey, provide hockey sticks and instead of using the typical field hockey balls, provide bigger balls, such as inflatable balls. Inflatable balls support students who struggle with their aim as part of their difficulty with gross motor skills.
[Image Description: There is an outdoor miniature golf course with winding, curved paths made of green turf. There are many obstacles, sand traps, small hills, and rock gardens along the golf course.]
Adapted golf: Usually, when playing adapted golf, each person gets to hit the ball until they get it into the hole for their turns.
[Image Description: There are 9 bowling balls stacked on a rack with four bowling balls in the left column and the other 5 bowling balls in the right column. Most of the bowling balls are red with one dark purple, one dark blue, dark teal, and one violet bowling ball mixed in. The lighting in the scene has a strong and vibrant purple hue.]
Adapted bowling: For adapted bowling, the same game expectations apply while bumpers and bowling ramps can be provided as ATs to support players who struggle with gross motor skills as part of their disabilities. These adaptations can be optional though, which could benefit players with challenging behaviors who tend to have strong dexterity. In addition, players of all abilities should be provided with bowling ball sizes according to their individual muscle strength skills.
Corn hole: Corn hole is one of my top favorite adapted athletics activities! The fun of corn hole can be universally designed for all ages and players! Since the concept of corn hole is so self-explanatory and simple, the game expectations always stay the same. I have observed that the only adaptation that can be encouraged as an option for players is to move in front of the board on their side instead of behind it to throw the bean bag into the other board. This can increase the likelihood of the aim of players who struggle with gross motor skills as part of their disabilities.
[Image Description: A section of an outdoor running track with a dark gray asphalt surface and white painted lines marking the individual lanes is pictured. The lines curve since is the curved section of an oval track. The legs and feet of several people standing on the track and wearing khaki pants, black pants, and pink pants or shoes are in the background. A glimpse of a chain-like fence bordering the track and some greenery beyond it is also pictured.]
Adapted track and field: Athletes who have the ability to run can participate in running relays. The opportunity to participate in adapted races (can also be preferably called a wheelchair race or wheelchair accessible race instead of "physically handicapped race") should also be made possible for participants who use ATs for orientation and mobility (O&M) (e.g. larks, wheelchairs, canes, walkers, crutches, gate trainers which can help with working on leg strength). Blind runners or runners with vision impairments/visually impaired runners can use a wall or railing for guidance to fully participate in running. It is also common for track and field participants to engage in a standing long jump, which is when athletes stand behind a line marked on the ground with their feet slightly apart. The objective of the standing long jump is for the athlete to jump from this point and land somewhere across the line using both of their feet, swinging their arms, and bending their knees to jump forward and further. While trying to jump further than before should be encouraged, let students know that "the length of any jump is good enough."
Adapted dance and cheerleading: Dance moves match each individual dancer's abilities can be assigned and taught. Dancers who need consistent visuals of dance moves due to difficulty with working memory (WM) can be placed in front of other dancers during rehearsals and performances. Dancers with these needs should be assigned and taught dance moves that will be easy for them to remember when they are placed in the front row as part of a dance routine.
Adapted gymnastics: To improve students' dynamic balance skills, progress from different smaller to complex balancing tools in chunks. For example, you may start out by letting students "work on balancing on a line on the floor, then move to a balance beam that is a few inches off the floor, then to a balance beam that is a few feet off the floor" (Maloney & Winchell 2021).
[Image Description: There is a purple yoga mat laid out on a carpeted floor. There is text that says "thursday" in center-aligned cursive white text with "08:51" in center-aligned italicized white text below it overlapping the image of the mat. "friendly reminder: you are strong + beautiful + worthy of happiness + healing" is in center-aligned black text with a white heart emoji all in a white rectangular text box overlapping the image of the mat. "BRYN ATHYN COLLEGE" is in center-aligned white text in a clear Instagram location sticker.]
Yoga: It is common for yoga to highly benefit the mental health of people of all abilities and ages. This is because yoga can be very calming, simple, and self-taught. While there are certain yoga positions that can be very complex, anyone who participates in yoga can always choose which yoga positions to do according to their abilities. That is one of my favorite parts of yoga being all-ability friendly.
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Adapted fitness: It is important to acknowledge that there are some people of all differences who are do not have much of an interest in playing sports (like me) and that is completely okay! Along with yoga, adapted fitness is one of the most low-key athletics because fitness can be any type of exercise. It is recommended that everyone should squeeze in at least 20 minutes of exercise each time that they exercise for the purpose of healthy living and that is it! It is common for people to play (uplifting) music while exercising to stay engaged and motivated. Some low-key fitness activities include:
- Chair exercises are all-ability friendly and inclusive of wheelchair users and people with limited mobility. Videos can be found on YouTube!
- Treadmills are my favorite gym equipment!
- Walking, wheeling, and/or moving along track with larks, walkers, canes, crutches, or gait trainers
- Hiking/walking along the Penny Pack Trail, other nature trails, or anywhere accessible
- Color Run - Cover wheelchairs with thick plastic to avoid stains getting on it since I am not 100% sure if Color Run paint can wash off of wheelchairs easily.
- Adapted obstacle courses - Inflatable obstacle courses can provide sensory input for individuals with sensory needs as part of being on the autism spectrum/autistic/having Autism/ASD
- All-ability playgrounds are accessible to people who can walk and use wheelchairs, larks, walkers, canes, crutches, and gait trainers and can provide effective sensory input.
[Image Description: There is an all-ability inclusive playground called Everybody's Playground in Horsham, PA pictured. The playground consists of a large play structure with different types of slides, climbing equipment, ramps, bridges, and blue shade structures overhead. The playground has a blue and beige rubberized surface and trees surrounding the play area. There are many children and adults playing on the playground.]
PE classes can serve as strongly effective behavior interventions and collaboration between the PE teacher, Special Education teacher, and other IEP team members is needed. Sports are hands-on which can support kinesthetic learners, which is a common learning preference among students with challenging behaviors. Sports can reduce behavior concerns in kinesthetic learners. Hands-on learning also provides visuals for concrete learners, which is a common learning preference among students whose disabilities affect their cognitive skills. The concrete social experiences that occur in PE class can be helpful behavior interventions for students with these Special Educational needs as well. There are two key collaboration methods that can be effective for PE teachers to create intervention plans for their students. These two key methods are referring to the IEPs and utilizing all of the intervention strategies that students' Special Education teachers have suggested to them. PE teachers can also collaborate with individual students' Special Education teachers and general education teachers by asking them for guidance about handling any concerns. To elaborate, they can ask them about how to get the students engaged and support them when it comes to their behaviors and struggles in class. Typically, public school districts have a Special Education Director and PE teachers need to collaborate with all members of the IEP team and make sure that teachers are complying with what students' IEPs say. Students with Special Educational needs also have Special Education teachers who write the IEPs. So, PE teachers are not the people who create the plans, and they have to meet regularly with Special Education teachers that create these accommodations, adaptations, and SDIs based on individual students' IEPs. Some of the interventions used in PE classes are just verbal redirection, visual demonstrations, and time-out strategies. A lot of students, especially who are autistic/have autism/are on the autism spectrum, who go into crisis can benefit from using the time-out strategy. There are students who go into crisis and when a teacher is alone in their classroom, they may not have the hands or support or the one-on-one that the student needs may not be present. Students can also go to a sensory room or other separate room with supervision, which should be set up as small but not too small with space and multiple additional options of self-regulation tools.
The resources that can be used to support these interventions include the school psychologist, Special Education Department, paraprofessionals, and service providers. The general education students who are partnered with students with Special Educational needs in Unified Sports and all-inclusive general PE classes can also be a helpful resource. Assigning general education students to be one-on-ones and supporting peers with Special Educational needs from time to time can be a really huge help in any schools, especially who have minimal resources.
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Besides providing necessary accommodations, adaptations, and SDIs, model positive sportsmanship to teach players of all abilities to do the same. Positive sportsmanship can be best exhibited by treating all players, teammates, and opponents with respect and focusing on their personal best instead of comparing themselves to the participants that they are playing with and against. Promote less negative self-talk (e.g. "I need to run faster than Emily!" and "I need to beat Padro!") and negative talk about other players (e.g. "I was faster than Nick!", "My throw was more powerful than Zahra's throw!", "You don't run fast enough!"). Model this positive sportsmanship by praising players for trying and showing enthusiasm and educating them about what they can do to improve their athletic skills. Lastly, "the fitness industry must embrace inclusion and provide accessible options for all, focusing on the holistic well-being of individuals rather than just physical appearance" (Palumbo 2024).
Adapted sports are an interesting intervention that are not talked about enough. If you are interested in learning more about providing adaptations in sports and movement activities for students, here is a book recommendation below:
- Can't Play, Won't Play: Simply Sizzling Ideas to get the Ball Rolling for Children with Dyspraxia written by Sharon Drew and Elizabeth Atter and illustrated by Elizabeth Atter
To learn more about getting involved in adapted sports, click on the below links to adapted sports organizations:
For more information about state laws about youth sports and TBIs, visit the below link:
For more information about becoming a certified adaptive physical educator (CAPE), visit the below links:
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Citations
1. Hallahan, Daniel P., Kauffman, James M., & Pullen, Paige C. (2014). Exceptional Learners: An Introduction to Special Education. (13th ed.). Chapter 13: Learners with Low-Incidence, Multiple, and Severe Disabilities. (pgs. 327-328). Pearson.
2. Hallahan, Daniel P., Kauffman, James M., & Pullen, Paige C. (2014). Exceptional Learners: An Introduction to Special Education. (13th ed.). Chapter 14: Learners with Physical Disabilities and Other Health Impairments. (pg. 368). Pearson.
3. (2024). Inclusive Health. https://www.specialolympics.org/what-we-do/inclusive-health
4. Maloney, N. & Winchell, M. (15 Nov. 2021). Making PE More Enjoyable for Students with Physical Disabilities. https://www.edutopia.org/article/making-pe-more-enjoyable-students-physical-disabilities/
5. (2024). Move United.
6. Palumbo, J. (24 Feb. 2024). Embracing the Inclusion of Physical Activity For Autistic Individuals. https://www.forbes.com/sites/jenniferpalumbo/2024/02/24/embracing-the-inclusion-of-physical-activity-for-autistic-individuals/?sh=1af4e5b33b2f
7. PaTTAN. (Nov. 2013). Adapted Physical Education: Frequently Asked Questions. https://www.pattan.net/getmedia/56c9ff32-62ca-4c45-9b5a-e0993cb4cf33/adapted%20physical%20education%20faq#:~:text=No%2C%20in%20Pennsylvania%20there%20is%20no%20requirement%20for,provide%20Adapted%20Physical%20Education%20to%20students%20with%20disabilities.
8. Pennsylvania Department of Education (PDE). (2023). CSPG 47 - Health Education PK-12 (4810) and Health and Physical Education (4805) (PK-12). https://www.education.pa.gov/Educators/Certification/Staffing%20Guidelines/Pages/CSPG47.aspx
9. Pennsylvania Department of Education (PDE). (2024). Health and Physical Education. https://www.education.pa.gov/Teachers%20-%20Administrators/Curriculum/HealthPhysicalEd/Pages/default.aspx
10. Special Olympics. (2024). https://www.specialolympics.org/?_gl=1*gtht7p*_gcl_au*ODMzNjgwNTI2LjE3MTg0ODg1MTM.*_ga*NDczMDIxODQyLjE3MTg0ODg1MTQ.*_ga_KTMLJ70DKD*MTcxOTI3OTg0MC42LjEuMTcxOTI3OTk3NS43LjAuMA..
11. The National Consortium for Physical Education for Individuals with Disabilities (NCPEID). (2022). CAPE Initial Certification. https://www.ncpeid.org/apens-certification
12. The Policy Surveillance Program: A LawAtlas Project. (30 Jun. 2017). Youth Sports Traumatic Brain Injury Laws. https://legacy.lawatlas.org/datasets/sc-reboot
13. Unified Sports. (2024). Special Olympics. https://www.specialolympics.org/what-we-do/sports/unified-sports
14. West Chester University (WCU). (3 Jul. 2023). ADAPTED PHYSICAL EDUCATION CERTIFICATE. https://www.wcupa.edu/education-socialWork/secondaryEducation/phys-ed-cert.aspx
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