Adapting the Playbook: Structuring Adapted PE for Joyful Pl…

Dec 22/Jan 23 Closing The Gap Solutions - Collaborating With Augmentative and Alternative Communication (AAC) Users Gains A New Perspective To Best Support Clients By Lydia Dawley

Adapting the Playbook: Structuring Adapted PE for Joyful Play accessibility & UDL Summary : This article will detail creative strategies an Adapted Physical Education (APE) teacher will implement to engage students with complex support needs in physical activities, particularly around a Super Bowl theme. It will highlight challeng- es in traditional PE for students with disabilities and will offer low, mid, and high-tech adaptations, including switch-adapted equipment and unique party games. The core message will emphasize fostering participation, skill development, and joy through inclusive play, ensuring every student can experience the thrill of sports

FROM NON-FOOTBALL FAN TO ADAPTED PE ENTHUSIAST

Philadelphia, Pennsylvania: home of the Philadelphia Eagles, the 2025 Super Bowl LIX Champions, and a unique and passionate "phanbase" (see what I did there?). Eagles fans are a different breed. They embody a level of dedication, determination, unbridled joy, and intensity not seen in other fans. This is also true for the students at my school with complex support needs. The student population at HMS School for Children with Cerebral Palsy in Philadelphia, PA, consists of students aged 5 to 22 years old who have complex, multiple disabilities, typically resulting from cerebral palsy, traumatic brain injury, or other neurological impairments. Every student relies on a wheelchair for mobility, utilizes augmentative and alternative communication (AAC) systems to express themselves, and uses assistive technology to access their environment. As an Adapted Physical Education (APE) teacher, my role necessitates creative adaptations of popular events, such as the Super Bowl, to ensure active engagement and meaningful participation for all students. This year, I wanted my students to be actively engaged during PE groups, our Super Bowl pep rally party, and our post-victory celebration. This article will focus on a football theme; however, most of the activities discussed could be tweaked to fit a variety of themes. Fly, Eagles, Fly!

Historically, I have not been a very big football fan (or, frankly, a fan of any professional sports). My transition into leading our PE groups, as well as my own teenager’s love of sports, has forced me to explore these sports in a more nuanced way. I’ve made it my role to try to see the joy they bring others and experiment with ways to adapt and design activities that bring engagement and fun to my students. Occasionally, I have to text my 17-year-old and ask for the proper terminology or rule nuance (who knew hitting the goal post was called a "donk"!?), but even he has commented that my questions are “no longer stupid” and show that I have begun the process of starting to understand the fundamentals of the games. For my students, it is all about finding ways for them to be able to interact, engage, and learn through play. And I am fortunate to get to learn alongside them every day. THE CHALLENGES OF TRADITIONAL PE Traditional PE programs often rely on standardized activities, equipment, and teaching methods. This one-size-fits-all approach can present significant challenges for students with complex needs, such as physical or motor impairments, intellectual disabilities, sensory processing differences, or visual impairments.

TERESA GIARDINA, M.Ed. (she/they) has spent more than ten years championing inclusive play at HMS School for Children with Cerebral Palsy. Teresa's diverse professional background, from paraprofessional to education administration, underpins her expertise in DIY assistive technology and creating joyful, engaging learning environments. She actively shares her innovative adapted play strategies at national conferences and on the Insta- gram account @Adapt_Play_Connect (co-founded with Courtney Grimes), continually seeking new ways to connect and empower. Outside of school, Teresa officiates roller derby and enjoys exploring her community.

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TACKLING THE BARRIERS WITH PHILLY SWAGGER Alright, let's tackle those barriers with a bit of Philly flair! Now, we all know that trying to fit every student into a "one-size-fits- all" PE program is like trying to fit a square peg into a round hole – it just ain't gonna work. We're talking about hurdles that can sideline even the most determined athletes, like equipment that feels more like an immovable object than a friendly football, or activities that seem designed for a different planet. And let's be honest, sometimes teachers feel like they're trying to assemble a complex piece of furniture without the instructions when it comes to adapting activities. We need to "Eagles-ize" our approach, making sure everyone gets a fair shot at the end zone. But here's the kicker: we're not just aiming for participation, we're going for a Super Bowl-level performance. It's about building a team where every student feels like an MVP, not just a spectator on the bench. We're going to create a culture where inclusion isn't just a buzzword, it’s a touchdown dance. We'll be working on our "Eagle Eye" to spot barriers and then blitzing them with creative solutions. So, get ready to "Fly, Eagles, Fly" into some seriously fun, adapted football activities that'll have everyone feeling like they just caught a game-winning pass from Jalen Hurts. NOTE: For those looking to dive deeper into these adapted activities, a comprehensive resource Padlet has been created. This Padlet serves as a one-stop shop, offering a detailed materials shopping list to ensure you have everything needed, photos and videos showcasing the games in action, and step-by-step instructions for each activity. Additionally, you'll find contact information for further inquiries, and even more resources to support your adapted PE endeavors. Whether you're a seasoned adapted PE teacher or just starting out, this Padlet is designed to provide you with the tools and information necessary to create inclusive and engaging experiences for all your students. https:// padlet.com/tgiardina/flyeaglesfly LOW/LIGHT-TECH ACTIVITIES • Body Part Isolation: During this activity, students first chose different body parts to place an inflatable football on (feet, hands, lap, etc.), then worked to isolate that body part to knock the football to the ground. A package of multiple inflatable footballs enabled everyone to participate simultaneously. Students were able to choose the body part using their voice, their communication device, by moving the part of the body they wanted to use, by rolling a die with body parts on each side, etc. The game complexity could be increased by asking students to balance the ball for an amount of time before knocking it down. This activity required no adapted materials and was used across the spectrum of student abilities. • Beach Ball Pop: Using a slightly deflated beach ball (in this case, a football-shaped beach ball) and a foam football (stress ball) to engage in a throwing/tossing activity. The slightly deflated beach ball is placed on a table, tray, or lap; then, the foam football is placed on top. Using a gross motor arm

Common barriers include: • Inaccessible Equipment: Standard sports equipment may be too large, too heavy, or require fine motor skills that some students may not possess. • Lack of Adapted Activities: Traditional games and sports may not be easily modified to accommodate diverse abilities, limiting participation and engagement. • Limited Teacher Training and Confidence: Educators may lack the training and resources to effectively adapt activities and integrate AT, leading to feelings of uncertainty and a reluctance to include students with complex needs fully. • Environmental Barriers: The physical environment of the gym or playing field may present obstacles, such as uneven surfaces, limited space, or sensory overload. These barriers can lead to students with complex needs being excluded from PE, either through direct exclusion or by being relegated to passive observation. This lack of participation has significant consequences, impacting not only physical development but also social-emotional well-being, self- esteem, and overall quality of life. Every student, regardless of ability, deserves the right to play (Liberman et al., 2002). Access to play and leisure is crucial for development at all ages (Nestor & Moser, 2018). All students at my school participate in Adapted PE. As their teacher, I control the scope, sequence, and curriculum for our groups. I have the flexibility and autonomy to pivot based on student interest, current events, weather, or material availability, which is not always the case when pushing into a general education PE group. However, even within this population, each student may require different supports to be successful and make progress. Through this article, I will start with low/light-tech adaptations and move along to mid- and high-tech adaptations and include some non-traditional, sports-related activities we had at our Super Bowl party. THE POWER OF PLAY AND COMMUNICATION IN PE PE is an ideal time for encouraging all kinds of multi-modal communication. Whether it’s on-topic or off-topic, students often use their voices or communication devices in the heat of the game, and that’s okay! Laughter and joy abound during PE games, often inspiring students to make unique utterances, even if those utterances aren’t typical PE vocabulary. We embrace it all, and it adds to the fun! Additionally, I have found that some students are highly motivated by a little friendly trash talk. Some students will compose their own cheering or jeering messages on their communication devices, and others will enthusiastically activate a recorded switch to share some thoughtful insights such as “that’s all you got?” or “woo-hoo,” or “whomp, whomp!”

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• Balloon Variation: A variation on this activity uses a smaller stress ball football and helium balloons. Tie the helium balloons to the small football (ideally, these would be football- shaped Mylar balloons). This will create more lift as the small football flies. This is a great activity for a blower (especially from a smaller bounce house) to use as the propellant. The blower is typically quieter than a leaf blower. I like to add a tube to the blower. This could be a 4-inch PVC pipe or a cardboard tube from carpet or sheet linoleum (the cardboard tubes are great if you can get them from a business that is going to recycle them anyway; they are lighter and easier to cut and easier to decorate than PVC, but PVC also works). Place the football tied to balloons inside the tube. Then students activate the blower, and the football and balloons fly out. The balloons will often catch some air and do some very cool flying, and they head towards the goal and/or receiver. The balloons also slow the descent of the football, adding more time that someone can try and catch the ball or simply allowing more time to visually track the ball through the air. • Switch-Adapted All-Pro Passer Robotic Quarterback: The All-Pro Passer Robotic Quarterback is a battery-powered toy that throws a football using compressed air. It is possible to switch-adapt this toy. It must be opened, and a switch port wired in. While this is a more advanced switch adaptation (because it is not a simple on/off switch), it is totally worth it! Once switch-adapted, this robotic quarterback will rival any quarterback in its force! The ball is placed on the launcher and then locked into place with a button press. Next, the air must be manually pumped to create pressure. This can be difficult, and as the pressure increases, pumping becomes more difficult. During this activity, some students were able to pump independently, some with assistance, and others chose a number of pumps that a staff member did. After the robotic quarterback is set up (ball on, locked in, pumped up), the switch user can activate the quarterback, sending the ball flying! If using inside, I would recommend never pumping more than one-third of the way because otherwise things might break! º Important Note: Opening and modifying electronic toys can be complex and may void any warranties. If you are not comfortable with electronics, seek assistance from someone experienced in switch adaptation or electronics repair. • Goal Posts, Receivers, and Moving Targets: Now that we have lots of ways to throw, we need to discuss what we are throwing at/towards! I found a very large Mylar balloon goal post. This worked perfectly for a lot of the throwing activities previously described, bonus is it's yellow like a real goal post. I used a balloon inflator (and PowerLink and switch) to have students inflate the large Mylar goal post, and then we were able to use it for multiple sessions. Another option is to throw

action, the beach ball is compressed, sending the smaller football flying! This can be a big“bang-for-your-buck" activity, as the flying ball will sometimes go so high it hits the ceiling! For an added challenge, students can also work on aiming the ball at a target or receiver. This activity does not require anyone to build anything. MID-TECH ACTIVITIES • Catapulting Footballs: Now we are getting into some building. This is a catapult activity that can be done with a variety of different types of catapults. The catapults could be store-bought, custom-made, 3D printed, etc. • Slap Koozie Catapult: The slap koozie catapult is cheap and easy to make using a slap koozie. A slap koozie is a drink koozie designed to quickly form around a bottle or can. Inside the neoprene rectangle are two slap bracelets. When the slap koozie is pulled in the opposite direction it is intended to go, it creates a spring-back catapult action. For this catapult, I like to attach Velcro to one end and some kind of holder to the other end for the ball. I use a slant board, Velcro the catapult onto the board, pull back, load up a ball, and let it fly. You can add adaptations such as a strap to hold down the loaded catapult and use a small strap, industrial twist tie, or other apparatus to pull back on the strap, thus firing the catapult. For football catapulting, I like to set up this game on one end of a table and set up a field goal at the other end. The field goal could be made of PVC pipes or pool noodles. I also found a Mylar balloon field goal that worked very well for this and other field goal activities. The same basic setup works with any catapult. HIGH-TECH ACTIVITIES • Leaf Blower/Blower Fan Throwing: Another way to throw a football is using a PowerLink, a fan or leaf blower, and an inflatable football. A PowerLink enables anything that plugs in with a dedicated on/off feature to be switch-accessible. Setting up a leaf blower or strong fan with a stand and an inflatable football can make throwing (or kicking) the football accessible to switch users. The inflatable football is preferred to a regular or Nerf football because it is lighter and more easily thrown by the fan/leaf blower. Some additional ways to enhance this activity include altering the switch access for different skills. For instance, if working on kicking, then use a wobble or string switch and tie on a football. The student can then kick that football, and a small movement can activate the leaf blower and launch the inflatable football a long distance. If working on throwing, then the switch might have a football on it, and the student could use their hand or another appropriate switch location to activate the blower. Altering the switch access so that the student is interacting with a football and not just a flat plastic switch is another enhancement to this activity.

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it toward another student or staff member and get them to catch the ball, which is always fun (especially when a staff member misses!). Students can choose who to throw it to and maybe even someone to run interference! Want to take it up a notch? Using a moving target can really increase the fun and engagement. I like to use a motorized Nerf-style target. These move back and forth on their own (no real rhyme or reason to their movements!). Instead of the target design included, I place a shirt or jersey over the frame and add a football helmet (usually just a picture of one), and then we have our own moving receiver! It’s fun to try and time the toss to hit the motorized receiver whose movements are unpredictable! SUPER BOWL PARTY ACTIVITIES At our Super Bowl Pep Rally Party, I wanted some additional activities that we had not explored during adapted PE groups. I included a photo booth, two different surveys, a "decipher the symbols" Super Bowl-themed game, and an an opportunity to throw snowballs at Travis Kelce. • Photo Booth: For the photo booth, I hung up a green background. Using a green screen enabled me to go back and edit students directly into the stands, the halftime show, or directly onto the field! We had props and balloons available to add into the photos. I set up an iPad on a stand which gave a larger screen for students to visually see where they were in the frame before taking pictures. I used a Bluetooth selfie button (that I had switch-adapted) for students to take their own pictures. Even without adapting the selfie button for a switch, it works as a remote control for pictures. There are some low-tech adaptations one can use for the selfie button as well, including adding small bumper dots (like the ones for cabinets) onto the button to make it easier to find and press. • Surveys: I set up two surveys for students and staff to answer. I used icon symbols to fill in the answers and create a bar graph chart that students could later analyze. The questions were “Who do you think will win the Super Bowl?”with the options of the Philadelphia Eagles and the other team (j/k Kansas City Chiefs). The second question was “What is your favorite part of the Super Bowl?” with the options of the football game, the commercials, the halftime show, or snacks. This activity prompted conversations. Students were able to use a variety of means to answer the questions, e.g., their communication devices, eye gaze, partner-assisted scanning, pointing, etc. It also created an artifact that could be used later in lessons to discuss the graph, the predictions, the trends, etc. • Symbol Deciphering Game: I also created a game using communication symbols where students and staff had to decipher the football term. For example, a picture of a field and a picture of a goal for“Field Goal,”or a picture of touch and a picture of a downward arrow for “Touch Down,” or a picture of a fly then some eagles and then another fly for “Fly, Eagles,

Fly,”or my personal favorite, a picture of brothers and push for “Brotherly Shove” (another variation has a picture pointing to someone’s backside and push for “Tush Push”). People were able to see the unlabeled images only; the answers were covered up, and they made their guesses together before lifting the flap covering the answer and seeing if they were correct. END ZONE In conclusion, adapting traditional physical education activities to meet the diverse needs of students with complex support needs is not only possible but also profoundly rewarding. By embracing creativity, utilizing readily available materials, and incorporating assistive technology, educators can transform seemingly inaccessible activities into engaging and meaningful experiences. The football-themed activities described in this article, from simple body part isolation to the switch-adapted robotic quarterback, demonstrate the power of adaptation in fostering participation, promoting skill development, and sparking joy. Furthermore, the inclusion of party activities like the green screen photo booth and interactive surveys highlights the importance of creating inclusive and celebratory environments. Ultimately, by prioritizing accessibility and embracing the spirit of play, educators can empower all students to experience the thrill of sports and the excitement of shared events, ensuring that every student, regardless of their abilities, has the opportunity to fly high, just like their beloved Philadelphia Eagles. REFERENCES Liberman, R. P., Kopelowicz, A., Ventura, J., & Gutkind, D. (2002). Operational criteria and factors related to recovery from schizophrenia. International Review of Psychiatry, 14 (4), 256–272. Nestor, O., & Moser, C. S. (2018). The importance of play. Journal of Occupational Therapy, Schools, & Early Intervention, 11 (2), 247–262.

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