Adapting the Playbook: Structuring Adapted PE for Joyful Pl…

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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