Adapting the Playbook: Structuring Adapted PE for Joyful Pl…

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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