Unit 216 working with participants with disabilities in sport and active leisure

Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Unit 216Working with participants with disabilities in sport and active leisure

Tutor Guidance

1. Explain the unit outcomes and check understanding.2. Present students with unit assessments and processes for submission.3. Utilise the PowerPoint to support lesson delivery, and student understanding.4. Allow for students to record lesson information to support them in their assessment.5. Consolidate after each lesson.6. Link theory lesson outcomes with practical delivery.7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,

risk assessments, health and safety checklist, injuries in football, video clips.


Unit 216Working with participants with disabilities in sport and active leisure

Student Guidance

1. Review the unit standards, on Blackboard.2. Access unit assessment from Blackboard.3. Save assessment in your documents.4. Take part within group discussions.5. Record notes/ findings from both practical and theory lessons.6. Ask questions, to establish understanding.7. Take active role within practical lessons.8. Clear submission date and procedure.9. Clearly read the assessment requirements for example, prepare a presentation, write a report,

produce a leaflet.


Unit 216Working with participants with disabilities in

sport and active leisure

Unit aimThis unit is aimed at those who work/wish to work with disabled participants within the Sport andActive Leisure industry. This qualification is specifically designed to enhance individual skills andknowledge, providing confidence to provide an inclusive environment when delivering sportingactivities, and ultimately improving the performance of disabled athletes.

Learning outcomesThere are three outcomes to this unit. The learner will be able to:216.1: Describe the key issues which affect participants with disabilities216.2: Review safe working practices216.3: Lead sport and leisure activities for participants with disabilities

Guided learning hoursIt is recommended that 65 hours should be allocated for this unit. This may be on a full-time or parttimebasis.


The greatest discovery of my generation is that a human being can alter his life by altering his attitudes

They need to feel included


Outcome 1 Describe the key issues which affect participantswith disabilities

Assessment Criteria

The learner can:

1. outline key considerations when working with participants with disabilities/impairments

2. describe the models of disability

3. outline barriers to participation for people with disabilities

4. describe the pathways in which participants with disabilities can be included in sport and leisure activities



Assessment Criteria

The learner can:

5. describe examples of sport and leisure activities that can be accessed by participants with disabilities

6. outline the purpose of key organisations associated with disability in Sport and Active Leisure in the UK

7. outline the main acts of parliament and practices that relate to working with participants with disabilities

8. explain how facilities may be adapted for participants with disabilities in the Sport and Active Leisure Industry.



Range

Key considerationsEnvironmental, physical, social, educational, medical

Disabilities/impairmentsPhysical impairments, sensory impairments, deaf people, people with learningdifficulties/disabilities, people who use mental health services, people with restricted growth conditions, Neuro Diversity

Recognised model of disabilitySocial, cultural, medical, and any other model relevant to the participants with disabilities, history of the social model, attitudes and discrimination, difference between disability and impairment, removal of barriers, use of correct languages as chosen by participants with disability



RangeBarriersReal: inaccessible information, inaccessible buildings, inaccessible transport, inflexibleorganisational procedures and practices, previous disabling barriers (e.g. attendance at special school), lack of training Perceived: prejudice and stereotypes

PathwaysMain stream activities, adapted specific sport activities

Main acts of parliament and practicesActs of parliament: Disability Discrimination Act 1995, Children Act 1989, Health and Safety at Work act 1974 Practices: English Federation of Disability Sport (EFDS), Federation of Disability Sport Wales (FDSW), Disability Sport Northern Ireland (DSNI), Scottish Disability Sports (SDS), Disability Sport Events (DSE), Paralympics GB, British Blind Sports, Mencap Sport



RangeExamples of sport and leisure activitiesArchery, athletics, sitting volleyball, wheelchair sports, badminton, boccia, cricket, canoeing, goalball, fencing, curling, sledge hockey, snooker, paddleboard, swimming, tri-golf, polybat, rounders, tag rugby, zone hockey

Key organisationsCommission for Human Rights, English Federation of Disability Sport (EFDS), Federation of Disability Sport Wales (FDSW), Disability Sport Northern Ireland (DSNI), Scottish Disability Sports (SDS), Disability Sport Events (DSE), Paralympics GB, British Blind Sports, Mencap Sport, Dwarf Athletics Association UK, UK Deaf Sport, CP Sport, Wheel Power, Sport England, UK Sport

FacilitiesLeisure centres, community centres, community youth clubs, sports clubs, schools and colleges, outward bound centres


A good manager can, at best, make a team 10% better. But a bad manager can make a

team up to 50% worse

Giovanni Trapattoni


Assessment Criteria

Practical skillsThe learner can:

1. follow health and safety procedures

2. carry out risk assessments

3. review EOPs/NOPs (Emergency Operational Procedures/Normal OperationalProcedures).

Outcome 2 - Review safe working practices


Assessment CriteriaThe learner can:

1. identify potential additional health and safety issues where working with participants with disabilities

2. identify additional hazards that may need to be considered when working with participants with disabilities

3. explain the importance of carrying out a risk assessment

4. outline the key stages of a risk assessment




5. describe procedures for controlling the risk arising from hazards

6. identify key features of EOPs/NOPs (Emergency Operational Procedures/NormalOperating Procedures)

7. describe the types of specialist equipment that may be required for participants withDisabilities

8. explain the importance of reviewing health and safety practices.



RangeHealth and safety issuesCommunication methods (verbal and non-verbal), PAR-Q information, adaptation, clothing, footwear, resources, venue

HazardsEnvironment, type of activity/process, equipment, human factor (participants, helpers,leader/coach, customers)

Procedures for controlling the riskAdaptation, modification, control measures

ImportanceLegal requirement (consultation – make collective judgement and collate, risk assessor must be competent, review the risk assessment, check for control measures, supervision and training), safety of participants



RangeRisk assessmentHazard, risk, who it affects, review existing procedures, likelihood/probability, level of risk, control, record findings, review assessment

Key features of EOPs/NOPsKey emergency procedures, evacuation time, access to exit routes, specialist equipment for evacuation, addressing individual needs, willingness to evacuate, evac chairs, ratio supervision, training

Types of specialist equipmentAccess ramps, access systems, grab rails and support, emergency chairs, counter shelves, signs and labels, lockers, strobes, toilet alarms, washroom compliance kits, hearing induction loops, wheelchairs, oxygen tanks




Outcome 3 - Lead sport and leisure activities for participants with disabilities

Assessment Criteria

Practical skillsThe learner can:

1. prepare to deliver sport and leisure activities to participants with disabilities

2. deliver sport and leisure activities to participants with disabilities

3. communicate effectively with participants with disabilities

4. use resources effectively with participants with disabilities

5. review sport and leisure activities




1. outline the considerations when preparing to deliver sport and leisure activities forparticipants with disabilities

2. outline the importance of profiling

3. outline communication issues that may arise when working with participants with disabilities

4. identify communication skills and methods that may be required to work effectively with participants with disabilities




5. describe types of resources that may be required to deliver effective sport and leisure activities for participants with disabilities

6. outline the importance of feedback and evaluation

7. outline key features of an effective session.



RangeConsiderationsSourcing and setting up of appropriate equipment, appropriate appearance, warm-up, cool-down, motor development drills, involvement of support staff, positioning, group management, effective communication, improvisation, timing (including recovery/rest periods), demonstrations, officiating and scoring, reinforcement and feedback, questioning and review, closing down the session, evaluation

ProfilingObtaining clients details (personal, medical, sport-specific classification)

Communication skills and methodsCommunicate with participants rather than the carers/supporters, voice projection, voice tone, hand gestures, body language, visual, written, verbal, pictorial, sign language as appropriate, helpers, appropriate tactile communication, empathy/tolerance



RangeResourcesSport-specific equipment (e.g. size, colour, weight, texture), venue (e.g. goalball court), support staff, adaptive equipment where required (e.g. wheelchairs), clothing (e.g. seat pads for sitting volleyball)

Importance of feedback and evaluationReview self and the participants’ needs, objectives, expected outcomes and safety considerations have been met, enhance future sessions, self-development (CPD), future considerations and adaptations required

Key featuresFun, well delivered and organised inclusive experience, originality, interesting and engaging activities, maximum participation, enthusiastic session leader/coach, adapted to suit (numbers, age, gender, abilities/disabilities), application of SMART objectives, full use of appropriate sports equipment


You don’t have to have been a horse to become a good jockey


Introduction to Coaching Inclusive Football


What experience is there in the room?


Consider the following and then discuss in pairs:

1. Have you ever had any experience of working with players with a disability?2. Have you any knowledge/experience of individuals with a disability?3. Can you think of any disabled sports people?


Why do these players play Football?


Group Discussion

1.Why do these England players play football?

2.Why do disabled young people play football?


Why do young people play football?

• Because they can• To improve fitness• To develop new skills• To achieve in competition and perhaps gain recognition• To make friends• To experience a personal challenge• To experience the thrill of competition• For enjoyment• Apart from participation, friendship, enjoyment and success (skills to enhance

many areas of daily life) . . .• Improve self confidence• Self esteem• Learning to take responsibility• Handling pressure and stress• Coping with disappointments and set backs as well as success


1.Pictorially show five skills and qualities of a good coach.

Group Discussion


Qualities of a good teacher or coach

• Good communication skills• Planning/organisational skills• Evaluation – ability to evaluate• Awareness of safety – • creating an enjoyable & safe environment• Flexibility• Motivation• Integrity• Reliability• Enthusiasm

• Patience and understanding• Open-mindedness• Fairness• Knowledge of the game• Desire to learn• Willingness to help others improve• Appropriate humour• Be able to differentiate


Group Discussion

1. What additional knowledge, skill and qualities are needed to work with players with disabilities?


Qualities of a good coach

ADDITIONAL CONSIDERATIONS WHEN TEACHING FOOTBALL TO CHILDREN WITH A DISABILITY:

Broad knowledge of the player’s impairment

In depth knowledge of the individual player

Knowledge of competition classification

Knowledge of particular rules/equipment

Knowledge of particular safety issues


Long Term Player Development - reminder

• The FA are evolving their Teacher/Coach education to be player centred around the 4-Corner Model of Learning and the theory of ‘Long Term Player Development’

• Every football activity session that you deliver should attempt to impact on all 4 corners of learning for young players

Long Term Player Development

PSYCHOLOGICAL

PHYSICAL SOCIAL

TECHNICAL


1. In groups discuss how you would plan a session for young people with disabilities to have an impact on all 4 corners of the LTPD model.

Group Discussion


Communication

• Effective communication is essential

• How you communicate and the way you build relationships with the players determines your coaching skills

• 55% of information is non-verbal, give the right amount of info, listen and ask questions, learn about the players


Spoken Words 7%

Non Verbal 55%

Tone of Voice 38%

Non Verbal Communication


Learning Preferences

• Understand how the learner interprets your message• The simplest way of accommodating difference is to plan for a visual, auditory and

kinaesthetic dimension to each aspect of the learning experience• This will mean a deliberate mix of types of input


Learning Preferences – ideas…

• Visual. Use Learning posters, cue and prompt cards, mental rehearsals, memory maps, visual aids, pp images, diagrams, labels, colours, shapes

• Auditory. Use lots of paired and small group discussion, music and mnemonics, self talk, adding talking to doing (walking the talk)

• Kinaesthetic. Use physical run-throughs, spatial positioning, freeze frame, sequencing exercises, rehearsing positions, physical breaks


What special considerations may you need to think about

when working with one of these groups?

• Blind B1• Partially Sighted B2/3• Deaf• Physical Disability CP/Amputee • Wheelchair User • Learning Disability - moderate/severe

Group Discussion


There are additional factors to consider when working withdisabled players to ensure a safe environment andcoaching practice.• Tire more quickly and so need shorter work intervals with longer rests• Find it harder to concentrate – for example visually impaired players in a noisy

sports hall• Experience poor balance and co-ordination and so may be prone to injuries from

falling, dropping objects or knocking against things• Need extra safety considerations for emergency evacuation as well as for access

(e.g. there should be visual warnings as well as auditory ones for fire or bomb warnings)

Safety: additional factors to consider


The Inclusion Spectrum


Open Football Games

Open football games are where everyone in the group is

able to participate with minimal or no adaptation or

modification.

A game that should not highlight the strengths or

weaknesses of any participant.

For example:• Warm ups• Integrated games• Individual skill development• Cool downs


Modified Football Games

Modified football games occur when changes are made to

the game or activity in order to promote inclusion. For

For example: alter space, adapt rules or vary equipment.


Parallel Football Games

Parallel football games happen when everyone plays the

same game or game theme, but they are organised in

ability groups and the activity is set at a level suitable to

each group. For example, three groups:

• One group passing a football in a circle• Passing a football in a circle with an

interceptor in the middle• Passing a football whilst moving, with an

interceptor


Disability Football

This is when disabled people play competitive football in

impairment specific groups (e.g. amputee football or people

who are visually impaired).

Or where they play in mixed groups with disabled peers

(e.g. Ability Counts Programme).


The STEP Principle

Differentiation - The ability to create a series of progressive learning activities that allow every

player access to the practiceSpace - Alter the spaceTask - Give different players different tasks, e.g.

ball juggling without a bounce and ball juggling with

multiple bouncesEquipment - Use different equipment to help

players of different abilities access learningPeople - Different numbers within the practice


Football Activity Planning - considerations

Skill progression Warm up/Cool downs

Length/frequency of training(Long/short term goal of players)

Competition/Challenge opportunities

Levels of ability/fitness Rules. Change them ?

Communication issues Equipment/Adapted ?

Access Medical conditions

Individual needs . Methods to include ?

Safety (including emergency procedures)

Transport 4 corners


1. Using your Learner Resource Pack, in small groups plan a football activity session for players with a disability – Link in with Task 1

2. Plan to ensure the whole group is involved in delivery3. Session to include considerations against the 4 corner model4. Each group to demonstrate how you would use the STEP principle to modify your

game

Planning a session for players with disabilityGroup Discussion