Physically Active Lesson Plan for Students with Disabilities (Two)

This lesson place was created for my Kinesiology 120 practicum session. It is a practicum that works with students who have a wide range of disabilities that occur along a spectrum. The age of the students that we were working with ranged from 5-10 years old.


 Warm Up (approx. 5 min)

For our warm up activity we will play Red Light, Green Light. In this game the students line up side by side at one end of the dance studio facing the teacher or the designated person who is “it”. The children can also take turns participating as being “it”. The person who is “it” has a green foam hand and a red foam hand and stands opposite of the children, while facing the children. They then shout “Green Light!” and the children walk quickly or run (depending on the size of the environment) towards the indicated person. Then they shout “Red Light!” and the children stop where they are as fast as they can. The person who is “it” continues to shout “red light or green light” until the children get close to the indicated person and then all the children go back to the starting line and the game starts again. If a participant does not stop or freeze when “red light” is said, they then get sent back to the beginning and have to start over. The colored hands are used to visually express which action (stop or go) is to be performed if the child who is “it” is non-verbal.


Activity 1. Duck Duck Goose (approx. 10-15 min)

Description of Activity: For our first activity we will play Duck Duck Goose. In this game, the students sit down in a circle facing each other. One person is “it” and walks around the circle. As they walk around the students who are sitting on the ground, the person who is “it” taps people’s heads and they say whether the person sitting is a “duck” or a “goose”. Once someone is chosen as the “goose” they get up and try to race around the circle back to their spot. The goal is to get to the gooses original spot before the goose returns there. If the goose does not reach their spot before the tagger they then become “it” for the next round. If the “goose” reaches their spot before the tagger the game continues with the original person who is “it”. This will continue in this pattern. Running and walking around the circle can be adapted or changed as the game continues. (I.e. hopping, skipping, crawling, etc.) To avoid favouritism, rules can be created to prevent participants from choosing the same person twice in a row, or to prevent the same person from being chosen as the ‘goose’ consecutively.

Objectives of Activity: To assess listening skills, to assess evading skills that help prevent collisions between participants (especially the children), and to asses the capability that the children have to follow the instructions and rules (i.e. one person picking the goose while the rest sit). This activity also encourages teamwork between participants.

Equipment Required: No additional equipment is necessary as this is an interactive game solely between the participants.

Safety Considerations: Being in an open space to avoid tripping over equipment and to avoid collision between participants, as well as making sure that all unused equipment is placed out of the way of the activity in progress. As with any activity, our main focus is the safety of the participants, therefore these considerations ensure their safety throughout the games.

Teaching Strategies: Verbal cues (saying either duck or goose to indicated when to stand up and run around the circle), visual prompt/demonstration (demonstrate the activity so they can participate), and bottom-up strategy (our children are very young so starting with the basics is the best way to engage with them).


Activity 2. Parachute Around the World (approx. 10 minutes)

Description of Activity: First, we are going to a rain forest in South America. Raise the chute up and leave it up until it comes down. While it is up, call out student’s names.  These students will run underneath the chute to a new spot. Next, take them to Antarctica. They must cross the ocean, lower the chute so it touches the ground. Then shake the chute so it looks like rippling waves. The students will walk across the water (on top of the chute) to a new location. Since it is cold down there we will have to get inside an igloo. Have students raise the chute and sit inside of it (this can be repeated a few times). Next we will go to Africa for some cave exploring. Make the students raise the chute and come down, then only poking their head inside. From there, we will go to Europe to the Eiffel Tower. Have students raise the chute and take three huge steps toward the middle so the chute goes up very high. From here, we will cross the mountains into Asia. Have students raise the chute and call specific students, to crawl under the chute to a new spot. Finally, we will end with a tornado in Kansas. The students will place small balls on top of the parachute, then we will lift the chute up and down rapidly trying to bounce all the balls off. The chute can be lowered high and low, fast and slow. Once all the balls are off of the chute the activity is done. If children become distracted, then through trial and error in recent practicums, switching to a new activity to intrigue their interest is the best solution (can be an alternate activity using the parachute to fulfill the time span given for this activity).

Objectives of Activity: This activity analyzes the children’s basic listening skills, and the children’s basic movement skill development such as crawling and running. This activity also assesses coordination skills and synchronization of movement with peers (encourages teamwork).

Equipment Required: Parachute, various sizes of balls (small, medium, large)

Safety Considerations: Make sure that all other equipment was pushed to the side to ensure that the children would not trip. This created a safe space for the children to move around without having the distractions of other objects to worry about. We use lightweight balls so that no one will get injured when they fly off of the parachute and the proper timing is also essential for when the children run underneath to help avoid collisions or other potential safety hazards.

Teaching Strategies: Visual prompts to assist (we briefly demonstrated each step of the activity so the children would understand), Verbal cues (calling the names of the children to run underneath) to help guide the children during the activity if they become confused or distracted, and listening cues (listening for the instructions for each section of the activity and for if their name is called).


Activity 3.  Musical Hoops (approx. 10-15 minutes)

Description of Activity: Music is playing and the children do various movements and actions to the music while carrying a hoola-hoop. For example, the children can run around in a circle, hop like a rabbit, or stomp like an elephant while the music is playing. When the music stops, the children sit down as fast as they can in the hoop and wait for the music to turn back on. Once the music turns back on, the children perform a different action and continue this until the music stops again. There is absolutely no elimination of the children during the game. Modifications that can be made are using colourful pieces of paper that are already on the floor that they can sit on instead of carrying and sitting down in the hoop, or we could eliminate having to sit in/on a certain object and just keep it simple by saying that when the music stops, everyone sits down. Since our children are quite young, it is easy for them to lose focus. If this happens, then we will switch to the next activity, as through trial and error we have found it best that we create multiple activities that we can use during each practicum session. There are many variations that can be used with music and hoops, or other objects.

Objectives of Activity: This activity assesses the children’s basic listening skills, the children’s basic movement skill development such as crawling, running, jumping, etc. It can also assess their ability to engage and interact with their fellow classmates and the kinesiology students. This activity is a fun way to just dance around and be silly, which most young children love to do!

Equipment Required: Hoola-hoops, music, colourful construction paper (if needed)

Safety Considerations: Made sure that all other equipment was pushed to the side to ensure that the children would not trip. This created a safe space for the children to move around without having the distractions of other objects to worry about. We also encourage the participants to run, dance, and perform the actions to the music in a circle or organized formation so the children don’t run into each other.

Teaching Strategies: Visual prompts (we demonstrated the activity for them to repeat and participated along with the children), Verbal cues were used to express verbally when to sit down or begin moving again to help the children understand (Once they understood, limited verbal cues were used), listening cues (listening for the music to shut off and sitting down) to help with the analyzing of the children’s ability to sit down when they hear the music stop, and bottom-up strategy works the best with our kids as they are very young and are learning the basics.


Activity 4. Obstacle Course (approx. 10 minutes)

Description of Activity: The children begin the obstacle course by jumping across three half-bosu balls with assistance from the Kinesiology students. Next, the students crawl through a semi-circle tube tunnel that we provide. Once they successfully complete the tunnel, there will be three hoola-hoops that are situated vertically on a pylon that will allow them to crawl through them. From there, students are to “walk the tightrope.” This consists of tape that is placed on the ground in a line. While the students are walking the “tight rope” they will also be carrying a large cooking spoon while balancing a beanbag on top of it. The students will drop it in the basket at the end of tight rope. If the students happen to drop the beanbag off the spoon, they will pick up the beanbag and place it back on the spoon and continue to “walk the tight rope.” After they master this task, they will then take the green/red large hands that are provided by the Kinesiology class amongst the adapted equipment. Balls will be in place on top of pylons prior to the students arriving at this stage in the obstacle course. They will grab the large red/green hands that are provided at the beginning of this stage to knock the balls off the pylons. Children will then return to the beginning to complete the obstacle course over.

Objectives of Activity: To analyze fundamental movements such as crawling, throwing, jumping, balancing, and crouching. This course also helps evaluate and analyze their ability to display coordination skills and balancing capabilities. Another objective is the children’s ability of performing and participating in each task and listening to the instructions given by the Kinesiology students.

Equipment Required: Bosu balls, semi-circle tube tunnel, hoola-hoops with specific pylons (from adapted equipment), tape (use for tightrope), large cooking spoon, beanbags, basket, large green/red hands, pylons, and balls.

Safety Considerations: There are many safety factors to take into consideration when playing on an obstacle course. Between the environment, the equipment, and the participants, many objectives have to be analyzed about whether the course is safe. In the environment, we will make sure that all of the extra toys and objects are off to the side to ensure that the children will not trip or injure themselves on them. For the equipment, we chose the safest available objects to use as part of the course (I.e. tape instead of a balancing beam). There are no objects that could potentially harm the children. For the participant, being under the supervision by the Kinesiology students at all times and having constant assistance when needed ensures that the participants will be able to complete the course safely.

Teaching Strategies: The main strategy used in these courses is the ecological task analysis because we assess their skills and abilities to perform each action required. We also use the bottom-up strategy to help assist with their basic learning skills and actions. Another essential key is using verbal cues to assist with the timing between when each kid goes through the course. It is important that each child gets a fair amount of time to complete each step of the course and that they complete it correctly to ensure that we have a proper analysis and assessment of their skills and abilities.


Session Wrap Up (approx. 5-10)

For the cool down, we decided to do “The Hokey Pokey”. First, gather all of the practicum participants and stand in a circle. Explain to the children that following instructions to the song is crucial. Turn on the “Hokey Pokey” song and follow the instructions and actions the song tells you to do. For example, the song tells you to: take your left foot and put it into the “circle” you have made, take your left foot out of the circle and place it normally again. Put left leg into the circle again, and shake your leg. You continue to do the “hokey pokey” by turning yourself in a circle. Once at the end of the chorus, group starts singing where the song states, “That’s what it’s all about” and claps their hands once. Continue going through the actions that the song gives until finished. After the song has ended, the kids love to help clean up so they always help us carry the equipment back to the gym. We end the hour by handing out stickers for the good behavior and attitudes that they demonstrate through out the activities.

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