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A Critical evaluation of how my learning experiences from the module; Participation and Challenge in Games across the Inclusion Spectrum might impact on my future professional practice.

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A Critical evaluation of how my learning experiences from the module; Participation and Challenge in Games across the Inclusion Spectrum might impact on my future professional practice. Word count: 1498 Contents Report Evidence booklet 2 Driving up participation 3-4 games and young performers 5-10 mini team games 12-13 success indicators 14-15 zone hockey and badminton 17-19 learning from eachother 20 experiencing and reflecting on adapted games 23 - 25 wheelchair basketball 27 an international perspective 36-39 blind cricket and goal ball Benefits of sports participation The Disability survey (2000) explains the effects that sport can have on young people; 'Participation in sport has the potential to promote the social inclusion of disabled young people and increase their self-esteem. Sport and exercise offer the possibility of overcoming the stigma often associated with disability. Participation can provide the context within which young people exceed the expectations associated with their disability through demonstrations of physical skills or fitness, so emphasising an alternative, more positive, picture of the body and the self.' (www.sportengland.org.uk) Throughout the module I have learnt and experienced a variety of methods when modifying and using adapted games which are developed to cater for a vast audience of participants including wheelchair users, the blind and partially sighted, deaf, those with learning difficulties, behavioural difficulties and limited movement profiles. ...read more.


Mini tag rugby I found more difficult than the netball but this may be because I have played netball a lot more often than tag rugby so I was able to transfer a lot of existing skills in this situation. In the future, in order to teach skills from games such as netball and tag rugby, I will use 'mini' versions to teach younger participants or to include less able bodied people. From experiencing the two games I have gained an idea of the skill level required, which will enable me to determine whether these games are suitable in the future for students I may be teaching. The mini adapted games I consider to be a safe way of including varying ability students efficiently. Davis (2002) explains that, Adapted sport encourages participation in the most normal and integrated environment. Success Indicators Bailey and Macfadyen (2000) explain that in order to determine whether a lesson has been effective in aiding the learning of performers. It is of importance that teachers are active in probing, asking questions and checking whether intended progress is being made. The teacher can observe pupils reactions to situations throughout a lesson (RP 3, Pg 12-13) but observation alone can be unreliable as pupils can be highly skilled at concealing difficulties. ...read more.


all support disability and don't view each individual as the problem, they provide an activity spectrum which can be modified to suit individual requirements. Sebba & Ainscow (1996) explain the meaning of inclusion as; 'Inclusion describes the process by which a school attempts to respond to all pupils as individuals by reconsidering its curricular organisation and provision. Through this process, the school builds its capacity to accept all pupils from the local community who wish to attend and, in so doing, reduces the need to exclude pupils.' Inclusion Spectrum The inclusion spectrum focuses more on ability rather than disability. The five approaches in the spectrum aim to encourage and empower disabled and non-disabled people, in order to enhance the quality of their involvement. Adapting and modifying activities Equipment and rules of games can be altered to suit the abilities and needs of participants. (See Page 39 of RP) Kerr & Stafford (1998) Conclusion In conclusion to my experiences over the module, I have developed an understanding of how games can be adapted and modified to become inclusive for all abilities. In future practice as a teacher, I will favour modified games over mainstream games as I believe the chance of children continuing sport throughout their lives will be greater if they have an experience in which they can be fully involved in games and never pushed aside due to difficulty or exclusion from peers. ...read more.

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