Exercise

Adapting One PE Game for Different Ways to Move

By Dave Joisil (Mr. J) · Certified Health and Physical Education teacher

Updated

Keep a shared PE learning goal while changing space, equipment, cues and rules, with an original adaptation decision sheet and a worked rolling-game example.

To adapt a PE activity, first name what everyone is learning, then change the setup so learners have meaningful ways to work on that goal. Changing distance, equipment, communication, or movement method can preserve participation without requiring every child to perform an identical action.

This is a teacher planning guide, not diagnosis-specific exercise advice. Consult the learner, family and relevant school staff, including adapted PE or therapy specialists when appropriate. Follow IEP, 504, medical and other individual plans. Do not improvise transfers, physical handling, or changes to prescribed supports.

Begin with a narrow shared objective

For example, choose “send an object toward a target and notice the result.” That goal can allow several sending actions. If the curriculum objective specifically requires an underhand throwing pattern, a roll is a related but different task; record the adapted objective honestly rather than claiming identical technique.

Ask the learner how they prefer to receive instructions and what has helped in similar activities. A shorter route is not automatically the right adaptation, and a seated task is not automatically suitable for every mobility-device user. Avoid making assumptions from a diagnosis or appearance.

Worked example: Shared target delivery

Use wide, parallel lanes with soft objects and broad targets. One learner rolls with two hands from a comfortable position; another uses an agreed one-hand send; a third uses a specialist-planned stable ramp and controls when the object is released. All investigate target direction while keeping their actual movement goals distinct.

Offer adjustable target distance to the whole group rather than labeling one lane as the easy or disabled lane. Give every learner a sender role. Partners may assist with equipment according to the agreed plan, but should not take over choices or move the learner's body.

Change one part of the task

  • SPACE: widen a lane, shorten a distance, remove crossings, or improve turning room.
  • EQUIPMENT: choose a suitable soft object that is easier to see or control; check safety and size.
  • CUE: pair speech with a meaningful picture, demonstration, or individually agreed signal.
  • RULE: allow a stationary start, extra setup time, or an alternate release method.
  • SOCIAL SETUP: use a predictable partner and alternating turns without permanent helper roles.

Make one planned change, observe, and ask for feedback. Adding louder music or more instructions is not always support. A visual cue also needs teaching; placing a symbol on the floor does not guarantee the learner understands it.

Copy-and-print: Same goal, chosen route planner

  • Shared learning question: ______. Individual movement objective, if different: ______.
  • Learner's preferred communication and choice: ______.
  • Existing support plan and staff to consult: ______. Do not copy private medical details here.
  • Barrier noticed in the current setup: ______.
  • Change one: space / equipment / cue / rule / partner setup. Exact change: ______.
  • Safety and supervision check: ______. Stop or help signal: ______.
  • What the learner actually did: ______. Their feedback: ______. Next decision: ______.

Review participation, not just presence

Look for chances to make decisions, practice the selected action, interact with peers, and rest appropriately. Counting turns for others all lesson may place a child in the room without giving access to the physical learning. Offer non-movement roles as choices, not the default destination.

If a change causes pain, distress, instability, or a new safety problem, stop and seek the appropriate guidance. A generic article cannot approve an individual's activity or replace professional assessment.

Use ball rolling as the base task or the movement observation sheet to document the actual conditions. There is no video presented here as a universally adapted workout.

The planning principles are informed by CDC's archived inclusion guidance, an archived general resource, not current individual medical guidance. The example and decision sheet are original suggestions and do not prescribe support for a named diagnosis.