UKDIT Senior Pupils Date Leading inclusive sport in Scotland for participants and athletes with physical, sensory or learning disabilities

Overview Introductions Perceptions and experiences Athlete’s Voice - (Insert Athletes name) Practical Session Athlete’s Questions & Answers Conclusion

Practical Sessions Making run, jump , throw activities inclusive Introduction to Boccia Making team games inclusive, sitting volleyball, basketball/ netball We are not starting from scratch but building on the considerable progress made during the last strategic plan 2012-2017. Highlight the statistics most relevant to the audience you are presenting to BRANCH, LOCAL & REGIONAL SPORTS Successes; Working in partnership with all 32 local authorities/Trusts and more SGB’s than ever before (32) Statistics highlight the impact and role of SDS Branches and RDM’s (expand if required) Attendances at festivals and events continually increasing Engaging the next generation of disabled athletes and players 20 National events across 7 sports Engagement Days – Visually Impaired, Watersports, Wheelchair

Section 1 Perceptions and Experiences By the end of this section candidates should be able to Recognise the influence of perceptions and experiences Perceptions and Experiences Relates to points 1 and 5 of Philosophy Time Management (Slides 11 - 22) 30 min Time Allocation Slide 11 1 min Tutor Resources Flip Chart Paper + Pens Accompanying Notes for each slide Additional Tutor Notes Candidate Course Booklet N/A Electronic Candidate Resource Section 1 Key Points To learn how easy it is to jump to conclusions and how this affects our behaviour To recognise where stereotypical views come from

Perceptions & Experiences “People only see what they are prepared to see” (R.W.Emerson,1803-1882) Time Allocation Slide 13 1 min Time Allocation Slides 14-21 3 min (20 sec per slide) 10 min discussion Tutor Resources Accompanying Slide Notes Candidate Materials Pen & Paper Electronic Candidate Resource Section 1 Additional Tutor Notes

Key Points for Discussion 2003 World Cup Winning Welsh Deaf Rugby Squad playing Fiji in an international match Emphasise hidden disability What are the issues for deaf team sport players? - Communication between players – how could this be achieved? - Communication between players and match officials – how could this be achieved?   Additional tutor Notes

Key Points for Discussion Skill level of player? What did people notice first – the prosthetic limb or the football player?7 What impact might the football players impairment have to coaching and participation within the following sports? - Swimming? - Volleyball? - Long Jump?

Key Points for Discussion Boccia – a sport specifically designed and developed for people with severe physical disabilities Note person assisting, head control release mechanism and ramp Ramp has a slot down the middle which head control device fits through to deliver from any point on the ram BC3 GB Internationalist Scott McGowan and Dad, Gary This sport can be played by people with other impairments at a participation level

Section 2 Understanding the Participant By the end of this section candidates should be able to Recognise appropriate coaching implications Identify potential challenges to participation and identify possible solutions Understanding the Participant Relates to points 1 and 5 of Workshop Philosophy Time Management Slides (23-33) 30 min Time Allocation Slide 23 2 min Candidate Course Booklet N/A

Activity Task 1 Make a list of different impairments/health conditions Create 3 – 4 groups of similar impairments/health conditions Understanding the Participant Relates to points 1 and 5 of Workshop Philosophy Time Management Slides (23-33) 30 min Time Allocation Slide 23 2 min Candidate Course Booklet N/A

Categories in Disability Sport Children, athletes and players with a physical impairment ambulant use a wheelchair for sports Children, athletes and players with a learning disability Children, athletes and players with a sensory impairment Blind or partially sighted Deaf or hard of hearing Time Allocation Slide 26 6 min Candidate Course Booklet N/A Electronic Candidate Resource Section 2, Appendix 1 Tutor Resources Tutor Guidance: General impairment groups and Coaching points Key Points List the type(s) of disability for each of the three categories Refer back to the previous exercise Additional Tutor Notes

Congenital or Acquired Progressive or Non-progressive Impairment Considerations Minimal Severe Congenital or Acquired Progressive or Non-progressive

Section 3: Models of Inclusion By the end of this section candidates should be able to Identify techniques for good inclusive practice Models of Inclusion Relates to points 1,4 and 5 of Philosophy Time Management (Slides 34 - 41) 30 min Time Allocation Slide 34 2 min Tutor Resources Section 3

Electronic Candidate Resource Time Allocation Slide 36 5 min Tutor Resources Key Points Additional Tutor Notes Candidate Course Booklet Adapting Physical Education and Sport using the Inclusion Spectrum and STEPS (p.14) Electronic Candidate Resource Section 3 Participant centred approach but allows meaningful inclusion for all Explain what we mean by inclusion ie it often will be accompanied by some adaptations It might take time to work out what the adaptations need to be – TAKE IT! The diagram can help coaches and teachers adapt their coaching/teaching practice and is a reference point for them Evolving concept – encourage candidates not to let these diagrams distract them Home countries specific models can be inserted

Open Activity: Requires no alteration Time Allocation Slide 38 3 min Candidate Course Booklet N/A Electronic Candidate Resource Section 3 Tutor Resource Footballer with a prosthetic limb, athlete with a learning disability, archer who is a wheelchair user Key Points This is where the disability and the activity do not impact all on each other This is the scenario which requires no changes or modifications at all Can they think of other examples, especially in their own environment List on their To Do List Additional Tutor Notes

Modified Activity: Uses adaptation and modification Everyone engaged in the same activity with modifications and adaptions that offer challenge and support for all ability levels Time Allocation Slide 39 5 min Candidate Course Booklet N/A Electronic Candidate Resource Section 3 Tutor Resource Curler who is a wheelchair user, bowler with a visual impairment Key Points This is a situation where the disability does impact on the activity however with changes to rules, equipment etc, the person can participate as anyone else would The disabled person can equally participate along side non disabled people if these alterations are made Keep modifications/adaptations to only those which are essential – don’t ‘over’ modify or adapt Keep to the principles and ethos of the sport What examples can they think of in their own environment– list on To Do List Lead into STEPS as this is the point at which the STEPS pneumonic is introduced. Additional Tutor Notes

STEP How can I change? S pace – where the activity is happening T ask – what is happening E quipment – what is being used P eople – who is involved Time Allocation Slide 37 5 min Tutor Resources Key Points Additional Tutor Notes Candidate Course Booklet p.17-18 Electronic Candidate Resource Section 3 One or more of the STEPS often change when developing MODIFIED, PARALLEL and SEPARATE activities Ask them to give examples of how they have used STEPS quite naturally within their own environments Add to candidate To Do List

Parallel Activity: Uses differentiation Participants are grouped according to ability – each is involved in the same activity but at appropriate levels Time Allocation Slide 40 6 min Candidate Course Booklet N/A Electronic Candidate Resource Section 3 Tutor Resource Football players with cerebral palsy, athletes who are wheelchair users/racers Key Points Be clear about what Parallel means and why and when it can be used Parallel is about grouping people by similar ability - Open and Modified can have players grouped regardless of ability People may understand better by mentioning ‘differentiation’ and using example of teacher/coach dividing up a class according to ability levels This is perfectly acceptable as long as the aims and outcomes are similar to non disabled people Give a couple of examples to ensure understanding Ask group to come up with some examples within their own environment – list on To Do List Additional Tutor Notes

Discrete/Specific Activity: targeted sport for particular groups UK Disability Inclusion Training: Coaches and Volunteers April 2012 Discrete/Specific Activity: targeted sport for particular groups An individual or group is involved in a purposefully planned different activity. Time Allocation Slide 41 4 min Candidate Course Booklet N/A Electronic Candidate Resource Section 3 Tutor Resource Wheelchair rugby player, boccia player Key Points It is key to mention that this form of inclusion is acceptable when all other forms of inclusion have been deemed to be inappropriate Take the ‘myth’ out of separate activity and refer to Scottish Disability Sport model SIM definition – discreet rather than separate activity Health and Safety can be a consideration as to why this form of inclusion would be more appropriate but only where it allows for meaningful inclusion for the person with a disability. Mention Disability Sport activity and how this can be used for reverse integration   Goal Ball Sitting Volleyball Boccia Wheelchair Rugby/Basketball Additional Tutor Notes 19

Kayleigh Haggo

Kayleigh Haggo

Kayleigh Haggo

Lewis Clow

Lewis Clow

Lewis Clow

Governing body of Sport for People with a Disability Works alongside other Governing Bodies such as the SFA and Scottish Athletics to support a pathway from local to Paralympic level

Contacts Kate Shaw Administrator Scottish Disability Sport Caledonia House South Gyle Edinburgh EH12 9DQ Tel: 0131 625 4416 Email: kate.shaw@scottishdisabilitysport.com Website: www.scottishdisabilitysport.com Time Allocation Slide 54 2 min Key Points List relevant websites of agencies Summary of services, advice and guidance offered