1. What is Rebound Therapy? The phrase “Rebound Therapy” was coined by the founder, Eddy Anderson in 1969 to describe the use of trampolines in providing alternative opportunities for movement, therapeutic exercise and recreation for people with a wide range of special needs. Participants range from mild to serve physical difficulties and from mild to profound and multiple learning disabilities, including dual sensory impairment and ASD. Rebound Therapy is used to facilitate movement, promote balance, promote and increase or decrease in muscle tone, promote relaxation, promote sensory integration, improve fitness and exercise tolerance and to improve communication skills.

2. Impact of Rebound Therapy The impact of Rebound Therapy on the pupils is broken down into 2 main groups: Physiological Effects- Cardio-respiratory, Muscle tone, Postural and balance mechanism, Kinaesthetic awareness. Therapeutic Effects – On movement, on perception, on communication (see hand-out) Each pupil will have an individual purpose for rebound therapy and will each get a range of different experiences and needs from it. For some children it is used for a sensory experience or release in tension, for others it is used along side their physiotherapy program to help with respiratory and other physical difficulties. The fact that the activity is so enjoyable can enable it to be used as a motivational aid to learn. Many teachers also report increased concentration and willingness to learn in the classroom following a Rebound Session.

3. How do we assess the children? When a pupil is first introduced into Rebound Therapy they are assessed using the Windstrada Development Program. The program consists from a range of exercises and positioning's. Once this initial assessment is complete, the results from it will highlight where the pupil is at and then an individual program can be made in order for the pupil to achieve their targets. Alongside the Windstada Program, other targets, more meaningful to the child can be set. For example: To wait calmly for their turn on the trampoline To take off their own shoes To mirror movements To maintain appropriate eye contact To count from 1 - 10

4. Risk Assessments A full class risk assessment must be completed by the rebound leader. (see hand-out) Each child will have their own individual risk assessment carried out and will stay in their file and brought to the session each time. If anything with the child changes then a new risk assessment must be carried out before the child can get on the trampoline. These are to be completed by the teacher, class staff and rebound leader. If the trampoline in the sports hall is being used, then a safety checklist also has to be filled in. It is the job of the rebound leader to deliver the session. Other members of staff in the room can be filling out observation forms. Appropriate clothing must be worn by both the trainer and pupil.

5. Record Keeping and evaluation Every child will have there own file and this will include: Parental consent forms Individual risk assessment Pupil profile Postural/ medical care plan if needed Communication plan if needed Individual rebound program Photographs Record keeping tick chart Windstrada assessment and observation form At the end of each session a staff member will fill in the tick box and note down anything that happened during the session or any changes that may need to be made. It can sometimes seem that the sessions are very repetitive but they have to be. It can be a long process to achieve the pupils targets but its very worthwhile and rewarding when it happens.

6. Summary: Why Rebound Therapy? Its fun Gives confidence in movement Its achievable Develops fitness Gives general confidence and a feeling of well being. “ what other opportunities exist for lifting someone above eye level and having them look down on you”