Adaptation Strategies

The National Coaching Certification Program (NCCP) recommends following the “ADAPTIVE”  framework for adapting and modifying sports for athletes with disabilities or different abilities.

Ability - The skill tasks should match the athlete’s interests and abilities. Goals should be set with input from the athlete (and sometimes from the parents and/or caregivers).

Difficulty - Adapt the activity or task if it is too difficult (low success), too easy (high success without reward) or one-sided (success for only one team or athlete).

Area - Select size, shape and playing surface so equal participation is possible. For example, floor markings that are not readily visible to athletes with visual impairments should be replaced with floor markings with glare.

Participants - Change the number of athletes involved as needed. Consider athlete groupings. For example, use pairings rather than large groups to focus skill development opportunities and peer interaction.

Time - Adjust time on-task to reflect athlete needs. Adjust game time to allow for sufficient rest and recovery. Consider whether the athlete needs more or less down time or structure.

Inclusion - Whenever possible, include the athlete when making decisions about a change.

Adapt practice structure and coaching methods to ensure all athletes get what they need.

Variability - Allow athletes to choose movement forms and skill tasks. Alter rules to optimize movement patterns and ensure appropriate level of success for different athletes.

Equipment - Adapt size, shape, texture and weight of equipment to accommodate athletes’ needs to ensure safety, fun and success.

-From: The NCCP Coaching Athletes with Disabilities Module

 https://coach.ca/coaching-athletes-disability 

-Use a lot of repetition for each skill taught. 

-Prepare the athlete as much as possible for what they will experience during practice or competition. The athlete should have a clear understanding of the objective of the event, and what they are being asked to do before performing a task. 

-They should have opportunities for skill practice. 

-The athlete needs to have an opportunity to express any anxieties or ask questions (to the best of their ability) ahead of time. 

-Create a communication board or visual support to provide language models throughout the practice or event. 

-Create a social story or visual aid to teach the rules. 

-If the child is apt to run away, make sure that the practice or event takes place in a securely enclosed area.

-Care should be taken to ensure all children are aware of any boundaries and the need to stay within them.

-Waiting may be difficult for children during practice drills, so, when possible, give them something to do while they wait. 

-Use headphones or another noise-reducing device. This can filter out much of the extraneous sound that accompanies the practice or event. 

-Let children know ahead of time when loud noises may be expected.

(retrieved from: https://media.specialolympics.org/resources/sports-essentials/developmental-sports/Developmental-Sports-Young-Athletes.pdf)