Designing tasks that are challenging, allows for success to all the students, and engages all students with equity in mind can be difficult, but is essential. It is recommended to encourage the students to take part in the development of the tasks while also providing reflective feedback. This will support the feeling of belonging, acceptance, and value to all students.
This is the process of breaking down a mature skill pattern into essential components. The depth of the task analysis is data driven, based on student performance. Students with disabilities often require a greater depth of task breakdown for appropriate development of an activity.
Mature Pattern
Step forward with the opposite leg of the throwing arm. (Step)
Turn perpendicular to the target, on the same side as the throwing arm and have feet shoulder width apart. (Turn)
Bring both arms up to make a T with the body. (T-Shape)
Use the non-throwing arm to point to the target. (Aim)
Step with front foot and throw (Throw)
Follow through with trunk rotation. (Follow Through)
Elementary Pattern
Steps forward with the same leg as the throwing arm (Step)
Faces the target (Look)
The arm is brought upward or sideward. (Arm Up High)
The ball is held behind the head or out on the side.
There is some trunk rotation as the arm extends to throw the ball. (Throw)
Initial Pattern
Stands with balance, feet shoulder width apart.
Faces the target (Look)
Brings the ball up to the ear (Ball Up High)
Throws with force production from the elbow (Throw)
Foundational Skills
Grasp to hold the ball
Balance to maintain standing position if not using a wheelchair
Weight Shift to step forward
Range of Motion to extend and rotate body parts
Release to propel the ball
List of Foundational Skills
Identify the target skill
Assess the student for current level of skill
Identify the depth that is needed to analyze for the appropriate performance pattern to build upon.
Identify the prerequisite skills or essential components to develop.
5. Determine how to incorporate the skills into a group lesson with social and emotional equity principles and student input in mind.
6. Implement and monitor with student voice represented in the decision-making process.
Offer diverse types of equipment to all the students to promote student choice. When deemed necessary based on data, offer students alternative options of equipment to engage in the learning.
Change the length of the striking implement
Use brightly colored objects
Use objects with varying weight
Use objects with varying sizes
Use objects with varying textures
Use objects with sound and/or light
Use objects that promote a specific movement
Students with Visual Impairments
Throwing
Striking Extender
Making adjustments to the rules that deviates from the original or culturally normed method of the traditional game. Offer students the opportunity to engage in the altering, adding, or deletion of rules; especially when it directly impacts their participation.
Slow down the pace of the game
Allow for more discreet practice
Integrate passive defense (or eliminate the defender)
Offer multiple and new methods of scoring (finding success)
Decrease or increase responsibility
