This module supports professionals in leading inclusive climbing groups by balancing individual needs with positive group dynamics. It offers strategies for creating structured, supportive group sessions that foster peer interaction, reduce stress, and promote inclusive success in mixed-ability settings.

🎯 Learning Objectives

Participants will be able to:

• Facilitate inclusive group sessions that support all children.

• Promote peer support and cooperation through guided interaction.

• Apply consistent structure to reduce unpredictability and group stress.

• Adapt activities to suit diverse needs and foster shared success.

• Recognise and manage group dynamics and conflict effectively.

👥 Target Audience

• Climbing coaches and trainers

• Gym staff and facility managers

📌 Key Concepts

• Benefits of inclusive group sessions and peer interaction

• Challenges in managing mixed-ability groups

• Techniques to balance individual and group needs

• Promoting cooperation and conflict resolution

• Structuring group activities for emotional safety and engagement

• Using positive experiences to strengthen group cohesion (multiplier effect)

Introduction to inclusive groups

An inclusive group includes participants with different physical, emotional, behavioral, or cognitive needs. In therapeutic climbing, this means that exercise units are attended by children with different diagnoses (e.g. ADHD, autism, sensory sensitivity), together with peers without special needs.

What is key for a coach:

• Each child in the group should feel included, safe and accepted.

• Inclusion means active participation, not just physical presence.

• The coach is the leader of group dynamics and must recognize individual characteristics that affect participation.

Example from practice:
There are three children in a climbing lesson together – one with autism, one with strong expressions of energy (hyperactivity) and one with anxiety. Although they have different challenges, the coach uses a joint game in the introductory round, where each gives their own "climbing supermove", which triggers bonding and fun without pressure.

Tip:
For each participant, make a note of the basic characteristics of the interaction (introverted/extroverted, need for structure, response to physical contact, etc.) – this will help you build effective groups.

Types of group interactions

Interactions between participants have a major impact on the course of the exercise – they can strengthen connection or cause tension. The coach must be able to notice what interactions are happening and direct them as needed.

Types of interactions:

• Positive: cooperation, mutual help, motivation ("Come on, you can do it!")

• Neutral: passive presence without major contacts

• Negative: irritation, ignoring, ridicule, physical conflicts

What is key for a coach:

• You encourage positive interactions by directing activities (e.g. steam tasks, group games).

• You prevent/redirect negative interactions with clear rules and timely intervention.

• You teach participants constructive communication and encourage empathy.

Case in point:

One child regularly makes fun of another who climbs more slowly. The coach discreetly addresses him, and then formulates a challenge where each team member must motivate the others with at least one positive comment.

Tip:
Establish a "rule of respect" at the very first hour. When there are deviations, refer to it calmly and clearly.

Scenario Analysis

Activity objective:
With the help of real scenarios from practice, module participants will develop  the skills of analyzing complex situations, planning responses, preventive thinking and  involving the team in solving challenges. Scenario analysis strengthens the preparedness of contractors for real-world challenges when working with mixed teams.

→ Scenario 1: Conflict between two participants with sensory differences

Description of the situation:
During practice, a verbal altercation occurs between two children. One does not tolerate loud noises and asks the other not to scream while climbing. The other child, on the other hand, screams with excitement and does not understand why he should limit himself. Irritation and mutual frustration begin.

Tasks for participants:

1. Suggest concrete responses from the coach in a moment of conflict.
   ➤ How do you stop a situation without punishing one side?
   ➤ How do you incorporate calming and empathy?

2. Identify preventive measures that could prevent conflict.
   ➤ Would it help if we had visual rules of conduct?
   ➤ Could you introduce children to differences in perception in advance?

3. Suggest how you would involve the other members of the group.
   ➤ How can others become "allies" in understanding sensory differences?
   ➤ Can they form a "voice agreement" together?

Purpose:
Participants develop an understanding of sensory diversity and learn to balance everyone's needs – without favoring one child profile.

→ Scenario 2: The dominant member of the group hinders others

Description of the situation:

One of the children takes the lead – comments on the performances of others, interrupts them, commands, arbitrarily changes the rules of the game. The other children are withdrawing, one even refuses to participate anymore. The coach notices that the dynamic tends to lean toward "one leader."

Tasks for participants:

1. Suggest specific responses from the coach.
   ➤ How do you limit dominance without confrontation?
   ➤ How do you protect quieter attendees and give them back space?

2. Identify preventive measures.
   ➤ Would advance deposit determination help?
   ➤ Introducing  a time for "everyone has their own moment"?

3. How do I get my team involved in the solution?
   ➤ Activities where each member is given the floor (e.g. a "circle of opinions")
   ➤ Exercises where the dominant cannot participate as a leader, but as a support

Purpose:
Participants learn to balance power in a group, amplify the voice of underexpressed children, and develop a sense of justice in group dynamics.

→ Scenario 3: A new participant with a pronounced fear of heights

Description of the situation:

A new child joins the group, who has a pronounced fear of climbing higher than 1 meter. Already at the sight of the climbing wall, he begins to cry and retreats. The other children encourage him, but later begin to scoff, saying that he "hasn't climbed up even at the beginning".

Tasks for participants:

1. Suggest a real-time response from the coach.
   ➤ How to protect a new baby without emphasizing his fear?
   ➤ How to limit the ridicule of others?

2. Identify preventive measures.
   ➤ Would it help if the introductory meeting with the newcomer was 1-on-1?
   ➤ Introducing tasks where there is no climbing, but anyone can succeed?

3. Involvement of the group in the solution:
   ➤ Activity: each member of the group chooses one task in which he is good and one that is difficult for him – normalization of different starting points.
   ➤ Tasks where the task of "being a fan" is the same as climbing – everyone has a role.

Purpose:

Participants learn how to build a safe and patient environment for new members, and how to steer the group away from ridicule and toward support.

How to put this activity into practice

• Running time: 30–45 minutes

• Method: Work in pairs or small groups (3-4 people)

• Tool: Printed scenario sheets and blank fields to record solutions

• Instructions for participants:

  1. Read the script.

  2. Write down response suggestions, prevention, and team involvement.

  3. Each group presents its own ideas.

  4. Group discussion on differences in approaches.

Objectives of scenario analysis

• Develop responsiveness and flexibility when working with diverse groups.

• Improve preventive planning of workouts and activities.

• To strengthen awareness of the importance of group dynamics and the role of the coach as a mediator.

• To strengthen empathy and practical competencies for leading inclusive activities.

Note to the module implementer:
You can supplement the scenarios with short videos or role-playing games – especially useful for visual and kinesthetic learners.

Checklist for the preparation and leadership of an inclusive group in therapeutic climbing

Intention:

This checklist is designed as a practical tool for practitioners who lead inclusive groups in therapeutic climbing. It allows for systematic preparation, effective management of the exercise and reflection after completion. It is suitable for printing or digital filling.

1. Preparation of premises and equipment

What to prepare?

The climbing wall is inspected and safe

Floor cushions are installed and undamaged

Accessories (hats, rings, ribbons ...)

Removal of distractions – if possible (music, bright lights)

Ready "quiet-quiet corner" for breaks

Adapted equipment for sensory needs (pillow, blanket, headphones)

2. Assessment of the appropriateness of group dynamics

What to check before starting?

Are all children appropriately matched in ability/dynamics?

Do any children need an individual introduction?

Is it necessary to adjust the exercises according to emotional challenges?

Are the relationships between the group members already known/related to experience?

Is there a known past tension or conflict?

3. Plan of communication with participants and attendees

What to plan?

Advance notification to parents/guardians about training session content

Agreement on rules of conduct (verbal and/or visual)

Determine a safe word or stop sign

Use visual aids to explain activities

Involving children in setting a daily goal

4. Safeguarding scenarios and measures to reduce stress

What to anticipate and prepare?

Scenario for overloading an individual child

Breathing/calming exercises prepared (e.g. 5 breaths, candle)

Alternative task for a child who does not want to climb

Strategy for conflict (separation, calming down, reflection)

Activities without comparing success (without the "fastest")

5. Reflection after the meeting

What to analyze after completion?

What activities encouraged cooperation?

Who stood out positively/negatively and why?

Was the group dynamics balanced?

What prevention strategies worked?

What would you change in the next implementation?

Is individual feedback (to parents, child) necessary?

Additional recommendation:

After a few successive performances, he leads a weekly reflection (1x per week):

·   What patterns do I observe in the group?

·   Which methods are proving to be particularly effective?

·   Is which child stands out and needs extra attention?

✅ Short Quiz 

Purpose: to test the understanding of the key concepts of the module

1. What is one of the main advantages of a structured exercise class in an inclusive group?
a) Allows for more spontaneity.
b) Reduces stress and allows predictability. ✅
c) Increases the number of activities.
d) Makes it impossible to adapt to individuals.

2. How can a coach reduce the dominance of one participant in a group?
a) Allow him to lead all tasks.
b) Ignore his behavior.
c) Actively structure roles and encourage role switching. ✅
d) Warn the group to exclude him.

3. What does the effective preparation of the space for therapeutic climbing include?
a) Self-adjusting climbing wall.
b) Quiet corner, safe equipment, removal of distractions. ✅
c) Quick warm-up without instructions.
d) Loud music to promote motivation.

Reflection question:

"In the future, how will you adapt your preparation and execution of a climbing lesson to make it more inclusive for all children – especially those with behavioral or sensory challenges?"