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Clubs, sports and extra curricular activities

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Don’t forget to get involved with sports and clubs outside school time.

Think about what activities you may have enjoyed in the past … or new ones you’d like to try

This is your opportunity to take up things you have enjoyed in the past and think about if you want to start new clubs and sports:

  • Ask your club to meet in an accessible area
  • If you are going on a trip, phone ahead to ask about accessibility
  • Let your school know about wheelchair sports
  • See your Connexions Advisor regularly for support with current and future Education and careers

SUPPORTING YOUNG PEOPLE RETURNING TO SCHOOL WITH SPINAL INJURY: A GUIDE FOR PE
To make PE lessons inclusive and anticipate the barriers to taking part for pupils with spinal cord injury

The whole school needs to have clear aims and mechanisms in place to help these young people and their families/carers:
  • Enabling young people with a spinal cord injury to participate in PE may have some physical and emotional challenges
  • Every member of the school staff will be involved with the returning child
  • The following list could be useful if you are a PE teacher
  • Alternatively, if you have a spinal injury but would like to participate in more activities, why not show this list to your teacher…

You need to allow time to set up the adaptations required, as well as additional time for getting changed


Ideas for making activities more accessible and equal:

  • Everyone has to touch the ball once before scoring
  • allow the ball to bounce twice
  • Lower the net
  • Change the length and/or width of the playing area to make it smaller or larger
  • Provide tackle-free zone


Vary the distance to be covered and equipment to suit different abilities e.g. use a bigger ball, softer ball or a bigger or lighter racquet


Enable participants to send or receive a ball in different ways, e.g.

  • using a chute or gutter to send a ball
  • and/or a catching mitt to receive


According to the overall ability of the group, it may be preferable to play with teams of unequal numbers


  • Allow opportunity to practice these before including them in a smaller-sided team game


eg, plan where running is going to take place and make sure that a wheelchair user can also take part


When playing football indoors, consider attaching a cardboard barrier around the foot plates of a young person’s wheelchair using cable ties.

 


  • When swimming, ask the young person if they need any floats (ankle floats or neck collar) for buoyancy.
  • Look at changing facilities, hoist and transport arrangements


For children who do not have the ability to move arms or legs, participation in sport is still possible via the use of their powered mobility equipment and head and neck control e.g.

  • Throwing a bean bag from their mouth
  • Using their powered wheelchair for racing
  • Using guttering positioned under their chin for bowls


Children who are not able to use their hands can achieve a similar level of function with the use of specific hand adaptations e.g.

  • grips and bandages to help with holding racquets, batons, weights, sticks etc.
  • See www.acdvehands.com


If specific adaptations are required, the child may have access to equipment at home or via their local sports club


Let young people try!
Do not presume they can’t do it. Work with the young person on the adaptations they need

Consider adapting the rules for all, eg
Everyone has to touch the ball once before scoring, allow the ball to bounce twice, lower the net, change the length and/or width of the playing area to make it smaller or larger and provide tackle-free zone