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Adaptive PE Boost

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Lesson Plan

Adaptive PE Boost Lesson Plan

PTs will teach adaptive modifications and facilitate peer-supported PE activities, empowering students with functional barriers to participate confidently, while collecting mobility data and providing targeted feedback.

Many students with functional barriers face challenges accessing traditional PE tasks. This lesson equips PTs with practical strategies and peer support mechanisms to foster inclusion, boost student confidence, and track progress in real-time.

Audience

Physical Therapists

Time

30 minutes

Approach

Hands-on adaptive tasks with peer collaboration

Materials

Prep

Material Setup

5 minutes

Step 1

Warm-Up & Objectives

5 minutes

  • Welcome the group and outline session objectives
  • Lead a light stretching routine focusing on major muscle groups
  • Explain desired outcomes: increased participation, confidence, and mobility data collection

Step 2

Strategy Demonstration

8 minutes

  • Introduce key adaptations using Adaptive PE Strategy Cards
  • Demonstrate modified drills (e.g., seated passing, lowered hurdles)
  • Highlight safety tips and proper technique throughout each demonstration

Step 3

Peer-Supported Practice

12 minutes

  • Pair students and review Peer Support Guidelines
  • Conduct an adaptive obstacle course using cones and mats
  • PTs observe, guide participants, and record performance on the Mobility Assessment Sheet
  • Provide immediate feedback and adjust strategies to each student’s needs

Step 4

Reflection & Next Steps

5 minutes

  • Facilitate group discussion on successes, challenges, and feelings about the activities
  • Encourage students to verbalize what adaptations worked best for them
  • Review assessment findings and set individualized goals for the next session
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Slide Deck

Adaptive PE Boost

Tier 2 Group Lesson for Physical Therapists
Empowering Students with Functional Barriers in PE

Welcome participants and introduce yourself. Briefly explain the focus: empowering students with functional barriers to participate in PE through adaptive strategies and peer support.

Session Objectives

• Teach adaptive modifications for PE tasks
• Facilitate peer-supported activities
• Collect & interpret mobility data
• Boost student confidence & participation

Read each objective aloud and relate it to the overall goal. Emphasize how each step builds toward inclusion.

Why Adaptive PE?

• Traditional PE can exclude students with mobility barriers
• Adaptive strategies foster inclusion and skill development
• Peer support builds social connections and motivation

Discuss common challenges faced by students with functional barriers. Highlight research or anecdotal evidence if available.

Materials & Prep

Materials:

Prep (5 min):

  1. Gather all equipment
  2. Print & organize strategy cards and guidelines
  3. Review assessment sheet format

Point out each item and explain its role. Remind PTs to set up materials before participants arrive.

Adaptive Strategy Demonstration

• Use Adaptive PE Strategy Cards
• Examples:
– Seated ball passes
– Lowered hurdles for step-over drills
– Mat-based balance exercises
• Highlight key safety tips and cueing points

Demonstrate each adaptation slowly. Emphasize safety, proper alignment, and progression options.

Demo Photos & Sketches

(Insert images or sketches of each adaptive drill:)
• Seated passing technique
• Adjustable hurdle setup
• Balance mat activity

This slide is a placeholder for visuals. Insert photos or sketches here before presenting.

Peer Support Guidelines

  1. Pair participants strategically (e.g., skill level, communication style)
  2. Review roles: coach, spotter, motivator
  3. Encourage positive feedback and active listening
  4. Rotate roles to build empathy

Explain how to assign roles and monitor pairs. Stress the importance of clear communication.

Data Collection & Feedback

• Use Mobility Assessment Sheet
• Record: completion time, level of assistance, technique notes
• Provide immediate, specific feedback
to guide next adaptations

Show sample filled-in Assessment Sheet. Walk through one run of the obstacle course and data entry.

Reflection & Next Steps

• What strategies worked best?
• What challenges arose and how were they addressed?
• Set 1–2 individualized goals for the next session
• Discuss how peer feedback influenced outcomes

Facilitate a quick group discussion. Ask open-ended questions to prompt reflection.

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Activity

Adaptive Obstacle Course

Objective(s):
• Practice adaptive movements through varied stations
• Foster peer coaching and collaboration
• Collect performance data to inform future adaptations

Materials:
- Cones
- Mats
- Adjustable Hurdles
- Balls (various sizes)
- Bean Bags and Bucket
- Adaptive PE Strategy Cards
- Peer Support Guidelines
- Mobility Assessment Sheet

Setup (5 minutes):
1. Arrange cones to mark start, finish, and station boundaries.
2. Lay out mats for balance stations.
3. Position hurdles at two heights (standard & lowered).
4. Place balls at the seated pass station and bean bags at toss station.
5. Assign students into pairs and give each pair strategy cards and guidelines.

Peer Support Roles:
• Coach: Demonstrates drills, offers verbal cues & corrections.
• Spotter: Ensures safety (especially on hurdles & balance stations).
• Motivator: Provides encouragement and records performance.

Activity Steps (12 minutes total – 2 laps):
1. Station 1 – Mat Balance Walk
• Walk heel-to-toe along a mat line (wider line for more challenge).
• Coach guides foot placement; spotter stands by.
2. Station 2 – Seated Ball Pass
• Seated pairs pass a ball continuously for 30 seconds.
• Use larger balls for easier grip; motivator times and cheers.
3. Station 3 – Hurdle Step-Over
• Step or crawl over lowered hurdles.
• Coach demonstrates safe technique; spotter assists leg movement.
4. Station 4 – Cone Weaving
• Navigate through cones in a zig-zag; increase spacing for mobility devices.
• Coach suggests turning strategies; motivator offers feedback.
5. Station 5 – Bean Bag Toss
• Toss bean bags into a bucket from an appropriate distance.
• Coach gives aiming cues; peer records hits on the assessment sheet.

Modifications:
- Wheelchair users: widen cone spacing, use ramp over hurdles.
- Limited upper-body strength: use larger, lightweight balls or bean bags.
- Balance challenges: allow seated or supported versions on mats.

Reflection & Next Steps (5 minutes):
• Group Debrief: What felt most successful or difficult?
• Adaptation Check: Which strategy cards were most helpful?
• Goal Setting: Each student names one personal goal for the next session.

Collect Data:
• PTs use the Mobility Assessment Sheet to record times, assistance levels, and qualitative notes at each station.

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Worksheet

Mobility Assessment Sheet

PT Name: ____________________________




Student Name: ________________________




Date: ________________ Session #: ______





Station 1 – Mat Balance Walk

Completion Time (sec): ____________________




Level of Assistance: ______________________




Observations / Notes:












Station 2 – Seated Ball Pass

Completion Time (sec): ____________________




Level of Assistance: ______________________




Observations / Notes:












Station 3 – Hurdle Step-Over

Completion Time (sec): ____________________




Level of Assistance: ______________________




Observations / Notes:












Station 4 – Cone Weaving

Completion Time (sec): ____________________




Level of Assistance: ______________________




Observations / Notes:












Station 5 – Bean Bag Toss

Completion Time (sec): ____________________




Level of Assistance: ______________________




Observations / Notes:












Reflection & Next Steps

  1. Which adaptation was most effective?






  1. Biggest challenge observed:






  1. Goal for next session:






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Discussion

Reflection Discussion Guide

Purpose: Facilitate a structured conversation so students can process what they learned, share successes and challenges, and set goals for future PE sessions.
Time: 5 minutes

1. Establish Discussion Norms

• Remind everyone to listen respectfully, take turns speaking, and build on each other’s ideas.
• Encourage a “no wrong answer” atmosphere—every perspective helps us improve.

2. Opening Prompt

Teacher says: “Let’s start by thinking about today’s activities. What moment stood out for you as feeling confident or successful?”
• Wait 10–15 seconds before calling on anyone.
• Invite 2–3 volunteers to share brief examples.

3. Core Reflection Questions

  1. Most Effective Adaptation:
    • Which adaptive strategy (from your cards) helped you the most and why?





  2. Biggest Challenge:
    • Which station felt hardest? What did you or your peer do that made it easier?





  3. Peer Support Impact:
    • How did having a coach, spotter, or motivator affect your confidence or performance?





  4. Goal Setting:
    • Based on today, what is one specific skill or strategy you want to work on next time?





4. Follow-Up and Deepen Understanding

• Build on Responses: Ask, “Can anyone add to that idea?” or “How might you apply that outside of our obstacle course?”
• Encourage Examples: “Tell us a quick story about when you’ve used a similar strategy before.”

5. Closing the Discussion

• Summarize the main takeaways (e.g., “We heard that lowered hurdles boosted confidence, and peer coaches helped with safety cues.”)
• Confirm each student’s goal aloud to solidify commitment.
• Thank everyone for sharing and remind them you’ll revisit these goals next session.

Teacher Facilitation Tips

  • Validate Emotions: Acknowledge challenges (“That hurdle station can be tricky at first—great job pushing through!”).
  • Equitable Participation: Gently invite quieter students (“Alex, would you like to share one quick thought?”).
  • Keep It Brief: Aim for 30–45 seconds per student to stay on time.
  • Use Visuals: Refer to the Mobility Assessment Sheet or Adaptive PE Strategy Cards to anchor the discussion in concrete examples.
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