Unit 216 working with participants with disabilities in sport and active leisure

Unit 216
Working with participants with disabilities in sport and active leisure
Tutor Guidance
1. Explain the unit outcomes and check understanding.
2. Present students with unit assessments and processes for submission.
3. Utilise the PowerPoint to support lesson delivery, and student understanding.
4. Allow for students to record lesson information to support them in their assessment.
5. Consolidate after each lesson.
6. Link theory lesson outcomes with practical delivery.
7. Consolidate and link the practical and theory aspects with the unit outcomes and assessment.
8. Utilise any and all resources to support and deliver the unit outcomes for example – quizzes,
risk assessments, health and safety checklist, injuries in football, video clips.
Level 2 Award, Certificate & Diploma in Increasing Participation in Sport and Active Leisure in Community Settings (QCF) (4863-26)

Unit 216
Working with participants with disabilities in sport and active leisure
Student Guidance
1. Review the unit standards, on Blackboard.
2. Access unit assessment from Blackboard.
3. Save assessment in your documents.
4. Take part within group discussions.
5. Record notes/ findings from both practical and theory lessons.
6. Ask questions, to establish understanding.
7. Take active role within practical lessons.
8. Clear submission date and procedure.
9. Clearly read the assessment requirements for example, prepare a presentation, write a report,
produce a leaflet.

Unit 216
Working with participants with disabilities in
sport and active leisure
Unit aim
This unit is aimed at those who work/wish to work with disabled participants within the Sport and
Active Leisure industry. This qualification is specifically designed to enhance individual skills and
knowledge, providing confidence to provide an inclusive environment when delivering sporting
activities, and ultimately improving the performance of disabled athletes.
Learning outcomes
There are three outcomes to this unit. The learner will be able to:
216.1: Describe the key issues which affect participants with disabilities
216.2: Review safe working practices
216.3: Lead sport and leisure activities for participants with disabilities
Guided learning hours
It is recommended that 65 hours should be allocated for this unit. This may be on a full-time or
parttime
basis.

The greatest
discovery of
my generation
is that a
human being
can alter his
life by altering
his attitudes

Outcome 1 Describe the key issues which affect participants
with disabilities
Assessment Criteria
The learner can:
1. outline key considerations when working with participants with
disabilities/impairments
2. describe the models of disability
3. outline barriers to participation for people with disabilities
4. describe the pathways in which participants with disabilities can be included in sport
and leisure activities

with disabilities
Assessment Criteria
The learner can:
5. describe examples of sport and leisure activities that can be accessed by participants
with disabilities
6. outline the purpose of key organisations associated with disability in Sport and
Active Leisure in the UK
7. outline the main acts of parliament and practices that relate to working with
participants with disabilities
8. explain how facilities may be adapted for participants with disabilities in the Sport
and Active Leisure Industry.

with disabilities
Range
Key considerations
Environmental, physical, social, educational, medical
Disabilities/impairments
Physical impairments, sensory impairments, deaf people, people with learning
difficulties/disabilities, people who use mental health services, people with restricted
growth conditions, Neuro Diversity
Recognised model of disability
Social, cultural, medical, and any other model relevant to the participants with disabilities,
history of the social model, attitudes and discrimination, difference between disability
and impairment, removal of barriers, use of correct languages as chosen by participants
with disability

with disabilities
Range
Barriers
Real: inaccessible information, inaccessible buildings, inaccessible transport, inflexible
organisational procedures and practices, previous disabling barriers (e.g. attendance at
special school), lack of training Perceived: prejudice and stereotypes
Pathways
Main stream activities, adapted specific sport activities
Main acts of parliament and practices
Acts of parliament: Disability Discrimination Act 1995, Children Act 1989, Health and
Safety at Work act 1974 Practices: English Federation of Disability Sport (EFDS), Federation
of Disability Sport Wales (FDSW), Disability Sport Northern Ireland (DSNI), Scottish
Disability Sports (SDS), Disability Sport Events (DSE), Paralympics GB, British Blind Sports,
Mencap Sport

with disabilities
Range
Examples of sport and leisure activities
Archery, athletics, sitting volleyball, wheelchair sports, badminton, boccia, cricket,
canoeing, goalball, fencing, curling, sledge hockey, snooker, paddleboard, swimming, tri-golf,
polybat, rounders, tag rugby, zone hockey
Key organisations
Commission for Human Rights, English Federation of Disability Sport (EFDS), Federation of
Disability Sport Wales (FDSW), Disability Sport Northern Ireland (DSNI), Scottish Disability
Sports (SDS), Disability Sport Events (DSE), Paralympics GB, British Blind Sports, Mencap
Sport, Dwarf Athletics Association UK, UK Deaf Sport, CP Sport, Wheel Power, Sport
England, UK Sport
Facilities
Leisure centres, community centres, community youth clubs, sports clubs, schools and
colleges, outward bound centres

A good manager can, at best, make a team 10%
better. But a bad manager can make a team up to
50% worse
Giovanni Trapattoni

Outcome 2 - Review safe working practices
Assessment Criteria
Practical skills
The learner can:
1. follow health and safety procedures
2. carry out risk assessments
3. review EOPs/NOPs (Emergency Operational Procedures/Normal Operational
Procedures).

Assessment Criteria
The learner can:
1. identify potential additional health and safety issues where working with participants
with disabilities
2. identify additional hazards that may need to be considered when working with
3. explain the importance of carrying out a risk assessment
4. outline the key stages of a risk assessment

Assessment Criteria
The learner can:
5. describe procedures for controlling the risk arising from hazards
6. identify key features of EOPs/NOPs (Emergency Operational Procedures/Normal
Operating Procedures)
7. describe the types of specialist equipment that may be required for participants with
Disabilities
8. explain the importance of reviewing health and safety practices.

Range
Health and safety issues
Communication methods (verbal and non-verbal), PAR-Q information, adaptation, clothing,
footwear, resources, venue
Hazards
Environment, type of activity/process, equipment, human factor (participants, helpers,
leader/coach, customers)
Procedures for controlling the risk
Adaptation, modification, control measures
Importance
Legal requirement (consultation – make collective judgement and collate, risk assessor must
be competent, review the risk assessment, check for control measures, supervision and
training), safety of participants

Range
Risk assessment
Hazard, risk, who it affects, review existing procedures, likelihood/probability, level of risk,
control, record findings, review assessment
Key features of EOPs/NOPs
Key emergency procedures, evacuation time, access to exit routes, specialist equipment
for evacuation, addressing individual needs, willingness to evacuate, evac chairs, ratio
supervision, training
Types of specialist equipment
Access ramps, access systems, grab rails and support, emergency chairs, counter shelves,
signs and labels, lockers, strobes, toilet alarms, washroom compliance kits, hearing
induction loops, wheelchairs, oxygen tanks

Outcome 3 - Lead sport and leisure activities for participants
with disabilities
Assessment Criteria
Practical skills
The learner can:
1. prepare to deliver sport and leisure activities to participants with disabilities
2. deliver sport and leisure activities to participants with disabilities
3. communicate effectively with participants with disabilities
4. use resources effectively with participants with disabilities
5. review sport and leisure activities

with disabilities
Assessment Criteria
The learner can:
1. outline the considerations when preparing to deliver sport and leisure activities for
2. outline the importance of profiling
3. outline communication issues that may arise when working with participants with
disabilities
4. identify communication skills and methods that may be required to work effectively
with participants with disabilities

with disabilities
Assessment Criteria
The learner can:
5. describe types of resources that may be required to deliver effective sport and leisure
activities for participants with disabilities
6. outline the importance of feedback and evaluation
7. outline key features of an effective session.

with disabilities
Range
Considerations
Sourcing and setting up of appropriate equipment, appropriate appearance, warm-up,
cool-down, motor development drills, involvement of support staff, positioning, group
management, effective communication, improvisation, timing (including recovery/rest
periods), demonstrations, officiating and scoring, reinforcement and feedback,
questioning and review, closing down the session, evaluation
Profiling
Obtaining clients details (personal, medical, sport-specific classification)
Communication skills and methods
Communicate with participants rather than the carers/supporters, voice projection,
voice tone, hand gestures, body language, visual, written, verbal, pictorial, sign language
as appropriate, helpers, appropriate tactile communication, empathy/tolerance

with disabilities
Range
Resources
Sport-specific equipment (e.g. size, colour, weight, texture), venue (e.g. goalball court),
support staff, adaptive equipment where required (e.g. wheelchairs), clothing (e.g. seat
pads for sitting volleyball)
Importance of feedback and evaluation
Review self and the participants’ needs, objectives, expected outcomes and safety
considerations have been met, enhance future sessions, self-development (CPD), future
considerations and adaptations required
Key features
Fun, well delivered and organised inclusive experience, originality, interesting and
engaging activities, maximum participation, enthusiastic session leader/coach, adapted
to suit (numbers, age, gender, abilities/disabilities), application of SMART objectives, full
use of appropriate sports equipment

You don’t have to
have been a horse
to become a good
jockey

Introduction to Coaching Inclusive Football

What experience is there in the room?

Consider the following and then discuss in pairs:
1. Have you ever had any experience of working with players with a disability?
2. Have you any knowledge/experience of individuals with a disability?
3. Can you think of any disabled sports people?

Why do these players play Football?

Group Discussion
1. Why do these England players play football?
2. Why do disabled young people play football?

Why do young people play football?
• Because they can
• To improve fitness
• To develop new skills
• To achieve in competition and perhaps gain recognition
• To make friends
• To experience a personal challenge
• To experience the thrill of competition
• For enjoyment
• Apart from participation, friendship, enjoyment and success (skills to enhance
many areas of daily life) . . .
• Improve self confidence
• Self esteem
• Learning to take responsibility
• Handling pressure and stress
• Coping with disappointments and set backs as well as success

Group Discussion
1. Pictorially show five skills and qualities of a good coach.

Qualities of a good teacher or coach
• Good communication skills
• Planning/organisational skills
• Evaluation – ability to evaluate
• Awareness of safety –
• creating an enjoyable & safe environment
• Flexibility
• Motivation
• Integrity
• Reliability
• Enthusiasm
• Patience and understanding
• Open-mindedness
• Fairness
• Knowledge of the game
• Desire to learn
• Willingness to help others improve
• Appropriate humour
• Be able to differentiate

Group Discussion
1. What additional knowledge, skill and qualities are needed to work with
players with disabilities?

Qualities of a good coach
ADDITIONAL CONSIDERATIONS WHEN TEACHING FOOTBALL TO
CHILDREN WITH A DISABILITY:
Broad knowledge of the player’s impairment
In depth knowledge of the individual player
Knowledge of competition classification
Knowledge of particular rules/equipment
Knowledge of particular safety issues

Long Term Player Development - reminder
• The FA are evolving their Teacher/Coach education to be player centred around
the 4-Corner Model of Learning and the theory of ‘Long Term Player Development’
• Every football activity session that you deliver should attempt to impact on all 4
corners of learning for young players

Long Term Player Development
PSYCHOLOGICAL
TECHNICAL
PHYSICAL SOCIAL

Group Discussion
1. In groups discuss how you would plan a session for young people with
disabilities to have an impact on all 4 corners of the LTPD model.

Communication
• Effective communication is essential
• How you communicate and the way you build relationships with the players
determines your coaching skills
• 55% of information is non-verbal, give the right amount of info, listen and ask
questions, learn about the players

Spoken Words 7%
Non Verbal 55%
Tone of Voice 38%
Non Verbal Communication

Learning Preferences
• Understand how the learner interprets your message
• The simplest way of accommodating difference is to plan for a visual, auditory and
kinaesthetic dimension to each aspect of the learning experience
• This will mean a deliberate mix of types of input

Learning Preferences – ideas…
• Visual. Use Learning posters, cue and prompt cards, mental rehearsals, memory
maps, visual aids, pp images, diagrams, labels, colours, shapes
• Auditory. Use lots of paired and small group discussion, music and mnemonics,
self talk, adding talking to doing (walking the talk)
• Kinaesthetic. Use physical run-throughs, spatial positioning, freeze frame,
sequencing exercises, rehearsing positions, physical breaks

Group Discussion
What special considerations may you need to think about
when working with one of these groups?
• Blind B1
• Partially Sighted B2/3
• Deaf
• Physical Disability CP/Amputee
• Wheelchair User
• Learning Disability - moderate/severe

Safety: additional factors to consider
There are additional factors to consider when working with
disabled players to ensure a safe environment and
coaching practice.
• Tire more quickly and so need shorter work intervals with longer rests
• Find it harder to concentrate – for example visually impaired players in a noisy
sports hall
• Experience poor balance and co-ordination and so may be prone to injuries from
falling, dropping objects or knocking against things
• Need extra safety considerations for emergency evacuation as well as for access
(e.g. there should be visual warnings as well as auditory ones for fire or bomb
warnings)

The Inclusion Spectrum

Open Football Games
Open football games are where everyone in the group is
able to participate with minimal or no adaptation or
modification.
A game that should not highlight the strengths or
weaknesses of any participant.
For example:
• Warm ups
• Integrated games
• Individual skill development
• Cool downs

Modified Football Games
Modified football games occur when changes are made to
the game or activity in order to promote inclusion. For
For example: alter space, adapt rules or vary equipment.

Parallel Football Games
Parallel football games happen when everyone plays the
same game or game theme, but they are organised in
ability groups and the activity is set at a level suitable to
each group. For example, three groups:
• One group passing a football in a circle
• Passing a football in a circle with an interceptor in the middle
• Passing a football whilst moving, with an interceptor

Disability Football
This is when disabled people play competitive football in
impairment specific groups (e.g. amputee football or people
who are visually impaired).
Or where they play in mixed groups with disabled peers
(e.g. Ability Counts Programme).

The STEP Principle
Differentiation - The ability to create a series of
progressive learning activities that allow every player
access to the practice
Space - Alter the space
Task - Give different players different tasks, e.g. ball
juggling without a bounce and ball juggling with multiple
bounces
Equipment - Use different equipment to help players of
different abilities access learning
People - Different numbers within the practice

Football Activity Planning - considerations
Skill progression Warm up/Cool downs
Length/frequency of
training
(Long/short term goal of
players)
Competition/Challenge
opportunities
Levels of ability/fitness Rules. Change them ?
Communication issues Equipment/Adapted ?
Access Medical conditions
Individual needs .
Methods to include ?
Safety
(including emergency
procedures)
Transport 4 corners

Planning a session for players with disability
Group Discussion
1. Using your Learner Resource Pack, in small groups plan a football activity session
for players with a disability – Link in with Task 1
2. Plan to ensure the whole group is involved in delivery
3. Session to include considerations against the 4 corner model
4. Each group to demonstrate how you would use the STEP principle to modify your
game

Unit 216 working with participants with disabilities in sport and active leisure

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Unit 216 working with participants with disabilities in sport and active leisure