Things to consider when planning PE lessons, equipment and alterations to help inclusion.

Things to consider

To make PE more accessible to pupils with a vision impairment:

  • consider the pupil’s vision impairment, for example:
    • if they can’t see on the left, don’t put them on the left hand edge of a playing area 
    • how far away can they see the object
  • discuss with the pupil what they and you would like to achieve before the lesson
  • assess pupil’s current abilities and skills to see what areas would be best to develop 
  • plan and prepare before the activity to make sure you have the right equipment and resources 
  • make sure you stand near the pupil when giving demonstrations so they can see your movements 

Equipment to help inclusion

Useful items to have for a PE lesson include:

  • contrasting coloured and bright bibs, equipment, balls, cones, throw down sticky circles or arrows
  • electrical or duck tapes to wrap around items to highlight them, or put on the hall floor or walls
  • larger or slower equipment balls

Changing the surroundings and environment can make them more accessible, including:

  • colour of walls and lines
  • blinds
  • lower net
  • hoops and tape 
  • colour of cones

Other ways to help inclusion

Give extra thought to planning and preparation. Consider getting help from Teacher and Learning Support Assistants (LSAs).

Equipment alterations

Consider altering:

  • the size of equipment: shorter rackets, larger head, larger ball or shuttle, lower net, bigger or smaller goals
  • the colour of equipment: racket head and shaft, ball or shuttle, teacher or opposition can wear brightly coloured or contrasting bib
  • the weight of equipment: lighter, slower shuttle or ball and racket or increase weight to get feeling
  • the type of equipment: sponge ball, different bat, balloon inside cloth covering 

Adaptations to equipment can also include: 

  • tape to show where the pupil should put their hands 
  • a ball stand

Teaching alterations

Consider altering:

  • language use and method of explanation: describe, feel, sound of movements and actions
  • teaching techniques: mechanical and manual guidance, after you’ve checked with the pupil 
  • positioning: stand in front of pupil and face the main light source

Activity alterations

Consider altering:

  • type or speed of feed: hand feed to make it easier and to same location, slow it down, throw in front or to side
  • rules: for everyone has to hit the shuttle or ball, can only play to a set location, stay in zone
  • pupil’s role: back of court, only on the left, umpire, coach, defender on wing to see game coming
  • numbers: play 1v1 or 2v1 or overload one team or reduce one team 
  • ability or size of group: best with weakest, weakest with teacher or LSA, smaller numbers

Stop and consider the relevance of hand, foot, eye coordination activities.

Achievement alterations

Consider altering:

  • success criteria: every time pupil the hits it a point is scored, change area have to hit it to, a shot towards goal counts as a point
  • task to achieve: overhead clear rally to hand feed and can you get it to hoop, pass a shorter distance to a larger area
  • skill to achieve: change overhead clear to working on serve and getting it to partner, change volley to side footed pass

Contact us
Sensory Support Service
Elmfield House
Greystoke Avenue
Westbury-on-Trym
BS10 6AY

Phone: 0117 903 8442
Text: 07810 506 669
Email: sensorysupportservice@bristol.gov.uk