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Catching a tennis ball is easy for those who can do it.
But for those who struggle, it can be a humiliating experience. So what if you wrap it in a bib first? This simple, low tech technique makes the ball slightly bigger and slower so a child can track it more easily, resulting in better catching skills.
Or perhaps you could start an activity using a large ball and then progress to a smaller one so everyone gets a chance to catch it and improve?
These were just two of the suggestions outlined by PE consultant Kevin Barton at an Inclusive PE workshop held at Wellington College on Friday November 11.
Attended by nine teachers from eight different primary and secondary schools, the session was designed to help them make PE inclusive for students of all abilities.
Kevin also provided the teachers with Top Games cards featuring different activities that teachers can use, with each card containing guidance for making the activities fully inclusive.
Jamie Cable, from Garth Hill College in Bracknell, said: “I really enjoyed the day and it was really interesting to see the different perspectives of the staff from different settings.
“I also felt that it gave me a number of different new warm-up games to use for my lessons.”
Niall Crosley, from Luckley House School in Wokingham, added: “The course was engaging, interactive and great fun.
“As an ECT teacher it was great to draw knowledge from experienced teachers, share practices as well as develop small activities and games that can be adapted for whole class engagement.”
The teachers involved came from Kennel Lane School, Winkfield St Mary’s, The Rise at Garth Hill College, St Michael’s CE Primary School Sandhurst, St Joseph’s Primary Bracknell, Kings Academy Binfield & Kings Academy Oakwood, Luckley House School and Edgbarrow School and the session was arranged by the Wellington College Teaching Alliance (WCTA) as part of its ongoing series of inter-school support events.
Lindsay Gowland, WCTA Co-ordinator, said: “This was a great networking opportunity where teachers could work with those from other schools and share their experiences.
“Secondary teachers were able to share ways in which primary practitioners could better prepare children for the transition to secondary PE and it was also a great opportunity to play games and actually participate in activities; real hands-on experience.
“Delegates were able to think about breaking down skills so that every child, regardless of their ability, would get an opportunity to learn and develop skills without being left behind.
“We learnt ways of capitalising on even the small success. There were also a variety of games which taught key skills which children would use throughout their lives, but which didn’t feel like traditional PE, so that those children who felt they were “no good at sport” benefited and learnt.
“One of the most important aspects of the day was the clear message that you don’t have to be a PE specialist to be a great PE teacher.
“Both the non-PE and the PE specialists went away with greater confidence and lots of tips, tricks and games to make PE lessons more inclusive.”
