Facilitation and adaptation of activities

Instruction

The teacher/instructor should adapt the teaching method to the participants currently in the group. It is absolutely essential that the teacher/instructor gets to know the participants in order to adapt the activities to their prerequisites. Predictability creates security and can be strengthened by having sessions with a fixed structure, with the same start and end every time. A brief overview of the session's content helps children and young people prepare for what is to happen.

Most children and young people benefit most from short, concrete, and clear instructions. Instructions should ideally be combined with demonstrations of the exercises. In some cases, it may be necessary to guide the participant through the movement with physical support or assistance. As participants master the tasks, progression should build upon familiar activities and movements.

Organization

Good organization is an important prerequisite for inclusive activity. Roles should be clearly defined from the start, both for teachers/instructors, any assistants, and the participants. It should be clear who is responsible for implementation, what tasks assistants have, and what is expected of the participants.

It may be appropriate to gather the group in a circle at the start and end, so that everyone sees each other and experiences belonging. If participants have different needs, activities can be differentiated without dividing the group. For example, a walking participant with visual impairment and a wheelchair user can work on different balance exercises in the same room and to the same music, organized as station work.

Group size should be adapted to the activity's content and the participants' needs. If a participant requires individual support, close dialogue between the instructor, assistant, and participant is important to find the right level of help. The goal is for the participant to receive sufficient support to participate, but at the same time be challenged to develop their own skills.

In groups with large differences in physical abilities, some participants may face additional challenges. When dividing into teams, it may be appropriate to let participants with similar skill levels play against each other, or to form teams with varying competencies. Children and young people benefit both from interacting with peers at their own level and from collaborating with participants who have different functional prerequisites.

Rules should be designed to promote mastery and participation. It may be appropriate to start with few and simple rules and gradually introduce more as participants become more confident and familiar with the activities. Participants can also be involved in formulating rules, which can strengthen both ownership and motivation.

Adaptation of the activity area

A clearly defined activity area with well-visible markings makes it easier for participants to orient themselves. Distances can be adapted to individual needs. Some participants may need shorter distances, while others can be challenged with longer ones.

In cross-country skiing activities, it will often be more inclusive to gather activities within a limited ski play area than to use a long trail, where differences in pace become very visible.

For outdoor activities, the activity leader should assess in advance whether terrain, surface, and inclines make the area accessible to all participants. The goal is for everyone to be able to participate on equal terms.

Time

Sufficient time is an important prerequisite for mastery. Participants should be given ample time to explore, practice, and solve tasks at their own pace.

Team activities can be organized so that everyone contributes simultaneously. An example is a game where one team knocks over cones while the other sets them up again. This allows everyone to participate according to their own abilities without emphasizing differences in pace.

When teaching ball games, it may be appropriate to divide the game into smaller skills, such as passes, receptions, and shots, organized as station work. This gives participants more repetitions and a greater opportunity to experience mastery.

Equipment choice also affects tempo and difficulty. A light ball generally moves slower through the air than a heavier ball. The ball's size, softness, and grip properties can significantly impact participants' chances of success.

Time also refers to the number of sessions. Many children and young people with disabilities need more repetitions than others to develop new skills. Multiple sessions with the same content can lead to better learning outcomes and increased mastery.

There is rarely a reason to fear that many repetitions become boring. On the contrary, repetitions provide a good basis for learning and security. If possible, a learning period can be organized with more frequent sessions, for example, twice a week instead of every other week. This makes it easier to build on the experiences from the previous session.

Use of music

Music can be both motivating and supportive in physical activity. For many, music contributes to increased effort and can help participants find rhythm and flow in their movements.

For others, music can be distracting. This applies, among others, to individuals with sound sensitivity, hearing impairment, or disabilities affecting coordination and rhythm, such as spasticity or ataxia. Therefore, the use of music should always be considered based on the participants' needs, and the music's tempo should be adapted to the activity.

Adaptation of physical activity for various disabilities

Cognitive challenges

• Plan time before the session, including transport and arrival.
• Create a clear structure with fixed routines, repetition, and predictability.
• Reduce unnecessary sensory input and distractions.
• Be aware of the participants' daily form.
• Use simple rules and short, concrete instructions.
• Combine verbal explanations with demonstrations, images, or sign support.
• Provide quick support if the participant shows signs of frustration.
• Use visual markings, such as carpet tiles, mats, or hula hoops.
• Some participants may benefit from a designated "break spot" where they can retreat if needed.

Mobility challenges

• Be aware of increased fatigability.
• Check if the participant has reduced sensitivity.
• Facilitate activities involving various muscle groups.
• Allow ample time for experimentation.
• Adjust distances and load as needed.
• Consider using activity aids.

Hearing impairment or deafness

• Clarify if the participant uses technical aids.
• Ensure calm surroundings when instructions are given.
• Allow one person to speak at a time.
• Maintain eye contact with the participant.
• Use facial expressions, body language, and potentially sign support.
• Preferably organize activities in smaller groups.

Visual impairment or blindness

• Plan transport and arrival before the session.
• Offer assistance/guidance as needed.
• Allow the participant to become familiar with the surroundings and explore the equipment.
• Create predictability through fixed routines and repetition.
• Assign fixed positions to the participant when lining up.
• Use clear markings in the activity area, for example, mats, carpet tiles, or ropes.
• Be aware of lighting conditions, contrasts, and color usage.
• Provide precise verbal descriptions and, if necessary, physically guide movements.
• Use auditory signals for orientation in the room.
• Preferably work in pairs or small groups.

Suggestions for adaptation and facilitation of activities have been prepared by National Quality and Competence Network for Children and Young People with Disabilities (NKBUF).

Literature

Bergkvist, T., Gjessing, B., Kissow, A.-M., & Midtsundstad, A. (2020). Barn og unge med funksjonsnedsettelser: aktivitet og deltakelse i fellesskap (1. utgave). Fagbokforlaget. https://media.boknett.no/objects/26/77/150347726/productimage_ORG_b2681c2f2a1aafc6700e68c392610705f7823786.jpg