How to play
Equipment: Music, Ball, Bean bags
Two by two, partners stand together, and a ball is placed between them. The goal is for the ball not to fall to the ground while the children dance together. It is allowed to take breaks along the way, and eventually, they can switch partners.
Try holding the ball or a beanbag between, for example:
- back to back
- stomach and back
- forehead to forehead
- arm and arm
- stomach and arm
Let the children participate and come up with new ways to hold the ball while dancing.
Adaptations
It is important to get to know the participants and their possible needs for adaptations in the activity. Talk to those concerned. Perhaps they themselves have ideas or thoughts about what adaptations are needed for them to participate effectively.
Ensure a calm environment when giving messages and instructions.
General adaptations may include:
Student composition
- Give all students a partner
- Form harmonious groups in advance
- Let strong or fast students help other students
- Clearly mark who is together
Equipment and aids
- Use balls of different sizes, friction, etc., to make it easier or more challenging. Beach balls and balloons can also be alternatives.
Area, court, places
- Create several lanes or divide the lanes into small sections
- Clearly mark the lane
Number and time
- Set the number of activities , how many times should something specific be done?
- How long should it be done?
- Repetition; repeat again and again
- Tell the students what they will do next and what you expect from them
Choice of movements
- Vary the tempo and speed of the music. With calm music, the dance will also be calm, which allows students to focus more on holding the ball.
- Explain and practice the movements before the activity
- Ensure that all participants understand the instructions given for movement
Movement challenges: Give the student plenty of time to try things out and be aware of increased fatigue.
Cognitive challenges: Give short and precise instructions and maintain a clear structure throughout the session. Feel free to repeat several times. Be aware of daily form, and provide support if anyone shows signs of frustration.
Hearing impairment/deafness: Check if the student/child has technical aids. Ensure a calm environment when giving instructions, and speak one-on-one. Maintain direct contact. Use mimicry, body language, and possibly sign support. Ask the person if the student can hear the rhythm, for example, the bass. Alternatively, lights that flash in time with the music can be used.
Visual impairment/blindness: Generally, visually impaired individuals thrive best when the activity is characterized by structure, calm, and order, as well as with fixed routines, training paths, and exercises. Too much variation means not getting enough repetitions, and much energy must be spent on learning new things. The student's experience and 'toughness' will vary. Start carefully and increase challenges gradually. Here, senses other than sight and hearing are challenged, so a ball without sound can be used, preferably a softball.
