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Strategies for Adapting Activities and Managing Group Behavior in Physical Education

This guide outlines effective methods for adapting physical education activities and managing group behavior. It emphasizes the importance of flexibility in rules, planning, and interventions to create an inclusive environment. Key strategies include modifying activities, using positive reinforcement, setting clear, enforceable rules, and employing techniques such as proximity control and humor. It highlights the significance of a positive teacher attitude, prevention, and understanding individual needs to facilitate success for all students.

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Strategies for Adapting Activities and Managing Group Behavior in Physical Education

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  1. Common Ways to adapt or modify activities

  2. I. Rules, Prompts, Cues: • Demonstrate/model the rule or activity-show, tell, have do. Add rules to the practice of skills. • Use simple verbal cues with demos • Use other peers/volunteers as partners • Disregard time limits if they are commonly used in the activity

  3. More space between students-widen the activity zones-like goal area • Eliminate negatives like outs/strike-outs, certain fouls • Allow ball to remain stationary if possible • Allow person to sit in chair or be stable

  4. II. Actions: • Change locomotor patterns-like from a run to a walk • Modify grasps-doesn’t have to be a “normal” • Modify body positions • Reduce number of actions • Use different body parts

  5. III. Equipment: • Larger/lighter equipment-like a bat • Use of velcro attachments • Larger goal/target • Marking positions on playing field

  6. Lower goal/target • Scoops or other tools for catching • Vary balls (size, weight, color, texture)

  7. IV. Boundary/Playing Field: • Decrease distance • Use well-defined boundaries • Simplify patterns • Adapt playing area (smaller, obstacles removed)

  8. V. Time: • Vary the tempo • Shorten the normal time or • Lengthen the time • Slow the activity pace • Provide frequent rest periods

  9. Disruptions • They will occur in any class, prepare for them • Rules and consequences are only part of prevention • Most are individual problems, but the entire group has to be managed

  10. Controlling Group Behavior • The following are some techniques for managing behavior for any group: • Positive Teacher attitude • Prevention • Rules and their enforcement • Teacher interventions • Flexibility in planning • Controlling the environment

  11. Positive Teacher Attitude • Be positive-students work harder to gain rewards than to avoid punishment. • Teach enthusiastically-have expectations they can reach • Keep students informed about their progress • Reinforce every legitimate effort

  12. Prevention • The single most effective method for controlling behavior is prevention. • The most significant technique is to “Catch em being good”- • Consistently and enthusiastically embrace “Good” behavior-this causes students to focus on the “good” not the “bad”.

  13. Part of Prevention-Rules and Enforcement • Establishing basic class rules- • They should be few, • Simple • Clearly stated in a positive manner • And Enforceable • EX. When lined up at the door, please keep hands to yourself

  14. Establishing and Enforcing consequences • They must be consistently enforced for the group • They should be explained • They should be realistic and in most cases follow other school punishments • What about physical punishment-like push ups?

  15. What about the special student? • Consequences are necessary and should be consistently enforced for them also BUT- • These will vary greatly in a general class where special students are included. • Consequences may be included in the students IEP and should be carefully followed if they are. • If they are not present, you have screwed up- they should be-get them in there! • Consult/work these through the special teacher

  16. But what about the adapted PE Class? • You guessed it-the rules and in most cases will be individualized. • You will not be alone in the discipline area here-the special teacher and in many cases the aide will be a primary or maybe even the primary developer and enforcer. • REMEMBER-”catch em being Good” is still the best for prevention

  17. Intervention, Flexibility, and controlling the environment- Common teacher techniques • Planned Ignoring • Nonverbal techniques-looks, eye contact, body posture etc. • Proximity control • Interest boosting- involvement • Use of humor to reduce tension

  18. Restructure lesson-avoid frustration by a task restructure-is it a skill problem or a conduct problem • Removal of seductive objects-competition with equipment, etc • Thinking ahead of possibilities is necessary-will what I am doing help with the class or the individual?

  19. General precautions for you • Don’t’ get: • Mad-stay calm • Physical-keep hands off-unless it is a safety factor for the student, the other students or you. OR is in the IEP • Always follow general school procedures unless it is in the IEP.

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