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Printed at: 02:55:49 / 20-09-2021

Trouble Shooting For Physical Activities

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Allow the child to lead the way to change for PE. That way they have the most time to change. Check that they are wearing clothes they can put on and off easily.

Do clothes have a recognisable front and back?
Bare feet indoors unless they wear foot splints or insoles – then they should wear their insoles and well-fitting trainers.

If the area is too large, limit space by an artificial boundary.

Is the lighting good? Does the sun get in their eyes as they try to catch? Strong fluorescent lighting may aggravate hyperactivity.

Positioning of the teacher
Can the child see/hear you? Get them to look at you for instructions.

Keep instructions clear and language simple. Keep the pace slow. Is the order logical?

Consider size, texture, weight and colour.

Size: A large ball is easier to catch. Low equipment is not so daunting. Consider the child’s stride length in relation to the equipment.
Weight: Carrying heavy equipment increases muscle strength helps body awareness and improves team work. Texture: A rough texture gives more sensory information about position. A textured or foam ball may be easier to catch.
Colour: May be used to aid motor planning e.g. jump only in the red hoops or jump in the red and clap in the blue hoops.

Vary the method for choosing teams. It is easier to work alone than with a partner and tests whether a child has been listening. Working in a small group gives the opportunity for frequent turns.
Swap grouping so that the less able are not always together.

Target setting
Individual targets or beating their own score rather than a competition. Change rules or start times so that the fastest children start later or have a handicap.

Concentration span
Keep each activity to a short session. Mix in activities which have an immediate response or reward.

The activities should be within the child’s ability while just providing a challenge. They must be relevant to their level of development. Build up confidence and skill before progressing. Have ground rules, e.g. taking turns. Provide multi-sensory instruction if needed e.g. verbal direction and demonstration.

Have easier versions of an activity e.g. balance work – kneeling instead of standing or using a bean bag instead of a ball. Get child to explore ways of doing an activity/using a piece of equipment. Can they recognise under/over, left/right? Use a sticker to mark left and right on a hand or foot. Give the child encouragement to try new activities and give positive feedback.