Maryland’s
Corollary Sports
Coaches’ Handbook
2015-2016
Acknowledgement
The Maryland Adapted Physical Education Consortium (MAPEC) is grateful for the members of
the workgroup that developed this publication under the direction of Mr. Rocco Aiello, Chair of
the Corollary Sport Workgroup. The Maryland Adapted Physical Education Consortium would
like to thank the contributing members of the Maryland Adapted Physical Education Consortium
Corollary Sports Workgroup for provided invaluable resources and support in creating this
document.
MAPEC Committee Members
Rocco Aiello, Chair – St. Mary’s County Public Schools
LaDonna Schemm – Baltimore City Public Schools
Susan Snyder – Cecil County Public Schools
Katherine Lambert – Harford County Public Schools
Lynn Frost – Howard County Public Schools
Brad Weiner – Montgomery County Public Schools
Mike Mason – Retired MSDE Consultant for Adapted Physical Education
Nate Garland – Chief Program Officer at Special Olympics Maryland
Melissa Kelly – Senior Sports Director at Special Olympics Maryland
Maryland’s Corollary Coaches’ Handbook 2015 – 2016
Introduction
Welcome to the Maryland Corollary Sports Athletic Program! Your decision to coach a
diverse population of student athletes will be educational, rewarding, and fun. As a Corollary
Sports coach, your coaching philosophy, passion and enthusiasm will help create an atmosphere
that is positive, productive and rewarding.
Participating in high school athletics is a privilege and not a right. Accompanying this
privilege is the responsibility to conform to standards established for the high school athletic
program. Participation on an athletic team can be a rewarding and meaningful educational
experience that enhances a student’s secondary education. It is important that students realize
the time demands, responsibility, dedication and sacrifices required when making this kind of
commitment.
We want all of our athletes to have a safe and positive experience. This cannot be
accomplished without your active participation; dedication and coaching experiences that you
bring to our athletes that partake in Maryland’s Corollary Sports program.
As a Corollary Sports coach, you report directly to the school’s Athletic Director and/or
Athletic Director for Corollary Sports who is primarily responsible for the compliance to the
rules, regulations, and policies governing athletics at each high school. The Athletic Director will
administer these rules and regulations as they relate to Interscholastic and Corollary Sports.
The Maryland Corollary Sports handbook is a reference guide for coaches, and should be
used in conjunction with the guidelines that govern high school interscholastic athletics in
Maryland. Included in this handbook are some suggestions and guidelines to assist you in
creating a successful program.
Maryland’s Corollary Coaches’ Handbook 2015 – 2016
Table of Contents
Defining the Different Athletic Equity Programs
1
Maryland Public Secondary School Athletic Association (MPSSAA)
2
Maryland Fitness and Athletic Equity Act for Students with Disabilities
3
Avenues for Participation in Athletics in Maryland for Students with Disabilities
7
Non-Competitive/Lifetime Wellness Strand
8
Principle of Meaningful Involvement
9
Final Thoughts
10
Appendices
11
Appendix A. Working with Students with Disabilities
12
Appendix B. Top Ten Rules for Communicating with People with Disabilities
14
Appendix C. Adaptations for Assisting Students with Disabilities
15
Appendix D Sportsmanship
24
Appendix E American Sign Language for Physical Activity and Sports
26
Appendix F Additional Resources
30
Appendix G 100 Ways to Say “Great”
31
Appendix H The Role of The Support Staff/Volunteer in Corollary Sports
33
Maryland’s Corollary Coaches’ Handbook 2015 – 2016
Defining the Different Athletic Equity Programs
What is Corollary Sports?
Corollary as noted in the Cambridge Dictionary is: “the result of something else”.
Corollary Sports is directly related to Maryland Public Secondary Schools Athletic Association
(MPSSAA) and is in compliance with the 2008 Fitness and Athletic Equity Act for students with
disabilities. Corollary Sports primary objective is to increase interscholastic athletic
participation opportunities for all students, in particular students with disabilities. Corollary
Sports strives to achieve an approximately even ratio of students with and without disabilities in
sports offered in Maryland.
What is Corollary Sports, Unified Sports, Allied Sports and Special Olympics
Corollary Sports:
Corollary Athletic Program” means a program that is not governed by the requirements of
COMAR 13A.06.03 and COMAR 13A.04.13 and that is specifically designed to combine groups
of students with and without disabilities together in physical activity.
Unified Sports
Unified Sports is Special Olympics’ program dedicated to promoting social inclusion through
shared sports training and competition experiences. Unified Sports joins individuals with and
without intellectual disabilities on the same team. It was inspired by a simple principle: training
together and playing together is a quick path to friendship and understanding.
Allied Sports
Allied Sports is a totally inclusive program that affords students with disabilities an equal
opportunity to participate in interscholastic sports along-side their peers without disabilities. This
program was designed for students who are interested in playing a sport but do not necessarily
possess the skill or desire to play on a varsity or junior varsity team.
Special Olympics:
Special Olympics is a global movement of people who want to improve the lives of people with
intellectual disabilities. Intellectual disability (ID) is a term used to describe a person with certain
limitations in cognitive functioning and other skills, including communication and self-care.
These limitations can cause a child to develop and learn slowly or differently. Intellectual
disability is the most common developmental disability.
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Maryland Public Secondary School Athletic Association
(MPSSAA)
The Maryland Public Secondary School Athletic Association (MPSSAA) was established in
1946 as a partnership between Maryland State Department of Education (MSDE) and the local
schools systems and serves at the State High School Athletic association. Its function is to
administer interscholastic athletics in Maryland’s public schools. The association derives its
authority from MSDE and the local school systems.
MPSSAA has a membership of 199 public schools and serves over 114,000 student athletes each
year. Included among the many services an programs of the MPSSAA are:
1. Interpretation and enforcement of the MSDE Regulations regarding interscholastic
sports;
2. Registration and certification of contest officials;
3. Conducting State tournaments;
4. Student recognition program;
5. Representing Maryland as a member of the National Federation of State High School
Association; and
6. Recommending modifications to State Board of Regulations.
Given the authority and set of responsibilities the MPSSAA is uniquely poised to provide
guidance and direction to local school systems and recommendations to the State Board of
Education in establishing policies, procedures, and programs that ensure equal access to athletics
for students with disabilities.
Source: Adapted from Report of the Workgroup to Review the Participation of Students with
Disabilities in Athletics April 2007.
.04 Operational Guidelines
The regulations given below are established for all MPSSAA interscholastic sports:
(A) Equal Opportunity for Participation.
(1) Students may not be excluded on the basis of sex from overall equal opportunity to
participate in athletic programs. If a school sponsors a team in a particular sport for members of
one sex but sponsors no such team for members of the opposite sex, and before July 1, 1975,
overall opportunities for members of the excluded sex have been limited, the excluded sex shall
be allowed to try out for the team.
(2) Athletics Equity for Students with Disabilities.
(a) Students who meet the eligibility requirements of Regulation .02 of this chapter may
not be excluded on the basis of disability from the opportunity to try out for and if
selected, participate in mainstream interscholastic athletic programs.
(b) Member MPSSAA schools shall provide reasonable accommodations necessary to
provide students with disabilities with equal opportunities to participate to the fullest
extent possible in mainstream athletic programs.
(c) Students with disabilities who meet the eligibility requirements of Regulation .02 of
this chapter may be excluded from mainstream athletic programs if inclusion:
(i) Presents an objective safety risk to the student or others based on an
individualized assessment of the student; or
(ii) Fundamentally alters the nature of the school’s mainstream athletic program.
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Maryland Fitness and Athletic Equity Act for Students with
Disabilities
In 2008, Maryland passed Physical Education and Athletic Programs for Students with
Disabilities, the first law of its kind in the country that ensures that students with disabilities will
no longer be just spectators, but rather will have every opportunity to benefit from adapted
physical education and sport programs. Although students with disabilities in Maryland have not
been prohibited from trying out for high school sports, the law put the responsibility on local
school systems to provide opportunities in the regular athletic program or in an alternative
program suited to their unique needs.
Maryland Law 13A.06.04 defines the requirements for a Corollary Athletic Program in the local
school systems.
MARYLAND STATE BOARD OF EDUCATION
Subtitle 06 SUPPORTING PROGRAMS
13A.06.04 Corollary Athletic Programs
REVISED 10-27-09
.01 Purpose
The purpose of this chapter is to define the requirements for a Corollary Athletic Program in the
local school systems to provide athletic opportunities so that every student in public schools may
have an equal opportunity to access the benefits of education-based athletic programs.
.02 Definitions
A.
In this chapter, the following terms have the meanings indicated.
B.
Terms Defined.
(1) “Corollary Athletic Program” means a program that is not governed by the
requirements of COMAR 13A.06.03 and COMAR 13A.04.13 and that is
specifically designed to combine groups of students with and without
disabilities together in physical activity.
(2) “Department” means the Maryland State Department of Education.
(3) Interscholastic Athletic Programs means programs governed by the
requirements of COMAR 13A.06.03.
(4) “Student with a disability” means:
(a)
A student who meets the definition of a "handicapped person" as
45 C.F.R. § 84.3(j);
(b)
A student who meets the definition of student with a disability as
defined in COMAR 13A.05.01.03B(78); or
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(c)
A student who meets the definition of a “handicapped person” as
defined in 34 C.F.R. § 104.3(j).
.03 Access to School Athletic Programs
A.
Each local school system shall:
(1) Develop a plan, policies and procedures to promote and protect the inclusion
of students with disabilities in school athletic programs;
(2) Provide students with disabilities equivalent opportunities for participation
in either the Interscholastic Athletic Program or the Corollary Athletic
Program;
(3) Maintain evidence indicating that the interests and abilities of students
with disabilities have been fully and effectively accommodated by the
local school systems Interscholastic Athletic or Corollary Athletic Program.
.04 Corollary Athletic Programs
A.
Corollary Athletic Programs shall provide for the diversity of abilities and
interests of students with disabilities.
B.
The local school system shall offer a Corollary Athletic Program in each of the
fall, winter and spring seasons. The dates of the fall, winter and spring seasons
do not need to match the dates prescribed in COMAR 13A.06.03. The sport
season for the Corollary Athletic Program shall be limited to a maximum of
12 consecutive weeks.
.05 Eligibility for Corollary Athletic Programs
A.
Students in grades K-8 who participate in the Corollary Athletic Program shall:
(1) Be officially registered and attending a Maryland Public School;
(2) Present to their school principal, or the principal’s designee, a
form from a parent or guardian giving permission for participation;
B.
Secondary school students in grades 9-12 who participate in the Corollary
Athletic Program shall:
(1) Be officially registered and attending a Maryland Public School;
(2) Present to their high school principal, or the principal’s designee, a
form from a parent or guardian giving permission for participation;
(3) Be making satisfactory progress toward:
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(i)
(ii)
Graduation with a Maryland High School Diploma specified in
COMAR 13A.03.02.09B; or
School completion with a Maryland High School Certificate of
Program Completion specified in COMAR 13A.03.02.09D.
(4) Have not participated on an interscholastic athletic team in the same sport.
C.
If a student acquires a disability during their years of participation in
interscholastic sports, the local school system may permit an exception to 05.B
(4)
.06 Complaints and Appeal Process
A.
B.
Parents, guardians and legal representatives of students with disabilities may file a
written complaint with the local superintendent regarding an alleged violation of this
chapter.
The written complaint shall:
(1) State the alleged violation;
(2) Contain a brief statement of facts necessary to understand the complaint;
(3) Contain a brief statement of relief sought;
(4) Be filed within 30 days of the discovery date of the alleged violation.
a. The appeals process set forth in the §4-205(c) of the Education Article, Annotated Code
of Maryland, including an appeal to the State Board from a local board’s decision on
the complaint shall govern the processing of the complaint.
.07 Corrective Actions
In response to systemic complaints filed alleging on-going violations of this
chapter or at its discretion, the Department may initiate a fact-finding process and
may impose corrective action on a school system.
.08 Annual Reports
A.
1.
First annual report. Local school systems shall submit the first Annual Report on
May 15, 2010. It shall include:
State the total number of students who participated in the Interscholastic Athletic
Program and the Corollary Athletic Program along with the total number of students
with disabilities as defined in § .02B(8) of this chapter who participated in the
Interscholastic Athletic Program and the Corollary Athletic Program and
Maryland’s Corollary Coaches’ Handbook 2015 – 2016
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2. Provide a copy of the plans, policies and procedures developed by the local school
systems under Section .03A of this regulation.
B.
Subsequent reports: Local school systems shall submit Annual Reports on May 15
and shall:
1.
Describe modifications of policies and procedures by the local school system to
engage students with disabilities in the Interscholastic Athletic Program and the
Corollary Athletic Program.
2. State the total number of students who participated in the Interscholastic Athletic
Program and the Corollary Athletic Program along with the total number of
students with disabilities as defined in § .02B(8) of this chapter who participated
in the Interscholastic Athletic Program and the Corollary Athletic Programs.
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Avenues for Participation in Athletics in Maryland for
Students with Disabilities
Students with disabilities in Maryland are provided two avenues to participate in athletic
programs in Maryland. They are the Interscholastic Athletic Sports Program Avenue and the
Corollary Sports Program Avenue.
Interscholastic Athletic Sports Program Avenue
Maryland Public School Secondary Athletic Association (MPSSA) allows for athletes with a
disability to utilize accommodations, if needed, to participate/compete alongside athletes without
a disability (i.e. need an interpreter for athlete who is hearing impaired) while the integrity of the
game is not compromised and sport rules are not modified. These accommodations may not give
the student with a disability an unfair advantage. Students compete on the local school system’s
athletic teams and follow the MPSSAA guidelines for sport participation. The umbrella of totally
inclusive programs affords students with disabilities an equal opportunity to participate/compete
in interscholastic sports along-side their non-disabled peers.
Corollary Sports Program Avenue
The Maryland Corollary Sports program is dedicated to providing sports and recreational
opportunities for all students, especially students with disabilities. Sport participation provides
year round opportunities and completion in various sport.
There are two strands that student with disabilities can follow for the Corollary Sports Program.
Competitive Strand
This program is designed for students with and without an IEP or 504 and possess some
skills in playing a sport but do not have the desire or are not at the skill level to
successfully participate on a varsity or junior varsity interscholastic sports team.
Developments of skills and strategies are practiced and performed throughout the season.
The teams are co-ed and comprised of students with and without disabilities. Team sports
include some rule modifications and some modified equipment, for example ramps are
utilized for wheelchair students but the student must propel their own ball for bocce or
bowling. Competition through team sports may occur with equipment and or sport rule
modification; such as, a wheelchair student can use a low bounce tennis ball. The athletes
competing in this corollary competitive strand understand and utilize game strategies and
can independently perform basic sports skills. These athletes recognize their teammates
and their own strengths and weaknesses and can employ team strategy. Friendship and
respect is developed between teammates.
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Non-Competitive /Lifetime Wellness Strand
These programs can be partner activities as well as sport activities designed for students
with and without disabilities. Activities range depending on community resources such
as; bocce, biking, bowling, fishing, etc. The students participating do not have the desire
or the sport skill to participate in competitive sports. They may lack understanding game
strategies, and/ or the ability to move independently to perform sports skills. The program
is designed to teach life time wellness activities and to foster new friendships, build selfesteem, improve physical fitness, acquire new physical skills, teach sportsmanship, along
with the understanding and respect of individuals with disabilities.
Maximum support is provided to allow every student to participate with a focus on skill
development and life time wellness. For example utilizing hand over hand assistance can
provide the athlete with releasing the ball down a bowling or bocce ramp to help develop
skills for participation in bowling or bocce.
These programs include athletes of all ability levels with and without disabilities who
come to appreciate the value and strengths of each other as individuals.
Maryland’s Corollary Coaches’ Handbook 2015 – 2016
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Principle of Meaningful Involvement
Successful participation in any sports program that includes students with disabilities should
include the principle of meaningful involvement. The principle of meaningful involvement
ensures that every player is given an opportunity to contribute to the success of his or her team
through their unique skills and qualities. This means that every teammate; (a) demonstrates
sufficient sport-specific skills and game understanding; (b) plays a valued role on the team that
emphasizes his or her personal talents; and (c) has an opportunity to play without a heightened
risk of injury.
All team members must be engaged and provide their own individual abilities and strengths. In
so doing, athletes and partners may have different perspectives. The athletes on the team may not
be accustomed to the experience of having their contributions accepted and respected. In
addition, partners may need to be encouraged to play to their personal best while being a good
teammate to others.
The goal is that every teammate should play a meaningful role and have the opportunity to
contribute his or her strength to their team. There should be a quality of social interaction and
communication among teammates that allows everyone to participate fully and enjoy a positive
experience.
Indicators of Meaningful Involvement
• Teammates compete without causing undue risk of injury to themselves or others
• Teammates participate according to the rules of competition
• Teammates have the ability and opportunity to contribute to the performance of the team.
• Teammates adjust their skills according to those of the players, resulting in improved
performance by team members with lesser ability
Meaningful involvement is not achieved when team members…
• Display superior sports skills without involving their teammates
• Serve predominately as on the field coaches rather than teammates or mentors
• Control most aspects of the game, especially during the most critical periods
• Do not train or practice regularly and only show up on the day of competition
• Lower their level of ability dramatically so that they do not hurt others or control the
entire game
It is important that all coaches and program leaders understand the Principle of Meaningful
Involvement during the selection and training of team members.
Source: Adapted from Principle of Meaningful Involvement, Special Olympics, Inc. 2012
Maryland’s Corollary Coaches’ Handbook 2015 – 2016
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Final Thoughts
To be educated in sport means something more than being a skilled competitor. It means
valuing the rules, the traditions, and the rituals of sport. It means playing fairly. It means
appreciating good competition and the efforts of teamwork and opponents. These values
and attitudes have behavioral dimensions that teachers can observe and teach students.
Students do not automatically know what it means to be a good sports person. They have
to be taught.
Source: Seidentop, Mand & Taggart, 1986, p 200
Maryland’s Corollary Coaches’ Handbook 2015 – 2016
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Appendices
Appendix A. Working with Students with Disabilities
11
Appendix B. Top Ten Rules for Communicating with People with Disabilities
13
Appendix C. Adaptations for Assisting Students with Disabilities
14
Appendix D Sportsmanship
23
Appendix E American Sign Language for Physical Activity and Sports
25
Appendix F Additional Resources
29
Appendix G Frequently Asked Questions Or Glossary Section
30
Appendix H 100 Ways to Say “Great”
31
Appendix I The Role of The Support Staff/Volunteer in Corollary Sports
33
11
Appendix A
Working with Students with Disabilities
Person First Language
The following words have strong
The following words are more affirmative and reflect a more positive
negative connotations:
attitude:
Do Not Use:
Words with Dignity
•
•
•
•
•
•
•
•
•
handicap
the handicapped
crippled with
victim
spastic
patient (except in hospital)
invalid
paralytic
stricken with
•
•
•
•
•
•
•
Do Not Use:
•
•
•
•
•
•
•
birth defect
inflicted
afflicted/afflicted by
deformed/deformed by
incapacitated
poor
unfortunate
Do Not Use:
•
•
deaf and dumb
deaf mute
physically disabled
person with a disability
person who has multiple sclerosis
person who has muscular
dystrophy
paraplegic (person with limited or
no use of lower limbs)
quadriplegic (person with limited or
no use of all four limbs
person who has cerebral palsy
•
•
•
•
•
•
person who had polio
person with mental
retardation
person with mental
disability
person who is blind
person who has a
speech impairment
person with a learning
disability
Words with Dignity:
•
•
•
caused by "_____"
disabled since birth
born with ____"
Words with Dignity:
•
•
•
•
•
deaf person
pre-lingually (deaf at birth) deaf
post-lingually (deaf after birth) deaf
deaf/profoundly deaf (no hearing capability)
hearing-impaired (some hearing capability)
12
•
•
•
confined to a wheelchair
restricted to a wheelchair
wheelchair bound
•
•
•
person in a wheelchair
person who uses a wheelchair
person who walks with crutches
Explanation: Crutches, walkers, and wheelchairs are mobility aids.
Without the use of these mobility aids, the person is restricted from
participation in their community.
normal (acceptable only for quoting
statistics)
Non-disabled (referring to non-disabled persons as normal insinuates that
disabled persons are abnormal)
Adapted from Disability Etiquette: Tips for Interacting with Individuals with Disabilities. St. Mary’s County for People with
Disabilities
13
Appendix B
Top Ten Rules for Communicating with People with
Disabilities
1. When talking with a person with a disability, speak directly to that person
rather than through a companion or sign language interpreter.
2. When introduced to a person with a disability, it is appropriate to offer to
shake hands. People with limited hand use or who wear an artificial limb
can usually shake h a n d s . For those who cannot shake hands, touch the person
on the shoulder or arm to welcome and acknowledge their presence.
3. When meeting a person with a visual impairment, always identify yourself and
others who may be with you.
4. If you offer assistance, wait until the offer is accepted. Then listen to or ask
for instructions.
5. Treat adults as adults. Address people who have disabilities by their first
names only when extending that same familiarity to all others present.
6. Leaning or hanging on a person's wheelchair is similar to leaning or hanging
on a person and is generally considered annoying.
7. Listen attentively when you're talking with a person who has difficulty speaking.
Be patient and wait for the person to finish, rather than correcting or speaking
for the person.
8. When speaking with a person in a wheelchair, place yourself at eye level in
front of the person to facilitate the conversation.
9. To get the attention of a person who is hearing impaired, tap the person on
the shoulder or wave your hand. Look directly at the person and speak clearly,
slowly and expressively to establish if the person can read your lips.
10. Relax. Don't be embarrassed if you happen to use accepted, common
expressions, s u c h as, "See you later," or "Did you hear about this" that seem
to relate to the person's disability. Anyone can make mistakes. Offer an
apology if you forget some courtesy. Keep a sense of h u m o r and a
w i l l i n g n e s s to communicate.
Source: Adapted from: Disability Etiquette: Tips for integrating individuals with disabilities.
St. Mary’s Commission for People with Disabilities
14
Appendix C
Adaptations for Assisting Students with Disabilities
AUTISIM:
Students who exhibit autistic or autistic-like behaviors are those affected by severe
communication problems, characterized by a pronounced language deficit, pervasive impairment
in cognitive functioning, and sustained difficulties in interpreting personal relationships. These
problems result in the apparent inability to understand, learn, or participate appropriately in
social situations.
These children may exhibit one or more of the following characteristics:
• Lack of eye contact with others.
• Rhythmic movement mannerisms (arms-flapping, hand twisting, waling on toes).
• Inability to deal with people.
• Need to preserve sameness.
• Perceptual behavioral problems.
• Repetitive, directed body motions.
• Hyperactivity.
• Speech impairments.
• Trouble with movement sequence and laterality.
• Difficulty in balancing.
Implications for Activities:
• Be aware that eye contact may not always be attained.
• Control extraneous environmental stimuli (e.g. lights, sound, body contact).
• Encourage activities, which provide firm tactile input (e.g. climbing, kicking, and
bouncing).
• Develop hand cues or visual cues to communicate directions or change an
activity. (Also to discourage inappropriate movements e.g. hand flapping,
twisting, turning.)
• If needed use additional communication devices such as; Picture symbols, sign
language.
• Provide two or more movement patterns to avoid perseveration of one specific
movement.
• Approach student in an indirect manner (e.g. enter room bouncing a ball) as child
usually relates to an object first.
• Keep area hazard free.
• Teach by demonstration.
• Plan sequential and highly individual programs.
• Avoid activities where child must wait in line.
• Develop a highly structured environment.
15
DEAF-BLIND:
Implications for Activities:
• Determine if there are any medical contraindications.
• Protect hearing aid and glasses/prostheses.
• Create an environment visually and auditory appropriate for the student.
Eliminate distractions.
• Work one-to-one with the child whenever possible.
• Use total communication.
• If an activity is long or complicated, break it into small sections, and praise each
section (TASK ANALYSIS).
• Be aware that much repetition is needed.
• Incorporate the whole body into activities.
• Encourage interactions with peers.
• Keep directions short and simple.
• Use large, bright (yellow is good) materials.
• Keep distance for balls, running, etc. short (Provide spotters)
• Use appropriate prompts and cues.
• Use sensory cues — loud beepers, lights.
• Keep activities structured.
• For large equipment or outside play areas, orient student regarding space.
• When using targets (goals, balls), outline targets in bright colors. (beep balls)
EMOTIONALLY INVOLVED (E. I.):
Implications for Activities:
• Be consistent in discipline and demands, offering students a minimum of
alternatives at first. (Avoid head-on confrontation.) Avoid intrusion into student’s
“personal space.”
• State directions clearly and specifically.
• Avoid unsupervised periods of time.
• Highly competitive games may cause loss of control of the situation. Provide
possibilities for self responsibility and time-out breaks
• Give ample warning before making changes in routine.
• Minimize waiting time for an activity to begin.
• Structure situation socially to minimize stress (compatible peers).
• Provide immediate verbal praise for the desired behavior
• Maximize active participation.
• Give student definite lines and boundaries.
• Plan arrival and departure procedures and follow them consistently.
• Include calm-down and/or relaxation activities at the end of each period.
• Focus on prerequisite skills first in order to build self-confidence.
• Demonstrate skills repeatedly.
• Use a variety of activities to maintain student’s attention and interest.
16
•
•
•
Be aware of student’s behavior programs in the classroom and follow through
with consistency.
Consider other developmental difficulties (e.g. perceptual, sensory) when
planning activities.
Be sensitive to body image problems/concerns.
HEARING-IMPAIRMENT: (DEAF AND HARD OF HEARING):
Implications for Activities:
• Speak slowly.
• Position students so that they face the speaker.
• Establish eye contact when initiating an activity.
• Use natural gestures along with verbal commands.
• Use visual aids (e.g. bright light to signal start of game). Writing cues, directions.
• Demonstrate activity. Modeling
• Encourage students to follow examples of classmates.
• Students should wear hearing aids in all activities except when unsafe for
conditions. Consult school specialist.
• Use pictures to emphasize safety rules and communicate daily scheduled
activities.
• Be aware of communication problems during team games. Plan for situations
which may arise.
• Control noise level if a student is sensitive to sound.
LEARNING DISABILITY:
Students who are learning-disabled may demonstrate moderate to severe difficulties in one or
more of the skills involved in receiving, processing, or transmitting information. Their
achievement may be significantly below expected levels in oral expression, listening
comprehension, written expression, reading skills, reading comprehension, mathematics
reasoning, or mathematics calculation. These students may exhibit one or more of the following
characteristics:
• Gross motor problems: Clumsiness, poor motor planning, poor balance, jerky
movements, poor timing, delayed locomotor skills, and/or difficulty using both sides of
body simultaneously.
• Attention problems: difficulty attending to a task for a specified period of time,
• Memory: difficulty remembering rules or directions for activities
• Auditory: difficulty filtering out extraneous noises in the environment
• Spatial difficulties: Directionality—confuses words that denote space such as right, left,
in-between, beside, after. Experiences difficulty judging how far or near a target is
• Memory—may remember movements demonstrated, but perform sequence in wrong
order.
• Depth perception—the ability to judge distances and to discriminate between spatial
dimensions of near and far.
17
Implications for Activities:
• Keep directions short and simple. Face student. Have student repeat the
directions given in the appropriate sequence.
• Accompany verbal directions with demonstrations.
• Use multi-sensory cues—such as pointing in the direction you are discussing and
having the students do the same.
• Give frequent verbal praise when tasks are completed to enhance self-concept.
Build a high success ratio as students have often experienced failure in their
attempts to accomplish the goals set for them.
• State, demonstrate, explain, and diagram rules for games.
• Gradually build up complexity of drills etc. from simple sub-skills to enhance self
concepts. When one stage is successfully mastered, increase the complexity of
the drills, strategies, concepts.
INTELLECTUAL DISABILITY:
A student with Intellectual challenges may exhibit a delay of development below that of the
student’s peer age group, as evidenced by significant deficits in all essential learning processes.
These children usually exhibit one or more of the following characteristics: slower rate of
learning, difficulty following directions, poor body mechanics, low physical vitality, deficits in
adaptive behavior.
Implications for Activities:
• Keep directions short and simple. Have student repeat directions in the
appropriate sequence.
• Use simplified language and reinforce terminology of the activities. Teach a
number of key words related to the skills.
• Give generous, verbal, and physical (handshake, high five) praise for effort.
• Provide opportunities for decision-making and independent actions.
• Demonstrate and lead child’s body parts through a desired movement (hand over
hand assistance).
• Allow sufficient time for child to practice the skill.
• Simplify activities so success is assured.
• Consider possibility that developmental motor proficiency may never be ageappropriate. Sometimes motor abilities may be well developed, but cognitive
abilities may exhibit a severe delay.
• Initiate new and complex activities during the first portion of the practice while
students are fresh and alert.
• Teach skills and strategies in very small chunks and allow maximum practice
opportunities.
• Emphasize safety rules.
• Decrease space of zone of play. Incorporate visual, auditory, tactile stimuli into
practice.
• Have trial “walk through” before the actual play.
• Vary vigorous activities with quiet types of drills/activities.
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•
•
Provide clear, progressive and sequential activities.
Increase the amount of feedback given.
MULTIPLE DISABILITIES or INDIVIDUALS WITH SEVERE AND PROFOUND
DISABILITIES
Implications for Activities:
• Consult with physical and occupational therapists regarding optimal positioning
and appropriate movements.
• Consult with Adapted Physical Educators.
• Be aware of the principles of age appropriate development beginning with reflex
actions.
• Determine method by which child learns best, e.g., manual kinesthesia, verbal
and/or Visual explanations.
• Provide immediate positive reinforcement of appropriate responses. Involve all
parts of the body, even those most severely impaired whenever possible.
• Keep activity sessions relatively short, with a variety of activities.
• Use brightly colored, attention-getting equipment.
• Concentrate on motor movements of strength,(e.g., ability to raise the arm or
strike stationary objects).
• Analyze tasks and activities relative to a student’s individual ability to participate.
• Determine where child has more functional movements while in a wheelchair or
other.
• Determine whether child can perform basic motor movements: pushing, pulling,
and striking. Devise activities to capitalize on these skills.
• Assess and record student’s abilities. Reassess
• Select modifications to activities for maximum participation and appropriateness
to developmental level of child.
• Remember that consistency and repetition over a long period of time may be
necessary to observe progress and establish skills.
ORTHOPEDIC IMPAIRMENT:
(including but not limited to Amputations, Dwarfism, Cerebral Palsy, and Spina Bifida)
• Consult with the occupational therapist, physical therapist, and school nurse regarding
wheelchair transfers, positioning, and programming.
• Know and understand the student's specific impairment.
• Secure a new medical recommendation following extended absence or surgery.
• Provide frequent rest periods for those with limited endurance.
• Perform a safety check on all adapted and personal equipment before starting an activity
(i.e., long leg braces, crutch tips, cane tips, walkers, and chin straps on helmets).
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Amputations
• Use proper safety techniques if upper limb prosthesis is to be worn in contact sports. In
activities with less contact, the prosthesis may be essential to performance or may help in
the maintenance of balance and timing.
• Provide private and/or adequate shower and locker room facilities.
• Teach appropriate techniques for falling and returning to an upright position.
• Provide training in body awareness.
Cerebral Palsy
• Provide programs that include range of motion (ROM) and flexibility activities.
• Increase activity space to account for problems in balance and involuntary muscle
spasms.
• Know first aid procedures for seizures.
Dwarfism and Little People
• Know limitations in range of motion that result from joint defects and contribute to a high
incidence of dislocations and trauma.
• Accommodate for biomechanical differences in body levers because of short stature.
Spina Bifida or Spinal Cord Injury
• For a student with a shunt, avoid contact sports and activities in which the student's head
is lower than the rest of the body. Know if a student is latex intolerant, and contact the
school nurse for further information and a list of products containing latex.
• Include opportunities for stretching and strengthening of upper extremity muscles.
• Know body areas that may have poor circulation and lack sensation.
• Make allowances for bladder bags and catheterization schedules.
• Accommodate for poor thermal regulation in hot and cold temperatures.
Therapeutic Equipment
Crutches/Walkers
• Provide adequate transition time.
• Provide supports for stability (i.e. walls, peers, equipment).
Wheelchairs
• Caution peers about wheelchair safety (the speed at which the chair moves, the space
required for the chair).
• Use of ramps allows for greater accessibility.
• Use strap, Velcro, or mitt to attach the striking implement to the student's hand.
• Lock the wheelchair and check the seat belt prior to beginning a stationary activity.
• Treat the wheelchair as if it is the student's legs. (Don't touch it or take it away without
asking first.)
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OTHER HEALTH IMPAIRMENT:
(includes Arthritis, Asthma, Cystic Fibrosis, Diabetes, Epilepsy, Heart Disease,
Hemophilia, Obesity, and Osteogenesis Imperfecta)
Arthritis
• Avoid high impact activities.
• Modify activities/drills, position to reduce stress on joints.
• Provide program of flexibility and range of motion (ROM) activities.
• Understand emotional components associated with constant joint pain.
• Medication may affect performance and cause swelling of face and body parts.
Asthma and Cystic Fibrosis
• Consult with the school nurse about the prevention and management of asthma attacks.
• Consult with the school nurse about the need for additional salt in hot weather and during
periods of heavy perspiration for a student with cystic fibrosis.
• Encourage participation in anaerobic activities and sports.
• During aerobic activities provide rest periods.
• Allow the student to self-pace and monitor the condition.
• Provide activities that strengthen the shoulder and back muscles and stretch the chest
muscles.
• Provide instruction in relaxation activities.
Diabetes
• Cleanliness and skin care are important, and any break in the skin needs to be treated
promptly.
• Recognize the importance of proper foot care and encourage the student to wear shoes
and socks that fit correctly.
• Allow the student to self-pace and monitor the condition.
Epilepsy (seizure disorders)
• Consult the school nurse to become familiar with factors that may aggravate seizures.
• Limit and/or adapt activities.
• Use of a helmet may be necessary.
• Know first aid for seizures.
• Know that seizures are more likely to occur during cool down after exercise and during
late night hours rather than during vigorous physical activity.
• *If a student has been seizure free for a year, a physician may approve a wider range of
activities.
Heart Disease
• Consult with the school nurse and follow activity guides as recommended by a physician.
• Be cognizant that shortness of breath, faintness, cyanosis, chest pain, and/or a rapid
heart rate indicates the need for immediate cessation of activity and medical care.
• Develop cardiovascular fitness.
• Provide instruction in relaxation activities.
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Hemophilia
• Contact should be avoided. Provide personal space to avoid contact.
• Encourage individual sports and activities.
• Obtain immediate medical attention for all bruises and bumps.
Obesity
• Avoid high impact activities.
• Know that additional clothing may be required to reduce chafing under the arms and
between the legs.
• Provide more frequent opportunities for re-hydration.
• Adapt activities placing emphasis on time rather than distance or quantity.
Osteogenesis Imperfecta
• Know that bone breaks peak between 2 and 15 years of age and after that the incidence of
fractures decreases.
• Avoid hyperextending joints because there is a predisposition for dislocation.
• Know that chest defects limit respiratory capacity and aerobic endurance and that spinal
defects are common.
• Avoid hard contact.
• Encourage range of motion (ROM) activities.
• Use soft, lightweight equipment.
Speech or Language Impairment
• Consult and coordinate with the speech/language pathologist and classroom teacher.
• When giving instructions, use language and communication systems recommended by a
speech and language pathologist.
• Encourage the student to use language skills when participating in physical activities.
• Provide wait time for the student to formulate responses.
• Use visual aids and multi-sensory cues to supplement verbal instruction.
Traumatic Brain Injury
• Avoid climbing activities for the student with seizure disorders.
• Medications may affect student behavior and/or motor performance.
• Eliminate contact sports.
• Balance issues may be prevalent.
• Know that some inappropriate behaviors may be the result of the brain injury.
Visual Impairments, Including Blindness
• Consult with school nurse and vision specialist regarding specific activity limitations.
• Provide tactile instruction by allowing the student to feel the motion of the action.
• Take precautions to avoid blows to the head.
• Encourage use of safety glasses or sports goggles.
• Decrease the distance required for the recognition of visual aids.
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Use an auditory signal to provide orientation for the student.
Enlarge the target areas.
Use adapted equipment with auditory stimulation, such as beep balls, bells, and rhythm
instruments.
Clap hands as an auditory signal.
Use slower traveling balls, such as a foam ball, beach ball, or deflated ball.
Use brightly colored objects that contrast with the play area.
Provide maximum lighting, and recognize the effect of lighting.
Use sighted guide techniques rather than pushing or pulling the student.
Use a multi-sensory approach. Provide an opportunity for the student to touch all of the
equipment related to an activity.
Keep things arranged the same, especially when using the same equipment over a period
of time.
Reinforce directions and activities with ongoing verbalizations.
Use a buddy system for supportive independence.
Use recorded or Braille materials to enhance instruction.
Place a sound source near/under goals, targets, and baskets.
Use specific verbal cues and feedback.
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Appendix D
Sportsmanship
Good sportsmanship is both the coaches’ and athletes’ commitment to fair play, ethical behavior
and integrity. In perception and practice, sportsmanship is defined as those qualities which are
characterized by generosity and genuine concern for others. Below we highlight a few focus
points and ideas on how to teach and coach sportsmanship to your athletes. Lead by example.
Competitive Effort
•
Put forth maximum effort during each event.
•
Practice the skills with the same intensity as you would perform them in competition.
•
Always finish a race or event—never quit.
Fair Play at All Times
•
Always comply with the rules.
•
Demonstrate sportsmanship and fair play at all times.
•
Respect the decision of the officials at all times.
Expectations of Coaches
1.
Always set a good example for participants and fans to follow.
2.
Instruct participants in proper sportsmanship responsibilities and demand that they make
sportsmanship and ethics the top priorities.
3.
Respect judgment of contest officials, abide by rules of the event and display no behavior
that could incite fans.
4.
Treat opposing coaches, directors, participants and fans with respect.
5.
Shake hands with officials and the opposing coach in public.
6.
Develop and enforce penalties for participants who do not abide by sportsmanship
standards.
Expectations of Athletes & Partners in PALS Sports
1.
Treat teammates with respect.
2.
Encourage teammates when they make a mistake.
3.
Treat opponents with respect: shake hands prior to and after contests.
4.
Respect judgment of contest officials, abide by rules of the contest and display no behavior
that could incite fans.
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5.
Cooperate with officials, coaches or directors and fellow participants to conduct a fair
contest.
6.
Do not retaliate (verbally or physically) if the other team demonstrates poor behavior.
7.
Accept seriously the responsibility and privilege of representing your school.
8.
Define winning as doing your personal best.
9.
Live up to the high standard of sportsmanship established by your coach.
10. Sportsmanship
is an attitude that is shown in how you and your athletes act on and off the
field of play.
11. Be
positive about competing.
12. Respect
your opponents and yourself.
13. Always
stay under control even if you are feeling mad or angry.
Source: http://www.mpssaa.org/HealthandSafety/index.asp
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Appendix E
American Sign Language for Physical Activity and Sports
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27
28
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Appendix F
Additional Resources
The following resources may provide additional support for the Corollary Sports Program tract
in the local school systems.
Principle of Meaningful Involvement
A guiding principle about participation in any sport program for students with disabilities
http://resources.specialolympics.org/uploadedFiles/special-olympicsresources/Topics/Unified_Sports/Files/4.7Seven%20Criteria%20SO%20UnifSpSuccess_09%2012%2012.pdf
Special Olympics Sports Psychology for Coaches
Guide for coaching and teaching students with disabilities
http://media.specialolympics.org/soi/files/resources/Sports-RulesCompetitions/Sport_Psychology.pdf
Athlete centered coaching guide
An introduction to coaching adults and children with intellectual disabilities
http://media.specialolympics.org/resources/sportsessentials/general/Special_Olympics_Quick_Reference_Coaching_Guide_Print.pdf
A Framework for Socially Inclusive Schools
This document was created to describe the Special Olympics Project UNIFY conceptual
framework for providing leadership and guidance to educators, students, communities, and
advocates in promoting successful, socially inclusive practices.
http://media.specialolympics.org/soi/files/resources/Project_Unify/SocialInclusionFrameworkFin
al.pdf
Disability Sports USA
Disabled Sports USA’s mission is to provide national leadership and opportunities for
individuals with disabilities to develop independence, confidence, and fitness through
participation in community sports, recreation and educational programs.
http://www.disabledsportsusa.org/about-us/our-story/
US Paralympics
The mission statement of the United States Olympic Committee (USOC) is to support U.S.
Olympic and Paralympic athletes in achieving sustained competitive excellence while
demonstrating the values of the Olympic Movement, thereby inspiring all Americans.
http://www.disabilitysportsusa.org/about-us/our-story/
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Appendix G
100 Ways to Say Great!!!
1. Nice going.
2. Superb
3. You’ve got it made
4. I’m proud of the way you worked today
5. You’ve just about mastered that
6. You’re really learning a lot
7. You’re really working hard today
8. You’ve got your brain in gear today
9. You outdid yourself today
10. You’ve just about got it
11. That’s the way
12. Good remembering
13. You’re doing a good job
14. Wow
15. Right on
16. Super
17. That’s the way to do it
18. You’re improving
19. That’s the best you’ve ever done
20. Now that’s what I call a fine job
21. I’ve never seen anyone do it better
22. That’s it
23. Keep up the good work
24. You’re doing beautifully
25. Congratulations
26. You haven’t missed a thing
27. Keep it up
28. That’s right
29. Sensational
30. You’ve got that down pat
31. That’s good
32. That’s better
33. Way to go
34. That’s coming along nicely
35. Nothing can stop you now
36. Good thinking
37. Good work
38. That was first-class work
39. Keep on trying
40. I’m happy to see you working like that
41. You must have been practicing
42. You’re quick to learn
43. Not bad
44. Wonderful
45. Good for you
46. You are doing that much better today
47. Congratulations
48. You got (number of behaviors) right
49. That’s really nice
50. Now you have it
51. Good going
52. Exactly right
53. That’s better than ever
54. Look at you go
55. I knew you could do it.
56. Excellent
57. Marvelous
58. Great
59. Perfect
60. That’s it
61. Now you’ve figured it out
62. Fine
63. I like that
64. Keep working on it, you’re getting
better
65. That’s good
66. I like it
67. You are awesome
68. You did an awesome job
69. That’s much better
70. Terrific
71. That’s good, [name of student].
72. Good for you
73. You’re really going to town
74. I think you’ve got it now
75. Couldn’t have done it better myself
76. Now you’ve got it. It’s a pleasure to
teach when you work like that
77. You make it look easy
78. Nice going
79. Good job, [name of student]
80. You really make my job fun
81. Outstanding
82. You figured that out fast
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83. That’s the right way to do it
84. Fantastic
85. You remembered
86. One more time and you’ll have it
87. Good remembering
88. That kind of work makes me very happy
89. That’s quite an improvement
90. Tremendous
91. Now you have the hang of it
92. You’re getting better every day
93. That’s a job well done
94. You certainly did well today
95. You did it that time
96. You did that very well
97. You’re doing fine
98. You’re the best
100. You’re best effort ever
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Appendix H
The Role of the Support Staff/Volunteers in Corollary
Sports
The support staff/volunteers (paraprofessional, instruction assistants, and personal assistants)
primary role is to provide instructional and athlete support for the coach. The support
staff/volunteer is generally required to be present (required when indicated on the IEP), and
dressed appropriately to assist the athlete through their participation in Corollary Sports. Having
this support in the Corollary Sport allows for closer supervision, a greater staff to athlete ratio,
and a better opportunity for teaching and learning to occur for the athlete success. The following
are specific roles and responsibilities for the support staff/volunteers:
•
•
•
•
•
•
•
•
•
•
Work under direct supervision of the coach.
Assist the coach with equipment and material.
Provide all athletes with opportunities for positive learning and interpersonal experiences.
Be aware of health and medical concerns of athletes.
Be knowledgeable of safety issues.
Apply consistent classroom management techniques.
Provide support, suggestions, and feedback regarding the strategies and instruction that
have been implemented.
Assist and supervise athletes to and from the location of play and/or practice.
Monitor/assist athletes during warm-ups, skill activities and tournaments.
Assist the coach in collecting data/forms and monitoring athlete progress.
Effective use of support staff/volunteers in Corollary Sports can be invaluable. The coach must
communicate with support staff/volunteers to encourage professionalism and trust between the
professionals. Areas to discuss are preplanning (knowing the skills and rules of the sport
beforehand) and feedback (performance based).
33