Student Reflection Journal Sample – Grade A
Student’s name has been removed for confidentiality.
Describe 2 examples for each of the 5 levels in Winnick's Integration Continuum for participation in activities
for disabled athletes.
In today lesson, we learn about the 5 levels in Winnick's Integration Continuum for participation in activities
for the disabled athletes.
This level is as following, level 1 is regular sports which are also fully integrated no change in rules for the
disabled or the able-bodied and no assistive device for the disabled, for instance, swimming and karate. People
with lower knee amputation can still compete normally with the able-bodied as they can still be able to use
their hand to swim without any help of assistive device. Another example is karate. A visually impaired person
can also compete like an able-bodied person in this sport without any assistive device. This sport those not
necessary require the participate to see. They can train their hands and legs to be able to defeat the ablebodied.
Level 2 is Regular sports with accommodation and no change in rules for the able-bodied and the disabled but
allows assistive device for the disabled. For instance, a person with low knee imputation can participate in the
100m run in the track and field competition with the help of artificial leg with the able-bodied with no change
of rules. Another example, the mobility disabled can use the wheelchair in a badminton game with no change
in the rules. The game is played as per normal but the disabled are allowed to use assistive device, in this case
the wheelchair.
Followed by level 3, regular and adopted sport. For this level there is may be slight change made for the
disabled which may not include the able-bodied. Assistive device is also allowed in this level. For instance, a
able-bodied paired with a person that uses a wheelchair in a tennis match. They can change the normal rules
of the tennis ball can only hit the ground once. They can make adjustment to allow the disabled person to hit
the ground twice. However, the able-bodied still stick to the normal rules of only can get the ball to hit the
ground once. For another example, in a basketball match which includes disabled and normal player, the rules
of the game will be per normal but we can set aside rules like the able-bodied is not allowed to snatch the ball
from the person with wheelchair to be fair and also for the safety of the disabled.
Subsequently level 4, adopted sports. This level there is change in rules and environment for both the ablebodied and the disabled. For instance, in a basketball match they can adjust to shorten the size of the court so
that it will be easier for the people that use the wheelchair to move around. They can also change the break
time from 3 minutes to 5 minutes to allow the disabled people to rest more.
Lastly,l evel 5,adopted sports segregation. The disabled does not compete with the able-bodied and they play
separately, for instance, the Paralympics Game. The disabled play in the Paralympics Game and the ablebodied is not allowed to participate and they play separated in the Olympics Game. Another example,is sitting
volleyball for the disabled. Able-bodied is not allowed to participate and the disabled will compete only with
the disabled people.
Facilitator’s feedback:
Good RJ. The examples that you have discussed have demonstrated your understanding for Winnick's
Continuum. Well done.
Just want to point out the word Adapted. It's Adapted sport not Adopted.