PE Hall

Modifications

• Use visual supports to gain attention instead of use of whistle or loud voice.
• Control noise if it is overwhelming for some students e.g. whispering instead of shouting, using visual supports to give instructions in games.
• Flexibility with PE kit: allow student, who is sensitive to different fabrics, to wear comfortable alternatives.
• Access to a separate space for physical exercise for students who find the PE Hall too overwhelming.
• Provision of alternative physical exercise programme for those who find team games too overwhelming or challenging.
• Alternative ground-based activities for students who are gravitationally insecure, and cannot therefore not tolerate being off the ground I.e. on balance beams, wall bars etc.
• Individual activities will be less challenging than team sports for those who have difficulties in visual tracking and awareness of position in space.
• Provide slower movement options for those who are sensitive to fast movements or sudden changes in direction.
• Adapting activities so they are achievable for different levels of motor skill ability.
• Allow student to leave early and use the shower first to avoid the smell of others’ shampoos, deodorants etc.

Supports

• Use of heavy work activities to support sensory regulation e.g. setting out PE equipment, pulling out mats at start of class, and tidying away equipment at end of class.
• Incorporating weightbearing and resistance activities during PE class e.g. wheelbarrow walks, press ups, climbing.
• Teach games and activities one-to-one before PE class so that rules can be processed and learnt in a quiet environment before generalising to the PE class.