Game

Game Type

Modifications

Equipment

Baseball

Striking & Fielding

-Increase number of strikes/outs to increase success

-Use cricket bat/tennis racket/lighter bat/ different striking element

-Use pickleball ball/elephant skin ball/different ball type instead of a baseball to assist with hand-eye coordination and contact

-Have chairs or mats available for students to break at throughout the outfield

-Allow students to hit ball with hockey stick (for students who may be wheelchair-bound)

-Use batting tee

-Use 1 base instead of 3

-Assign different tasks for students to complete instead of running (e.g., bicep curls, medicine ball criss-cross, lateral raises, arm bike machine if you have it)

Baseball bats, balls, bases, pinnies

Chuck the Chicken - Instructions here.

Striking & Fielding

-Instead of having the entire team retrieve the chicken, assign one “runner” for each round so that students with physical disabilities still have some movement, but not an unrealistic amount

-Change the ‘under-over’ portion to ‘hot potato’ style so students are passing in the horizontal plane and not the frontal plane.

-Use beeper ball instead of rubber chicken for students with visual impairments

-Make the playing space smaller so there is less distance to travel

-Assign different tasks for students to complete instead of running (e.g., bicep curls, medicine ball criss-cross, lateral raises, arm bike machine if you have it)

Pinnies, tennis balls, rubber chicken

Ribby - Instructions here.

Striking & Fielding

-Allow students to throw the ball into the outfield instead of using the bat

-Decrease outfield size

-Decrease distance between bases

-Increase numbers of tries at bat (e.g., from 3 to 5)

-Place chairs at third base for students to rest

-Allow students to hit ball into outfield with a hockey stick (for students who are in a wheelchair)

-Assign different tasks for students to complete instead of running (e.g., bicep curls, medicine ball criss-cross, lateral raises, arm bike machine if you have it)

Hula hoops, pinnies, bat, ball, baseball gloves (optional), cone

Danish Longball - Instructions here.

Striking & Fielding

-Decrease field length and/or distance between bases

-Assign different tasks for students to complete instead of running (e.g., bicep curls, medicine ball criss-cross, lateral raises, arm bike machine if you have it)

Cones, hoop, striking element (bat, foam bat, pickleball racket), dense foam ball (elephant skin ball) or whiffle ball, pinnies

Soccer Baseball/Kickball - Instructions here.

Striking & Fielding

-Allow students to throw the ball into the outfield instead of using the bat

-Use a bigger and lighter ball/beeper ball to increase success

-Allow students to hit ball with hockey stick (for students who are in a wheelchair)

-Use 1 base instead of 3

-Assign different tasks for students to complete instead of running (e.g., bicep curls, medicine ball criss-cross, lateral raises, arm bike machine if you have it)

-Decrease the size of the outfield or the distance between bases

Markers for bases, foam ball/kicking element, pinnies

Invasion/Territory

Invasion/Territory

Invasion/Territory

Invasion/Territory

Invasion/Territory

Farmer-Farmer/Beaver Sam

GLOs

-Use an alternative method of transportation to travel across the gym

-Have the ‘farmer’ or ‘Beaver Sam’ carry around a sound device (beeper or bell ball, or just use their voice) to assist students with impaired vision know where they are

-Have students play in partners to encourage student-mediated assistance (i.e., student A can help student B get across the gym if student B is visually or physically impaired)

-Don’t allow for any ‘free passes’ so that all students have to cross (giving the person who is ‘it’ a better chance at tagging someone)

Cones to designate playing area if lines are not already on the floor

Sound devices/beeper balls/bell balls

Pip, Squeak, and WIlbur

GLOs

-Use the same number of beanbags to team ratio (so that no one is ‘out’)

-Move lines of students around bean bags closer to the bean bags so there is less running around (or vice versa)

-Change the mode of transportation students must use to travel around the circle (e.g., skip, walk, crawl, crab walk, etc.)

-Change the ‘leapfrog’ portion when students arrive back to their team to a weave so that students with physical impairments can still participate

Bean bags/small items (# of teams = # of items needed)

Cones/tape to indicate boundary line

Steal the Bacon

GLOs

-Eliminate the ‘run back’ portion once students retrieve the item

-Call out numbers in chronological order so that students know when to expect their turn (can also change numbers every couple rounds so students are not the always same place in line)

-Change the mode of transportation students use every time you call out a number

-Play the game in partners so that students can support each other

-Write down the numbers you are calling so that they are all called evenly

-Have a sign to show numbers as you call them out so students with hearing impairments can still participate

-Use items with beepers or bells so that students with visual impairments can still participate

Bean bags

Pinnies (2 colours)

Pylons

Giants, Wizards, and Goblins

GLOs

-Make the playing area smaller to increase safety and decrease the amount of running around

-Have students change their locomotion when running back to slow them down (i.e, hop, leap, gallop, skip)

-Change ‘giants, wizards, and goblins’ to motions are are easier to mimic for students with physical disabilities (e.g., rock, paper, scissors)

-Add sound effects with the motions incase some students can do them (e.g., wizard = zap, giants = growl, goblins = giggle)

N/A

Hoop Raiders

GLOs

-Place hoola hoops closer together to make it easier to grab balls

-Decrease the number of teams to 2 so there are more hoola hoops and more chances to grab balls

-Allow partners/teammates to run and grab balls at the same time instead of one at a time to alleviate pressure

-Allow students to grab 2 balls at once instead of 1

-Have teams be co-ed and balanced so that they are even skill wise

-Instead of groups of 3 make groups of 6 and have students travel in partners to support students with locomotion difficulties  

Hula hoops (for each group of 3)

Utility balls (or bean bags) for each hoola hoop (about 3 per hoop)

Radioactive River

Cooperative

-Add or take away equipment available for students to ‘cross’ river

-Allow students to talk or add a challenge and make them do it silently

-Provide students with the method of locomotion they must use

Cooperative

Cooperative

Cooperative

Cooperative

Net & Wall

Net & Wall

Net & Wall

Net & Wall

Net & Wall