Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 11
Age: 15 years
Duration: 45 minutes
Subject: Physical Education
Curriculum Theme: Physical Education
Previous Lesson: .
Topic: Adapted Physical Education Programme
Subject Matter: corrective exercises, demonstration of corrective exercises, activities suitable for special needs categories, selection of activities for different special needs conditions, use of special equipment in adapted physical education

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Define Adapted Physical Education Programme (APEP).
Identify various corrective exercises.
List activities suitable for different special needs categories.
Explain how to select activities for specific special needs conditions.
State the importance of using special equipment in APEP.

Affective Domain:

Appreciate the benefits of Adapted Physical Education for individuals with special needs.
Show empathy and understanding towards individuals requiring APEP.
Value the use of appropriate activities and equipment in APEP.

Psychomotor Domain:

Demonstrate at least two corrective exercises.
Select appropriate physical activities for given special needs conditions.
Show the use of basic special equipment in APEP.

Collaborate with peers in discussing and demonstrating APEP activities.
Promote an inclusive attitude towards participants in APEP.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Physical and Health Education.
State Unified Scheme of Work for Senior Secondary Schools.
Physical and Health Education for Senior Secondary Schools Book 1.

Instructional Materials

The teacher will teach this lesson with the aid of:

Charts showing different corrective exercises.
Diagrams illustrating special needs conditions.
Special equipment (e.g., soft balls, resistance bands, balance beams – if available).
CD-ROMs or videos demonstrating APEP activities.
Exercise mats.

Rationale for the Lesson

This lesson helps pupils understand how physical education can be modified to meet the unique needs of individuals with disabilities. It enables pupils to appreciate inclusivity in sports and physical activity, which is important for promoting health and well-being for all members of society.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of general physical education activities and understand the importance of exercise for health.

Lesson Content/Board Summary

Adapted Physical Education Programme (APEP)

Definition of Adapted Physical Education Programme (APEP)

Adapted Physical Education Programme (APEP) is a modified physical education programme designed to meet the unique needs of individuals with disabilities or special needs. It aims to provide safe, enjoyable, and successful physical activity experiences for all.

Corrective Exercises

Corrective exercises are specific physical activities designed to correct or improve muscular imbalances, postural deviations, and movement dysfunctions. They help in restoring proper body mechanics and reducing pain or injury risk.

The following are examples of corrective exercises:

Stretching exercises (e.g., hamstring stretch, chest stretch).
Strengthening exercises (e.g., core strengthening, back extensions).
Balance exercises (e.g., single-leg stand).
Postural exercises (e.g., chin tucks, shoulder blade squeezes).

Demonstration of Corrective Exercises

Corrective exercises are demonstrated by showing pupils the correct posture, movement, and breathing techniques for each exercise. Emphasis is placed on slow, controlled movements and proper form to achieve the desired corrective effect.

Activities Suitable for Special Needs Categories

Activities are chosen based on the individual’s condition, abilities, and interests. The goal is to promote participation, physical fitness, and skill development.

The following are special needs categories and suitable activities:

Visual Impairment: Goalball, tandem cycling, swimming, track and field with guide wires, beep baseball.
Hearing Impairment: All sports can be adapted with visual cues and sign language; team sports like basketball, football, volleyball.
Physical Disabilities (e.g., Cerebral Palsy, Amputations): Wheelchair basketball, sitting volleyball, swimming, boccia, adapted cycling, powerlifting.
Intellectual Disabilities (e.g., Down Syndrome): Special Olympics sports (e.g., athletics, swimming, bowling, basketball), dance, modified team games.
Autism Spectrum Disorder: Swimming, individual sports like track and field, yoga, martial arts (with structured routines), modified team games.

Selection of Activities for Different Special Needs Conditions

Selecting activities for individuals with special needs requires careful consideration of several factors.

The following are key considerations:

Individual Needs and Abilities: Assess the person’s functional limitations and strengths.
Safety: Ensure the activity can be performed without risk of injury.
Adaptability: Choose activities that can be easily modified (e.g., rules, equipment, environment).
Interest: Select activities the individual enjoys to promote engagement and motivation.
Therapeutic Goals: Align activities with specific physical or developmental goals.
Inclusion: Prioritize activities that allow for participation with peers.

Use of Special Equipment in Adapted Physical Education

Special equipment is designed to enable individuals with disabilities to participate safely and effectively in physical activities.

The following are reasons for using special equipment:

To provide support and stability (e.g., wheelchairs, braces).
To modify tasks and make them accessible (e.g., larger balls, lighter equipment, visual/auditory cues).
To enhance safety (e.g., padded surfaces, helmets).
To promote independence and confidence.

The following are examples of special equipment:

Wheelchairs (sports models).
Prosthetics and orthotics.
Blindfolds and guide ropes for visually impaired.
Beeping balls for visually impaired.
Adapted rackets, bats, and clubs.
Resistance bands.
Balance boards.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils and asks them if they know of any sports or physical activities for people with disabilities. The teacher briefly introduces the topic, Adapted Physical Education Programme (APEP), and its importance.
Pupils’ Activity: Pupils respond to questions and listen attentively to the introduction.
Learning Point: Pupils are introduced to the concept of adapted physical education.

Step 2: Definition of APEP

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines Adapted Physical Education Programme (APEP) and explains its purpose, emphasizing inclusion and meeting individual needs. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification.
Learning Point: Pupils understand the meaning and purpose of APEP.

Step 3: Corrective Exercises

Time: 10 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains what corrective exercises are and their role in APEP. The teacher demonstrates 2-3 simple corrective exercises (e.g., hamstring stretch, shoulder blade squeeze) and explains their benefits. The teacher guides pupils to practice these exercises.
Pupils’ Activity: Pupils observe the demonstration, ask questions, and practice the corrective exercises under supervision.
Learning Point: Pupils learn about corrective exercises and practice basic examples.

Step 4: Activities Suitable for Special Needs Categories

Time: 8 minutes
Teaching Skill: Listing/Discussion
Teacher’s Activity: The teacher discusses various special needs categories (e.g., visual impairment, physical disabilities) and lists activities suitable for each, using charts or diagrams if available. The teacher encourages pupils to suggest other activities.
Pupils’ Activity: Pupils listen, contribute ideas, and note down the categories and activities.
Learning Point: Pupils identify suitable activities for different special needs conditions.

Step 5: Selection of Activities for Different Special Needs Conditions

Time: 5 minutes
Teaching Skill: Explanation/Analysis
Teacher’s Activity: The teacher explains the factors to consider when selecting activities for individuals with special needs, such as individual abilities, safety, and therapeutic goals. The teacher uses examples to illustrate these points.
Pupils’ Activity: Pupils listen and understand the principles of activity selection.
Learning Point: Pupils learn the criteria for selecting appropriate APEP activities.

Step 6: Use of Special Equipment in Adapted Physical Education

Time: 5 minutes
Teaching Skill: Explanation/Illustration
Teacher’s Activity: The teacher discusses the importance of special equipment in APEP and provides examples (e.g., beeping balls, adapted wheelchairs). The teacher explains how these pieces of equipment help individuals participate.
Pupils’ Activity: Pupils listen, observe, and ask questions about the equipment.
Learning Point: Pupils understand the role and examples of special equipment in APEP.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define Adapted Physical Education Programme (APEP).
Mention two examples of corrective exercises.
List two physical activities suitable for individuals with visual impairment.
State two factors to consider when selecting activities for special needs conditions.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Recap/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson, reinforcing the importance of APEP for inclusivity and overall well-being. The teacher gives pupils an assignment to research more special equipment used in APEP.
Pupils’ Activity: Pupils listen to the summary and copy down the assignment.
Learning Point: Pupils consolidate their learning and prepare for further exploration.

Lesson Keywords

Adapted Physical Education (APEP) – A modified physical education program designed for individuals with disabilities.
Corrective Exercises – Specific movements to improve posture, balance, and reduce pain.
Special Needs – Conditions that require adaptations in physical activity for effective participation.
Inclusion – The practice of ensuring all individuals, regardless of ability, participate together.
Special Equipment – Tools and devices designed to assist individuals with disabilities in physical activity.

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to research and present on specific adapted sports. For pupils requiring additional support, the teacher will provide simplified explanations, use more visual aids, and pair them with stronger pupils for practical demonstrations of exercises.

Note for teachers using this lesson plan

Teachers should ensure a safe environment for any practical demonstrations. Emphasize respect and empathy towards individuals with special needs throughout the lesson. Encourage pupils to think critically about how activities can be modified to be inclusive for everyone.