Our ADAPT model
Our ADAPT model places inclusion at the heart of physical education, sport and physical activity.
The model reconceptualises the traditional STEP model and uses considerations and prompt questions for those who are teaching and planning and offers justification for each aspect of the model.
What is ADAPT?
ADAPT encourages and supports coaches to think about the following five areas when planning physical education, sport and physical activity:
Activity
Designed to accommodate the needs, abilities and backgrounds of participants using understanding to maximise enjoyment and participation.
Things to consider
- What is the intended outcome of the activity?
- Will the activity/activities be suitable for abilities, needs and backgrounds?
- Will the activity be an open one?
- Will the activity be modified?
- Will there be a parallel activity?
- Will there be a specific activity for some children?
- Is the activity engaging?
- Does the activity have scope for adaptation?
Ideas for adaption
- Offer a selection of activities to cover a wide range of needs and abilities.
- Allow all participants to experience all the different activities.
- Offer tailored outcomes based on the ability and needs of the participants.
- Offer a core activity complimented with either modified, parallel or a specific activity.
- Use an outcome based on attitudes and behaviours rather than performance.
- Break down more complex skills to allow participants to develop at a manageable ball pace.
Differentiation
Evolving and dynamic modification of activities to cater for an array of needs, abilities and backgrounds.
Things to consider
- How will you adapt the activities to cater for all abilities and needs?
- Will you differentiate by changing or adding an activity?
- Will you differentiate by offering additional support?
- Will you differentiate by providing additional equipment or resources?
- Will you differentiate by tailoring your expectations?
- Will you use passive or active adaptations?
- Are you differentiating based on skill development, engagement, or social/emotional development?
Ideas for adaption
You will need to decide on what your intended outcome of the activity is and then consider how you will differentiate to best achieve it. Here are some examples:
Intended Outcome – Skill development
Differentiating the activity by changing, modifying or adding a parallel activity.
Intended Outcome – Engagement
Differentiating the activity by tailoring your expectations
Intended Outcome – Social/emotional development
Differentiating the activity using additional support such as support staff.
Use additional equipment and resources tailored to the participant as an ongoing differentiation strategy.
Passive or active?
Consider whether the participants will benefit from knowing that an activity has been adapted for them and the impact on the self esteem and confidence.
Area
Accessible environment with the potential to adapt working areas
All environmental factors considered ensuring the location and setting is flexible, adaptive and suitable for all participants.
Things to consider
- Is the environment accessible for all needs, abilities, and backgrounds?
- Is the activity indoors or outdoors?
Can the space be adapted to maximise engagement? - How many activities will you have in the area?
- Is the environment clear and tidy with the equipment easily accessible?
- How does the environment feel and sound?
- What are the sensory needs of your group?
Ideas for adaption
There are two elements to consider when deciding on the area you are going to use and how you will use it. The first is the general area you decide to use such as hall, playground or studio and the second is the way you will use the area during the activity.
Here are some points to consider for both elements:
General Area and Environment
- Ensure the area is clear and tidy to minimise distractions.
- Ensure the lighting, acoustics and temperature of the room considers the sensory needs of your group.
- If the room is used for other activities such as assemblies or lunchtime it would be helpful to clarify the expectations of how you will be using the area.
Adapting the area during the session
- Use a smaller or larger area depending on whether you are adding challenge or making an activity more accessible.
- Use coloured/marked areas to ease understanding of activity.
- Use different areas for modified, parallel or specific activities.
- Create a timeout (self-regulation) area to support behavioural, emotional and social development.
Personalities
Ensure participants and those that support them are grouped effectively
Understanding of cohesion and group dynamics between staff and participants to facilitate enjoyment and engagement to create meaningful and positive interactions.
Things to consider
- Are participants grouped on ability, needs or backgrounds?
- How are supporting adults utilized?
- Are you using the strengths of your support staff effectively?
- What are the interests of the children in your group?
- Are the participants grouped based on ability?
- Are you using mixed ability groups to allow for peer-to-peer support?
Ideas for adaption
To adapt a session considering the personalities of the group including staff will really help.
Personality of staff – utilise the existing relationships between staff to support children to engage and develop during the activity.
Personality of children – consider the different interests and behaviours of the children in the group so you can offer activities that will be engaging.
Combine personalities – consider the relationship of the children in your group balancing the need to maintain social groups alongside any potential disruption.
Here are some examples of how you can utilise personalities during your activity:
- Use the relationship of support staff to support children who may be struggling.
- Use friendships in the group to act as mentors and buddies.
- Group children based on their ability and needs.
- Group children based on their interest and behaviours.
- Use confident children to act as role models during activities.
- Use mixed ability groups to facilitate peer to peer support.
Tools
Utilise communication skills, high quality equipment and inclusive resources
Integrating the use inclusive equipment and resources with effective communication and adaptable delivery to allow for wider participation and enjoyment.
Things to consider
- Is your equipment accessible and inclusive for all needs and abilities?
- How can you adjust equipment to maximise engagement?
- How do you communicate with participants?
- What is the role of your support staff?
- Do you need communication resources?
- Can you use videos and visual cards?
- How will you use your voice and body language?
- How can you use other participants in the group to act as role models?
Ideas for adaption
To adapt your activity there are variety of tools you can use ranging from equipment and resources to yourself and others. The more tools you have on your toolbelt the more ways you will be able to adapt a session.
Here are some examples to consider:
- Use modified equipment.
- Use visuals cards and videos to show techniques, playing areas and examples of the sport in action
- Use pictures/photos/emojis to support communication.
- Use your tone of voice and body language.
- Use support staff to model, lead parallel activities or helicopter to support with enjoyment and participation.
Journal article
ADAPT model: Positioning inclusion at the heart of physical education, sport and physical activity
Published: 20 June 2024