PE at KS1 and sensory impairment

The National Curriculum for Physical Education is statutory in all maintained, mainstream schools up to and including key stage 4. An appropriate version of the curriculum is used in maintained special schools.  Key Stage 1 (KS1) covers years 1-2, children aged 5-7 years.

Visual impairment

Team games are more difficult for visually impaired children.  Just running unsupported outside can be really challenging. A support staff member can use a ‘loopy’ around the wrist to help. This is a strap round each person’s wrist that helps the pupil feel guided without being restricted.

You can:

• Use a ball with sound to adapt some games
• Create individual programmes of pilates, yoga and tai chi – they can be very rewarding
• Think about trampolining and using gym equipment such as treadmills and cycles
• Use colour contrasts in equipment for example all balls the same size are the same colour
• Explain the physical actions involved in dance – let the pupil feel what ‘knees bent’ means. For example help put arms in the right place and encourage them to do this for themselves Build on movements systematically and slowly, making sure that each is consistent and has a name, so a child can refer back when they create their sequences
• Give good descriptions as a running commentary to help the child evaluate another pupil’s work
• Contact the pupil’s visually impaired support teacher and the RNIB for more ideas 

Hearing impairment

You can:

• Give instructions in a quiet environment, sign or use a communication device, such as Picture Exchange Card System and make sure the pupil can see the teacher’s face
• Practise playing games where the whole team is quiet team and relies on visual cues
• Encourage fellow pupils to be supportive, and speak clearly, facing the pupil
• Some children with hearing devices are encouraged to remove them before sport – this can create problems so take advice from a hearing impaired specialist
• Any music-based PE will be challenging, as the child will need to respond to a beat.  Beat the floor in time to the music, so the child can feel this through bare feet. Find an acceptable volume for the whole class

Sensory processing disorder, including dyspraxia

Children with sensory processing disorder struggle to control their own movements and may have problems with depth perception (the ability to perceive 3-D).They may have issues with the space of a playing field or the noise of a hall or gymnasium (as with autistic spectrum disorder). Balance and coordination may also be affected.

You can:

• Use suitable equipment, a bat or ball which is larger or easier to grip, but do this without singling the child out
• Allow them to stand a little closer, put them with a tolerant partner (not always the same one)
• Allow time for the child to process instructions and adjust to the very different demands of PE from classroom lessons
• Offer discrete help with changing clothes. Encourage parents to send the child in easy-to-put-on clothes for PE days, avoiding shoelaces and lots of buttons

Read in conjunction with the main challenges for sensory impaired children across subject areas, and some suggestions to help them.