Articles, Blog

Inclusion Video Basketball

September 9, 2019

Thank you for watching this Inclusion Video
Series. The purpose of this Inclusion Video Series is to help teachers, parents, and coaches
include children with visual impairments in after school sports and in physical education.
We would like to thank the Lavelle Foundation, The College at Brockport, Camp Abilities,
and the Institute on Movement Studies for Individuals for Visual Impairments for their
support for this video series. Hi My name is Lindsay Ball. I’m a Alpine Paralympian and I just ran the Buffalo Marathon. Today we are here to talk to you
about how you can modify basketball for children who are blind and visually impaired. Basketball
is actually a common sport for children who are blind and visually impaired to play and
today we’d like to show you some of the simple modifications that you can make to
adapt the sport for the children in your physical education class and who participate in sports
after school. Tip #1: Court orientation To orient a student with VI to basketball,
use a tactile board. The board will teach the student the concept of the court, such
as location of the three point lines, foul lines, and the center of the court. Here,
Chris is feeling the tactile board for basketball. Tip #2: Goal orientation Walk the perimeter of the court with the student
with VI to further orient him. Then, show him how high the backboard and rim are compared
to his height. Let the student with VI feel the rim, net, and backboard to understand
the dimensions and texture of each. Use a cane or hockey stick if the child is not tall
enough. Tip #3: Provide instruction It is important to teach all students the
basics of basketball, such as the game objectives and rules for basketball as well as game specific
skills, such as triple threat, play fake, dribbling, passing, and shooting. For students
with VI, you will need to use some additional teaching strategies besides demonstrations
and verbal instructions. Here Chris feels a peer dribbling in a triple
threat position, passing, and shooting. Tip #4: Teach whole-part-whole Teach the whole game of basketball before
breaking down the game into parts. This means the whole game itself and then the skills involved.
To teach a student with VI to dribble, have a peer dribble the ball and explain using
clear and concise language what the peer is doing so the student with VI understands the
concept of dribbling. In the same sense have the class play a basketball game and provide
step-by-step description of what is happening on the court, so the student with VI learns
what basketball looks like before you teach him or her the component parts. Once the student
with VI understands the whole game of basketball, then he or she is ready to learn the parts,
or skills, used in the game and will soon be on the road to playing basketball with
her sighted peers. Tip #5: Teach physical guidance Physical guidance is an effective teaching
strategy for individuals with visual impairments. It is used when the instructor or a peer
moves the student with visual impairments through the motions of a motor skill to teach
the coordination patterns for that skill. When using physical guidance, always ask the
child permission before touching him. We recommend using clear and concise verbal description
with physical guidance. Here a peer uses physical guidance to teach Chris how to perform a lay-up
by moving his body through the motion of the dribble and shot. Tip #6: Teach tactile modeling Tactile modeling is often a preferred method
of learning motor skills by students with VI.  Tactile modeling is a method in which
the student with VI tactically feels the instructor or a peer complete the movement pattern. The
instructor can hold certain positions to help the student with VI to know where multiple
limbs should be before moving to the next movement pattern.  This teaching allows the
student with VI to feel more in control rather than have their limbs passively moved. Here
the Chris is tactically modeling a peer demonstrating a triple threat situation to help him understand
the positioning and the three options in a triple threat. Tip #7: Task analysis Task analysis is breaking down the skill into
component parts so that the child understands each component. The example here is dribbling.
Notice that the student starts out on his knees doing a modified dribble by repeatedly
releasing the ball and briefly catching it on the bounce. Next, he repeats the same drill
but while standing.  He then dribbles the ball with no catch using his finger pads on
both hands. Finally, he does the same with one hand. Here is an example of task analyses of foul
shooting, breaking the skill down into palm up, elbow down, two hands on the ball, extended
arms, and follow through with lead hand. Tip #8: Game modifications Some game modifications for basketball are:
1. Attach a portable sound source or tap the rim with a cane so the child knows the basket
location. 2. Use a funnel cone coming from the basket
so the ball returns to the shooter. 3. Use a bell basketball.
4. Provide a peer guide in a game so the student with VI knows what is going on.
5. Use a bounce pass and call the student’s name so she knows where to catch the ball.
6. Wear bright pinnies for easier teammate identification on the court. Tip #9: Game announcing Always have an announcer for games so the
student with VI knows what is happening during a game. Tips for teaching children who are deafblind. 1. Determine the best way to communicate before
and during the activity. This may be tactile signs or tactile cues 2. Ensure the student knows all terms associated with the sport 3. Explain the signs and names of all equipment,
scoring, and strategies I think with a few thoughtful modifications, I think everyone can participate in their basketball classes. Support for this video provided by:
The Lavelle Fund for the Blind, The College at Brockport,
Camp Abilities, the Institute for Movement Studies for Individuals with Visual Impairments,
American Printing House for the Blind. Special thanks to all the talent who made
this video possible. Executive Producer
Dr. Lauren J. Lieberman Content Specialist and Script Writers
Dr. Melanie Perreault Dr. Pamela Haibach-Beach
Dr. Cathy Houston-Wilson Tristan Pierce
Lindsay Ball Narrator
Dr. Ruth Childs Video Producer
Ann M. Giralico Pearlman

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