WEST WALLSEND HIGH SCHOOL
Term 3: Year 9 PASS
PHYSICAL ACTIVITY
FOR SPECIFIC
GROUPS
NAME: ______________________
CLASS: ____
TEACHER: _____________________
1
Words
Definition
Disability
Special needs
Paralympics
Barriers
Leisure
Traditional Indigenous games
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2
Physical Activity and Sport Associated with Chosen Groups
Sport in Australia plays a vital role in the cultural identity and promotion
of physical activity. The specific groups being investigated in this unit are
Aboriginal and Torres Strait Islanders and people with a special need.
Supporting participation for all groups is essential to increase participation
rates and reap the benefits of becoming physically active. The aim of the support networks
is to improve the health, and therefore quality of life, by increasing participation rates in
regular physical activity. To achieve this, support networks need to be provided with a
range of resources.
There are a variety of factors that influence participation, including geographical location,
socioeconomic status, age, skill level, body shape, education and access.
ACTIVITY
Complete the table for sports played by specific groups
ATSI
DISABLED
YOUNG PEOPLE
ELDERLY
People with special needs
 3.4 million (15%) Australians have a physical disability, 357,000 people in Australia
who are blind or have low vision
 Over 700,000 Australians have an intellectual impairment
 1 in 6 Australians are affected by hearing loss. There are approximately 30,000 Deaf
Auslan users with total hearing loss
Participation in regular sport and physical activity is extremely challenging for people with a
special need. But participation is integral to improving the quality of life and enhancing
physical, emotional and social health and wellbeing.
3
ACTIVITY
Watch the media clip ‘Who competes in Paralympic sports’ and complete the following
questions.
1. Athletes who compete in Paralympic Sports have a:
- P
- V
- I
2. Types of Physical Disabilities include:
- _________ loss
- Cerebral palsy or___________ injury
- Spinal ________ or ___________ damage
- Other ___________________ eg. Short stature
3. How does Cerebral Palsy affect an athlete’s sporting performance?
It effects the way they
__________, balance, __________ or walk.
4. Athletes with spinal cord or nerve damage have _______________ or
____________ muscles.
5. Some athletes are completely blind while others have _________________
vision.
6. Athletes with an intellectual disability have trouble thinking, ______________
and understanding. They can complete in __________________, swimming
and ________________________.
4
ACTIVITY
1. Complete the table identifying examples of sports at elite competitions:
PARALYMPICS
SPECIAL OLYMPICS
OTHER SPORTS
Cycling
Aquatics
Wheelchair
Ice Sledge hockey
Alpine skiing
- Basketball
Ice Sledge
Gymnastics
- Hockey
Wheelchair curling
- Baseball
Cricket
Wheelchair tennis
Wheelchair rugby
2. List the barriers to exercising for people with a special need
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3. Suggest strategies to overcome these barriers
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4. Why is it more challenging for people with a special need to participate in regular
physical activity and sport?
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5
5. Suggest how participation rates in sport and physical activity may differ for people
who were born with a special need compared with people who became impaired as a
young person or adult. Justify your response.
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6. Go to http://www.paralympic.org.au/athletes
Choose an athlete with a special need that has represented Australia in Sport and
complete the following table to provide a basic personal profile of the athlete.
Name
Date of Birth
Sport
Discipline/Event
Disability
How acquired
Residence
Occupation
First time competed in
their sport
Best International
result
Previous Paralympic
games
Greatest sporting
moment
6
7. Go to http://www.paralympic.org.au/sports
Choose a sport (can be the sport associated with the chosen athlete for Q6) and write
down 3 points of interest from the information provided.
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8
ACTIVITY
Watch Chase your dreams with Steve Waugh who interviews John Maclean and answer the
following?
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What was John’s new belief after rehabilitation?
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What are some things that John had to overcome with his new injury?
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John was a talented Rugby league player before his injury. What other sports after his
accident did he complete in?
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9
In the article, I can infer . . .
Adapting and Modifying for People with Disability
As you read the article below, select words and phrases that capture important ideas.
Be sure to get a balance of items taken directly from the story as well as words and
phrases that show your thinking about the text.
In the Text
I Can Infer . . .
Write a summary of the passage and challenge yourself to use as many words and
phrases from your chart as you can. When you use items from the I Can Infer . . . side
of the chart, underline them and be prepared to share with a partner why you
selected those words and phrases.
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Adapting and Modifying for People with Disability
Including and challenging everyone while maintaining the integrity of the activity: How do
you adapt or modify sport?
Being inclusive is about providing a range of options to cater for people of all ages, abilities
and backgrounds in the most appropriate manner possible. Inclusion encompasses a broad
range of options in many different settings. Sometimes this may mean modifying a sport to
provide a more appropriate version for particular participants.
Modifying the rules or even the competition structure of a sport is nothing new. Most
national sporting organisations in Australia provide modified versions of sports for their
junior program, making the sport more inclusive, safe and fun for younger players (For
example, Basketball Australia’s Aussie Hoops and AFL’s Auskick).
Modifying sport to include people with disability is no different. In some situations, people
with disability can be included with no modifications at all, and in other situations
modifications may be needed. Modifications may only be minor, such as a change in a rule
or piece of equipment which is straightforward, yet may provide significant assistance to an
individual. Sometimes major modifications are necessary, particularly for people with high
support needs. Rather than modify the game’s rules or equipment for everybody just to
include one person, it may only require a change for that person and depending on the
extent of the change, it can either be done on the spot or require extensive planning.
The purpose of adapting and modifying sport is to minimise or eliminate disadvantage
caused by the environment in which a sport is played. This strategy also enables new rules
and equipment to be introduced as players mature and their skills improve. All
modifications should be continually reviewed and, if appropriate, phased out over time.
However, some modifications may become accepted as part of the regular program,
making a program that is suitable for all abilities, such as the modified junior sport
programs.
The TREE model
The TREE model is a practical tool designed to help you modify your activities or programs.
There are four essential elements of an activity that can be modified to make it more
inclusive.
Teaching style
Rules
Equipment
Environments
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Teaching style
Teaching style refers to the way the sport or activity is communicated to the participants.
The way an activity is delivered can have a significant impact on how inclusive it is.
Strategies you may use include:
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being aware of all the participants in your group
ensuring participants are correctly positioned (for example, within visual range)
using appropriate language for the group
using visual aids and demonstrations
using a buddy system
using appropriate physical assistance — guide a participant’s body parts through a
movement
keeping instructions short and to the point
checking for understanding.
Rules
Rules may be simplified or changed and then reintroduced as skill levels increase. Strategies
you may use include:
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allowing for more bounces in a game such as tennis or table tennis
allowing for multiple hits in a sport such as volleyball
having a greater number of players on a team to reduce the amount of activity required
by each player
reducing the amount of players to allow greater freedom of movement
regularly substituting players
allowing substitute runners in sports such as softball and cricket or shortening the
distance the hitter needs to run to be safe
reducing or extending the time to perform actions
allowing different point scoring systems
varying passing styles: try bouncing, rolling or underarm toss, instead of overarm throw
reducing competitive elements.
Equipment
Strategies you may use include:
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using lighter bats or racquets and/or shorter handles
using lighter, bigger and/or slower bouncing balls, or balls with bells inside
using equipment that contrasts with the playing area — white markers on grass,
fluorescent balls.
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Environments
Strategies you may use include:
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reducing the size of the court or playing area
using a smooth or indoor surface rather than grass
lowering net heights in sports such as volleyball or tennis
using zones within the playing area
minimising distractions in the surrounding area.
Things to consider
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Changes do not have to be permanent — some may be phased out over time as skills
and confidence increase
Try as much as possible to include all the members of your group in the game. Be
conscious of keeping all participants challenged.
Engage individuals in modifying the activities when appropriate, as they will be your
best source of solutions
It may not be necessary to modify the game’s rules or equipment for everybody just to
include one person, it may only require a change for that one person
There are situations where including everybody all the time may not be possible. Safety
considerations are always a priority for each individual and the entire group. Use your
common sense.
Always maintain the integrity of the game — do not modify a game so much that it no
longer resembles the game you were playing at the outset
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Aboriginal and Torres Strait Islander People
Aboriginals have been an active and integral part of Australian
sporting history. Aboriginal athletes have excelled at elite levels
within international competition, despite various barriers such as
access and socioeconomic status.
The physical activity patterns of Indigenous Australians are difficult
to measure, but with lower life expectancy rates and higher
chances of health problems, physical activity is important for all Indigenous age groups.
Physical activity in Aboriginal communities is closely connected to their cultural heritage
and include activities like walking, swimming, running, fishing and dancing.
Popular sports amongst Indigenous communities include:
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ACTIVITY:
Research a male and female Aboriginal or Torres Strait Islander that has represented
Australian in Sport. The following website may be useful:
http://www.creativespirits.info/aboriginalculture/sport/famous-aboriginal-athletes
a) Provide a basic personal profile of the athlete (name, DOB, chosen sport, where they
live)
b) Describe the highlights of their sporting career.
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Australia's Patty Mills shines in the NBA Finals spotlight
The Spurs' point guard is proud of his Indigenous heritage and improved dramatically during his team's
drive to the championship
The Guardian, 2014
Patty Mills embraces his coach Gregg Popovich after the Spurs' NBA Finals victory. Photograph: David J Phillip/AP
Many stories can be told about the rise of Patrick Sammy Mills. From his towel-waving
theatrics in last year’s post-season, to his hustle defence and 17 points in 18 minutes
display in game five of the final, the Australian has thrust himself into the NBA spotlight.
One notable tale credited his rise to the absence of Vegemite and strawberry milk on the
point guard’s dinner table throughout the season. Asked earlier this year about Mills’s
turnaround from last season, notoriously blunt Spurs coach Gregg Popovich was happy to
explain.
“He was a little fat ass. He had too much junk in the trunk. His decision making wasn’t
great, and he wasn’t in great shape. He changed his entire body. He came back svelte and
cut and understood you have to make better decisions, point-guard type decisions. He did
all those things better and he earned it. He’s been real important to us, obviously.” While
the removal of some quintessential Australian culinary delights from his San Antonio fridge
may explain the much-improved physical performance from Mills, his desire to become an
Indigenous role model set the platform for better decision-making on and off the court.
Always proud of his Aboriginal and Torres Strait Islander heritage, Mills is, to quote his New
York Times profile, “flying three flags: of Australia, the Aboriginals and the Torres Strait
Islands”. Spurs and Mills’s Australian team-mate, Aron Baynes, says “Patty embraces being
a role model,” and his desire to emulate the achievement of Cathy Freeman’s gold-medalwinning 400m sprint drove Mills onwards.
Despite glimpses of potential during his time at the Portland Trail Blazers and in his past
year at the Spurs, the 2013-14 NBA season was undoubtedly a breakout campaign for 25year-old Mills. Averaging more than 10 points and almost two assists a game, the
Canberran also ran the furthest (at the fastest speed) of the entire league. Although these
statistics are slightly skewed, because Mills was predominantly used as a bench player in
17
short bursts, they nevertheless demonstrate the guard’s energy, commitment and
usefulness.
His always impressive three-point shooting accuracy also edged up a few percentage points,
and at one early stage Mills had one of the best percentages in the league. His defensive
awareness improved, and he featured in many team plays.
Popovich spoke glowingly of Mills’s performance throughout the season, crediting the
Australian’s role in driving San Antonio to the post-season.
“He’s a special guy. His energy has been important to us all year long. He’s a real significant
reason why we got to the finals. Obviously he’s also played well in the finals but the energy,
that team sense that he has, it has been infectious.”
This energy was most evident in the five-game series against Miami, where Mills would
buzz around in offence and defence, sprinting from halfway across the court to help fallen
teammates. It came to the fore in the third quarter of the final game, where he hit four
shots from outside the perimeter in a five-minute stretch.
And then, pandemonium. Mills and Baynes had become the third and fourth ever
Australians to win an NBA championship, and exacted much-sought after revenge on Miami
for last year’s heartbreaking defeat. Next on the agenda for Mills is the newly renamed Fiba
basketball world cup in Spain, where the Boomers will aim to clinch their first medal at a
major tournament. Tipping off on 30 August, the Australians will be confident of
progressing past a group of Angola, South Korea, Lithuania, Slovenia and Mexico.
Although a number of basketball heavyweights will no doubt stand in the way of Andrej
Lemanis’s team and that much-coveted medal, breakout seasons from Mills and Matthew
Dellavedova could spur the Boomers towards the finals. Add many exciting young talents –
Dante Exum and Ben Simmons to say the least – and things are looking rosy for Australian
basketball in Spain, and beyond.
Before flying to the Iberian Peninsula, Mills will also probably be involved in serious
contract negotiations for the next NBA season. Now a free agent – having come to the end
of a two-year, $1.2m deal – Mills will be hot property after his stellar performances during
the season and in the finals. Although loyalty to Spurs may see the Canberran remain in San
Antonio, a significant pay rise could be needed.
When offers are finally placed on the table, Mills will face a difficult decision. Does he leave
the club that has nurtured him and taken him to an NBA championship ring, a diverse
multicultural club that honoured the Australian’s heritage by celebrating Eddie Mabo day at
a team meeting? Or does he accept an increased offer, try to move out from Tony Parker’s
shadow and establish himself as a starting NBA point guard?
These questions might cause Mills to lose some sleep over the coming weeks, but having
become one of a select number of Australians to earn that cherished championship, it
should not weigh too heavily on his mind. While it is perhaps inappropriate to describe the
very grounded, down-to-earth Mills as on top of the world, the point guard’s future is
certainly positive. He might even allow himself a little Vegemite and strawberry milk to
celebrate.
18
Story Reflections
Draw or write three points for each page on the story about Patty Mills.
Example:  problem/solution/setting  literary devices
 3 key events
 mood
 points of tension  shifts in character traits
Page 1
Page 2
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ACTIVITY
Watch Impact of Indigenous Community Sport Programs (Surfing) Report and read the
following summaries
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Acknowledgement of the diversity within the Indigenous communities can help avoid
over-generalisations and enhance cultural sensitivity and awareness.
Conduct common courtesies such as a ‘welcome to country’ or an acknowledgement of
the traditional custodians of the land.
Surfing was considered a family and communal event and has a strong alignment with
Indigenous culture.
One factor of success was the involvement of key individuals with existing community
connections.
The research found sport programs operated most efficiently and effectively if a small,
stable team of people with strong community relations, trust and respect planned and
delivered the sports program.
Sport programs were beneficial as a diversionary activity that could alleviate boredom
in youth, which in turn might help overcome self-harm risk, anti-social behaviour and
substance abuse.
Sport programs are not a ‘cure all’ and do not always reduce anti-social behaviour
The personal challenge of surfing improved the confidence and self esteem of
participants and had positive influences on empathy, maturity and social skills which
contribute to positive developments at home and school.
The professional capacity building that the surfing programs generated was upskilling
participants, particularly coaching. However, the individual capacity of surfing
participants is not automatically enhance and requires careful planning,
encouragement and support from program providers.
There was evidence of greater organisational capacity as a result of the Indigenous
surfing program.
A community organisation involved at one of the sites significantly changed its focus
following the success of single staff member’s involvement in the program and now
focuses mainly on Indigenous issues.
The key finding of this study was that surfing programs offer substantial potential for
Indigenous people and their communities to form connections that may positively
shape and influence their lives within and beyond surfing.
Surf programs provided a way for Indigenous people to (re)connect with country, foster
connections between participants and program providers, form bonds with other
Indigenous children and untie community members to reinforce and pass on aspects of
culture.
Another key achievement was gaining insight into effective research and report
methods. Namely: building and maintaining relationships; approaching communities
with an attitude of partnership, acknowledging and reflecting on researcher personal
histories, adopting a strengths-based approach and carefully selecting appropriate
methods.
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Evolution of Physical Activities over Time
People with a special need
Special need sports and activities are often modified versions of traditional activities. There
are also numerous activities which have been specifically developed to cater for particular
special need groups.
Organised sports for people with special needs are usually split into three wide groups:
 The hearing impaired
 People with physical special needs
 People with intellectual special needs
These three wide groups are catered for by three separate Olympic Games.
The Deaflympics –the first
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The Paralympics –
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The Special Olympics World Games –
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There are a wide range of sports and activities played by people with varying degrees of
need. These include:
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Aboriginal and Torres Strait Islander People
The geography of Australia, the weather and the societies within it ensure the majority of
sports and physical activities can be played. Now days, interested individuals can access a
vast array of physical activities depending on access and cost.
Before European settlement, various sports and activities were developed by Indigenous
communities, many which no longer exist. The traditional games and activities were linked
to Aboriginal culture and survival. Traditional games include:
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Factors influencing participation
The factors influencing participation, for all groups, include:
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Support Networks
There are a multitude of support networks to encourage and support participation in
physical activity. There are many websites promoting physical activity for all groups, three
of these are below. For each of the following write 3 points of interest:
http://www.healthyactive.gov.au/
1.
2.
3.
http://www.sahealth.sa.gov.au/
1.
2.
3.
www.ausport.gov.au
1.
2.
3.
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ACTIVITY
Programs aimed to promote physical activity for specific groups:
ATSI PEOPLE
PEOPLE WITH A SPECIAL NEED
ACTIVITY
Research one of the above programs providing details about who runs them, what does it
do, when established etc…
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Ways to support participation
Supporting participation for all groups is essential to increase participation rates and reap
the benefits of becoming physically active. This can be achieved in a number of ways:
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West Wallsend High School
Course:
PASS
Head Teacher:
Mr Mason
Task Number:
Three (3)
Weighting:
15% (Mark /10)
Date handed out:
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Due Date:
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Task Title:
Research and present of a Sport for a Specific Group
Syllabus Outcomes:
2.2
Analyses physical activity and sport from personal, social and cultural perspectives
4.1
Works collaboratively with others to enhance participation, enjoyment and
performance.
4.2
Displays management and planning skills to achieve personal and group goals.
4.4
Analyses and appraises information, opinions and observations to inform physical activity and sport
decisions.
Task Description:
Students will work in pairs to research a TRADITIONAL INDIGENOUS GAME from the AIS website
(www.ausport.gov.au) and then PEER TEACH this game to the class.
You are required to provide ONE (1) A4 sheet describing the history of the game and detailing how it is
played and listing any rules or equipment needed.
PART A (RESEARCH)
1. Research and choose an Aboriginal/Indigenous game from the AIS website.
2. Write a one page description outlining the following:
- A brief history of the game (who played it, where did it originate, did it have a purpose e.g.
Target practice for hunting?)
- Details of how the game is played and any rules involved
- What equipment is needed
3. Plan how you will present and organise this activity to the rest of the class (e.g. Will you have
all the class playing at the same time or small groups? Will everyone be in lines or a circle or
scattered to play the game?)
PART B (PEER TEACH)
1. Each group needs to teach their game to the rest of the class for approximately 8-10 minutes.
In this time each group needs to:
- Outline the history of the game
- Explain how the game is played including any rules
- Spend some time actually playing your chosen game
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Marking Criteria
Criteria
Marks
 The history and rules of play of the Indigenous game are clearly and comprehensively explained on
paper and when peer teaching.
 An excellent level of research, planning and organisation including equipment needed has taken place.
 The Indigenous game is confidently and responsibly taught to class peers including.
 Appropriate cultural awareness and etiquette has been displayed while presenting and teaching the
game.
 The history and rules of play of the Indigenous game are soundly explained on paper and when peer
teaching.
 A high level of research, planning and organisation including equipment needed has taken place.
 The Indigenous game is well presented and responsibly taught to class peers.
 Appropriate cultural awareness and etiquette has been displayed while presenting and teaching the
game.
 The history and rules of play of the Indigenous game is outlined on paper and when peer teaching.
 A satisfactory level of research, planning and organisation including equipment needed has taken place.
 The Indigenous game is taught to class peers.
 Cultural awareness and etiquette has been displayed while presenting and teaching the game.
 The history and rules of play of the Indigenous game is briefly explained on paper and when peer
teaching.
 Some research, planning and organisation including equipment needed has taken place.
 The Indigenous game is taught to class peers however, increased confidence and responsibility is
needed.
 Some cultural awareness and etiquette has been displayed while presenting and teaching the game.
7-8
5-6
3-4
1-2
 Attempts assessment task with some relevant information.
Proforma (example)
Time slot
9:15-9:25 am
9:25-9:35 am
9:35-9:45 am
9:45-9:55 am
9:55-10:05 am
9-10
Students Names
Miss Whitehead
Traditional Game
Gorri
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Model response (one page write-up)
GORRI
Background
Bowling-ball or disc games were played by Aboriginal boys and men in all parts of
Australia. A piece of rounded bark (disc) was rolled by one of the players for the other
boys to use as a target for their short spears.
A version of this activity is still played in the Kimberley area and Northern Territory (and
perhaps elsewhere) using flattened tin lids as targets and stones or other missiles.
This is a game involving the throwing of a ball (for a spear) at a moving target.
Game play and Basic rules
 Use an area about 15–30 metres long. Markers are placed at each end of the area,
and throws may only be made by players when the target is between these markers.
 The player who will roll the target ball stands to one side of the playing area, away
from the throwing marker, and about 10 metres or more in front of the other players.
 The players who are to throw at the target stand behind a line along one side of the
playing area and parallel to the direction that the ball is to be thrown.
 The thrower calls out ‘gool-gool’ (or blows a whistle) and starts the ball rolling towards
the other end of the area.
 As the target ball rolls between the markers in the playing area the players either
throw or roll their tennis balls at the target in an attempt to hit it. Players stop throwing
when the rolled ball goes past the marker at the other end of the area.
 After their turn players wait until told and then collect the balls they have thrown. (A
whistle is useful here.)
 The ball is not to be thrown at anyone or anything except for the chosen moving target.
Variations
 Make the moving target a snake (on the ground), kangaroo (bouncing), eagle (flying).
 Spear the hoop. Use a small hula-hoop or rubber quoit as the target and 1-metre
pieces of medium-sized dowel that can be marked with different colours. Players
stand behind a line marked 5 metres away from a target area, which is 10–15 metres
long. The aim is to either make the hoop (or quoit) stop rolling, or to throw
through it.
 Human gorri: Have players either side of the area and 15 metres apart. Players gently
roll a soft ball underarm at a target player as they run through the area between them.
Players must be hit below the knees. This can be played with three teams (two
throwing and one running).
Equipment needed
 Marker cones are used to designate the playing area
 Large gym ball
 A tennis ball for each player
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