Rebecca Wilman Assessment 2: Report 17325509

Report on Sports Day

Part 1: Proposal of a Sports and Athletics Day

Dear Mr. Principal,

For the purposes of increased physical activity and mental vitality, I propose that one day this
term at Random Primary school, students from years one to four participate in an inclusive ‘True
Colour’s Sports Day’ to celebrate all abilities and the value of friendship. The benefits to having
this day stem from research that reports a strong connection between a well-planned and
implemented fundamental movement skill program in an education setting and an increased
impact on children's motor skills, physical activity levels and attitude towards physical activity
(Hands, 2003, p. 50). It essentially aims to increase gross motor development, fine motor
development and perceptual motor development which is critical to cognitive development
(Kearns & Austin, 2010, p. 75). As teachers we have the ability to affect the environment of our
students and increase their physical and mental development and decrease the chance of
childhood obesity that leads to an unhealthy lifestyle (Kearns & Austin, 2010, p. 78). This
opportunity also increases school connectedness and influences students through the theme of
friendship to be an open and inclusive environment.

The day will run from 10:00am to 2:00pm and comprise of 232 students from the years 1 to 4
divided into friendly colour groups. Students will be pre-placed in groups and be allowed to
dress up in their groups colour. Support and adaptations to activities will occur and be
discussed in full detail with teachers and education assistants prior to the event and will
accommodate the identified 8 students within those years. Safety and fun are the priorities on
the day and this would be achieved through collaboration with classroom and sports teachers to
ensure the event is catered to student abilities. The events proposed are an obstacle course,
bean bag throw, tunnel ball, leader ball, long jump and bat and ball. Not only do these activities
aim to increase Fundamental Movement Skills (FMS), they increase the notion of inclusivity
through all ability games (Department of Education, Western Australia, 2015a & 2013). As a
result, these activities have been chosen to specifically link to curriculum outcomes and the
FMS to enable students to become active citizens in this diverse world (Ministerial Council on
Education, Employment, Training and Youth Affairs (MYCEETA), 2008, p. 4). Hopefully, these
types of physical activities teamed up with the theme will increase diverse ability thinking in each
student and their beliefs towards abled students and personal attitudes towards physical activity
(Australian Curriculum, Assessment and Reporting Authority (ACARA), 2015).

Kind Regards,
Rebecca Wilman

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Part 2: Summary of Inclusivity

This sports day is a collaborative team focused and inclusive event due to several factors that
through mindful planning, provide adaptations for eight individual students with specific needs
and assistance aligned with the Disability Standards for Education 2005 and the Disability
Discrimination Act 1992 (Commonwealth of Australia, 2006 & 2003). Likewise, this sports day is
inclusive of all students learning styles and incorporates teamwork, demonstrations,
explanations and time to quickly practice before an event is run signaling an alignment to a
constructivist approach (Woolfolk & Margetts, 2013, pp 323-324). For the student with Autism
Spectrum Disorder, assuming they are of a mild to moderate diagnosis, will always be
accompanied by an Education Assistant (EA). This EA will be utillised throughout the day with
behavioural management, following the routine and any additional needs under teacher
direction. However, this presents a challenge to the student fully participating and concentrating
on all of the activities; including spoken instructions (Forman & Arthur-Kelly, 2014, p. 306).
Demonstrations where the student is directed to try first, before actually being scored will
provide the extra processing time needed to comprehend the task. During all the activities, an
EA can guide the student to a focal point to jump, throw and balance, use lighter balls when
catching or throwing and finally lighter and bigger bats and balls when swinging.

For the student recovering from recent abdominal surgery, they will be limited in running,
twisting and crunching movements and will require a student helper to do these tasks for them.
Chest passes and throwing will be acceptable activities to take part in. Also, this student can be
responsible for scoring and helping judge fair play and if rules were broken; linked to the
Australian Curriculum content descriptor (ACPMP050) “Apply basic rules and scoring systems
and demonstrate fair play when participating” (ACARA, 2016). For the student who is
permanently in a wheelchair with full use of both arms, they will be able to participate in all
activities and small adjustments will be made such as having a friend be their runner in tunnel
ball and relay parts. Including, in the obstacle course and any balancing beams within, providing
the partner listens to the students’ instructions and moves alongside at the pace of the student.
Finally, long jump will involve the student using the wheelchair to roll as far as they can with a
small ‘run up’ and letting go until stopping.

The two students who have moderate to severe asthma will need to be observed throughout the
day for signs of an asthmatic attack per duty of care regulations (Department of Education,
2007a). A preventer must be used 20 minutes before the sports day begins and must have their
inhaler and spacer on hand ready to use (National Asthma Council Australia, 2018). The
student with Down syndrome as well as a moderate vision impairment will be able to take part in
all activities and will require all equipment to be soft, highly visible in colour and depending on
the depth of vision, some activities such as the bean bag throw will need to be brought closer to
accommodate vision. During all the activities, an EA can guide the student to a focal point to
jump, throw and balance, use lighter balls when catching or throwing and lighter bats and bigger
balls when swinging a bat. These adaptations are also useful for the student with severe vision
loss and can incorporate utilizing their EA to describe tasks and walk them before through the
obstacle course holding their hand. However, the student with severe hearing loss will need
their EA to sign everything the teacher says and understand the visual signals to start and stop
all activities.

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Part 3: Timetable of Activities

Sports Day Events

Pre-event All students must wear sunscreen, water bottle and a hat.
5 min Transition Move from classes to oval. Sit according to year level and pre-given colour sticker.
Introduction Aerobic warm-up - leader of the pack: In groups of four to six. Start by standing in a file behind a leader. At the start of
10:00am – 10:05am the music, follow your Leader, doing whatever he or she does. Stay in line and try to keep in time with the music.
Obstacle Bean Bag
Events/Time Tunnel Ball Leader Ball Long Jump Bat and Ball
Course Throw
4 teachers 4 teachers 4 teachers 4 teachers 4 teachers 4 teachers
Supervisors 1 EA 1 EA 1 EA 1 EA 1 EA 1 EA
1 parent helper 1 parent helper 1 parent helper 1 parent helper 1 parent helper 1 parent helper
5 min Transition Toilet - Peg buddy system 5 min / Water cooler + Sunscreen + Hat + water bottle - in tubs and follows each group
Grade 1 Grade 2 Grade 3 Grade 4
1 10:10 - 10:30am Red/blue/ Red/blue/ Red/blue/ Red/blue/
yellow/green yellow/green yellow/green yellow/green
5 min Transition Toilet - Peg buddy system 5 min / Water cooler + Sunscreen + Hat + water bottle - in tubs and follows each group
Grade 1 Grade 2 Grade 3 Grade 4
2 10:35 - 10:55am Red/blue/ Red/blue/ Red/blue/ Red/blue/
yellow/green yellow/green yellow/green yellow/green
11:00am- 11:20am Recess Break/toilet – 20 min
Grade 1 Grade 2 Grade 3 Grade 4
Red/blue/ Red/blue/ Red/blue/ Red/blue/
3 11:25 - 11: 55am
yellow/green yellow/green yellow/green yellow/green
*See adaptations
5 min Transition Toilet - Peg buddy system 5 min / Water cooler + Sunscreen + Hat + water bottle - in tubs and follows each group
Grade 4 Grade 1 Grade 2 Grade 3
Red/blue/ Red/blue/ Red/blue/ Red/blue/
4 12:00 – 12:20pm
yellow/green yellow/green yellow/green yellow/green
*See adaptations
5 min Transition Toilet - Peg buddy system 5 min / Water cooler + Sunscreen + Hat + water bottle - in tubs and follows each group
Grade 3 Grade 4 Grade 1 Grade 2
5 12:25 – 12:45pm Red/blue/ Red/blue/ Red/blue/ Red/blue/
yellow/green yellow/green yellow/green yellow/green
12:45pm – 1:05pm Lunch break/toilet – 20 min
Grade 2 Grade 3 Grade 4 Grade 1
6 1:10 – 1:35pm Red/blue/ Red/blue/ Red/blue/ Red/blue/
yellow/green yellow/green yellow/green yellow/green
5 min Transition Toilet - Peg buddy system 5 min / Water cooler + Sunscreen + Hat + water bottle - in tubs and follows each group
1:40 – 1:50pm Warm Down – 10 min whole school dance and stretching activity
1:50pm Closing farewell ceremony and results: All years return to sit in year level and then colour pairs
2:00pm End – Teachers to collect their students before returning to classroom in year order.

Event Map
4 teachers = run
Water Supervised Tennis
Results activity/record
fountain Toilets
Court
1 helper = reset
activity/runner/results
2 Sports teachers =
1 3 rovers/results

Water Station
Entry
+ Sunscreen
6 4
Assembly / 5
All events/results
Lunch Area table/first
aid/water
First Aid/ stations are
Nurse sheltered

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Part 4: Explanation of Sport or Athletics activity/ Fundamental Movement Skills

Athletics Activity/ FMS

Obstacle Course

ACARA: (ACPMP043), (ACPMP050), (ACPMP048) and (ACPMP025 and ACPMP043).

FSM: Body management skills (balancing/weaving), Locomotor skills (jump/crawl) and object
control (underhand/overhand) (Department of Education WA, 2013).

Description: A series of obstacles that require students to use their skills to navigate. First,
balancing on a beam, then weaving through cones, crawling under domes, balancing a bean
bag while weaving through noodles, jumping into hoops on the ground, dogging the parachute
by crawling or running under and finally a precision trowing of large ring toss hoops before
crossing the finish line. Teachers will demonstrate all aspects beforehand.

Modifications:
All students based on age and ability:
• Height adjustable domes and basketball hoop.
Autism/Blind/Down syndrome:
• bright coloured soft equipment
• safety mats
Wheelchair:
• running buddy for balancing and floor hoops
• move cone distances
Abdominal surgery:
• can walk the course (asthmatics too)

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Bean Bag Throw

ACARA: (ACPMP043), (ACPMP050), (ACPMP048) and (ACPMP025 and ACPMP043).

FSM: Object control (under hand),

(Department of Education WA, 2013)

Description: student’s line up, pick up a bean

bag, aim for a hoop and throw under hand;
ideally the red hoop. Students get three throws
before rotating through a group. Once all the
bean bags are used the game is over. Tally the
bags.

Modifications:
Older years:
• Move hoops further apart
• Smaller bean bags

Autism/Blind/Down syndrome:
• Hoops closer or bigger
• Larger bean bags
• Bright hoops visible against green grass

Tunnel Ball: under/over/around

ACARA: (ACPMP043), (ACPMP050), (ACPMP048) and (ACPMP025 and ACPMP043).

FSM: Object control (pass), Body management

skills (balancing/shuffling) and locomotor skills
(running) (Department of Education WA, 2013).

Description:
The team makes a tunnel with their legs spread
out. A ball must be passed under/around and
over through the tunnel. The last player collects
the ball and runs to the front to start again.

Modifications:
Autism - Blind - Down syndrome:
• Softer ball
Wheelchair:
• Side pass instead of under
• Running buddy
Abdominal surgery:
• Scoring or
• Is able to turn around to pass
• Running buddy

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Leader Ball
ACARA: (ACPMP043), (ACPMP050), (ACPMP048) and (ACPMP025 and ACPMP043).

FSM: Object control (chest pass/catching) and locomotor skills (running) (Department of
Education WA, 2013).

Start/
Finish

Description:
Students line up in the above pattern. One end starts by chest passing a ball over to their
partner in a zig zag pattern. Once at the end, the ball makes its way back up the same way to
the starting point and then everyone sits down quickly.

Modifications:
Younger years and ability:
If unable to catch the ball before it bounces, allow catching after the first bounce.
Instead of tossing the ball, the leader rolls the ball back between the legs.
Autism - Blind - Down syndrome:
 Softer/larger ball
 Positioned closer together
 Instead of passing the ball, the leader rolls the ball back between the legs.
Abdominal surgery:
 Positioned closer together
 Softer ball
 Chest passes/rolls/bounces
 Or can score

Long Jump

ACARA: (ACPMP043), (ACPMP050), (ACPMP048), and (ACPMP025 and ACPMP043).

FSM: Locomotor skills (Jumping/running/leaping) and body management skills (landing)

(Department of Education WA, 2013).

Description: To begin, stand 5 metres away, students run up to line and jump off their
dominant foot, landing with their feet shoulder width apart and upright. Falling forward is
acceptable. Students either jump into the 0, 1, 2 or 3 point zone.

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Modifications:
Wheelchair:
• Student uses wheelchair to quickly roll up to
line, releases hands from their wheels and
rolls to a stop.
Blind:
• Bright markings for the jumping line.
• Auditory signal to jump.
Abdominal Surgery:
• Use a wheelchair to roll.
• Score

Bat and Ball Relay

ACARA: (ACPMP043), (ACPMP050), (ACPMP048), and (ACPMP025 and ACPMP043).

FSM: Object control (2 handed strike), locomotor (running) and Body management skills
(turning) (Department of Education WA, 2013).

Description: The 2 handed strike involves swinging

at and hitting the ball with a part of the bat. The bat
is lowered safely before the student runs up to and
around the cone before returning. This rotates
throughout the group until all have completed it.

Modifications:
Autism - Blind - Down syndrome:
 Softer/larger ball and bat
 Highly visible bat/ball/cone
 Running partner to encourage faster pace
and guidance (EA)

Abdominal Surgery:
• Running buddy
• Softer/larger ball and bat

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Rebecca Wilman Assessment 2: Report 17325509

Part 5: Discussion of Safety/Duty of Care and Behaviour Management

Throughout this event, several safety measures, duty of care procedures and behavioural
management plans will need to be explicitly discussed and roles explained prior to the event.
Following behaviour management guidelines ensures a whole school approach is utilised; such
as the Positive Behaviour Support (PBS) program that promotes positive behaviour and aims to
dispel all forms of bullying and aggression through changing student thinking and increasing
intrinsic motivation (Department of Education WA, 2016). Schools most importantly also follow
individual plans for those who need additional behaviour support through monitoring, advice,
and often involves extrinsic and intrinsic rewards (Department of Education WA, 2016). Having
this school culture of PBS allows for a truly inclusive sports day to occur before planning has
even begun.

Based on the Department of Education duty of care policy, teachers and EA’s must take
reasonable care for the safety and welfare of students, especially not allowing parents to take
children for lunch during the day (Department of Education, 2007a). Supervision is the most
important aspect of safety in the school (Department of Education, 2007a). Students who
wander unsupervised to the toilets are at risk and reasonable measures such as having staff
placed on duty to watch toilets and drink fountains off the oval are highly important (Department
of Education, 2007a). However, as a teacher, student’s whereabouts must be known and yet
sports days present the challenge of toileting needs during unknown and unpredictable times.
One way teachers working in conjunction with staff on duty combat this is to have a peg system
that allows students to with a buddy transition to the toilets and back in 5 minutes and is limited
to one pair at a time. This ensures that teachers are able to account for where students are and
that they are supervised once there.

Another important safety precaution is that teachers must create a safe environment through
sun safety, hydration initiatives, safe equipment and providing first aid services.
Recommendations from the Cancer Council WA to The Education Department guidelines
include all staff and students wear a broad-brimmed hat, wear long sleeved clothing, and apply
SPF 30 or higher sunscreen (Department of Education, WA, 2014). The school must also
provide shade during outdoor activities and be allowed to wear sunglasses when safe to do so
(Department of Education, WA, 2014). Separately, guidelines for hydration are recommended
from School Sport Australia and ensures that water is available at all times and that water
carriers should follow students (School Sport Australia, 2014). Ideally, students will all have
water bottles and be stored inside a large flexi bucket that is carried with the water esky for each
group.

Before and during the sports day, activities will be according to duty of care guidelines be safe
and have reasonable precautions to prevent injury (Department of Education WA, 2007a &
2015a). This includes creating an environment that is planned out safely with the added
inclusion of a first aid station with a qualified nurse or first aid officer. This is highly important
when monitoring and assisting students with asthma, diabetes, epilepsy and anaphylaxis
(Department of Education WA, 2015b). During the sports day, it will also be prudent to assign
staff certain safety roles such as who will have the gate key for an ambulance or fire crew to
access the oval. Equally important, all teachers need to supply students with the right
equipment that is safe to use or has safety backups such as mats to cushions falls from the
balancing beam and a softer balls or bats to prevent students from causing damage to each
other’s faces (Department of Education, WA (2015b). Rules may also be introduced to limit
unsafe situations or behaviours and include chest passes only, space out to move and chest
down throws only.

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References

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