On the field were teammates off the field were friends Foundation Establishing the Base to Support Success Transforming Lives Section 1 2 2Minute Drill with Groups of 4 or 5 ID: 642846
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Unified Sports® CourseModule 1
On the field we’re teammates …off the field we’re friends!Slide2
FoundationEstablishing the Base to Support Success … Transforming Lives
Section 1:
2Slide3
2-Minute Drill with Groups of 4 or 5
Form groups;
designate a presenter
Discuss topic within group for
2 minutes
Each group’s designee has
30 seconds
to present
one key point
Topic 1: What does Social Inclusion mean?
3Slide4
EvolutionSpecial Olympics
1960s & ‘70s ~ Special Olympics care provider; little or no coaching; didn’t officiate by rules; huggers and clowns at finish line; poor uniforms; lack of good equipment1980s & ‘90s ~
Eunice Kennedy Shriver wanted sports not field days; athletes became coached, played by rules, left institutions but still islands unto selves
Today ~
Beyond physical inclusion to social inclusion via Unified Sports … positive impact to athletes, partners and community
Social Inclusion
1960s &
‘
70s ~
People with intellectual disabilities housed in institutions; viewed as different, feared, could be rehabilitated, inhuman, burden to society and eternal children; beginning of living at home1980s & ‘90s ~ Dr. Wolf Wolfensberger Social Role Valorization (changing attitudes toward undervalued people)Today ~ Push for inclusion, acceptance & respect across everything – a focus in all communities
4Slide5
Social Inclusion ~
What it means:
Feeling
a sense of belonging
Having
access to community
support
Having
choices to pursue relationships
Being a contributing member in/with the communityBest achieved: ongoing mutual social relationships Impact: Adjustment in everyone’s attitudes & treatment~ Brian Abery, Institute on Community IntegrationSlide6
Unified Sports Research FindingsUnified Sports …Has a
positive impact on all participantsImproves understanding of people with intellectual disabilitiesComplements social inclusion
Is significantly influenced by
commitment and attitude of staff
Has continuing issues with
partner recruitment
and dominance
6Slide7
Special Olympics Unified Sports® Models
Outcome of 2010 Unified Sports SummitSlide8
Definition of Unified SportsAn inclusive sport program
of 3 models: competitive, player development and recreation Approximately equal numbers of athletes and partners without intellectual disabilities as teammates Not solely
comprised of individuals with disabilities but still can be
fully inclusive
Athletes & partners:
similar age & ability
(ideal); matching age & ability level defined by sport
8Slide9
Competitive Model Profile and Definition
Similar ability and ageSufficient sport skills and tactics – contribute to the team (generally cannot tell athletes from partners)Different ability divisions – high & low
No modifications of Official Special Olympics Sports Rules
M
eaningful involvement enforced
Awards based on place of finish
Eligible to advance to higher levels of competition beyond Program level
9Slide10
Player Development Model Profile and Definition
Similar age, not abilityTeammates of higher ability serve as mentors to assist those of lower abilityRules modifications to define players’ roles; meaningful
involvement
enforced;
prevent player dominance
Place of finish or challenge award – Program decision
No advancement opportunity beyond
Program level
10Slide11
11
Inclusive recreational sports opportunities for
individuals
with and without intellectual disabilities
(when possible, aspire to have at least 25% athletes
involved with partners)
Goals:
i
ncreasing
sport skills & knowledge; promoting social inclusionLess structured: does not meet the minimum training, competition and/or team composition requirementsExposure or entry point: to the Player Development and/or Competitive Models Sites: Schools, clubs, sports organizations and communityRecreation Model Definition
11Slide12
2-Minute Drill
~ Topic 2:Activities & Models
Small group work with a facilitator and recorder:
D
escribe
what type of
inclusive sport activity
you offer in your Program and identify / place it under the
appropriate model.
12Slide13
Implementation
Seven Criteria for SuccessSection
2:
13Slide14
Principle of meaningful involvement
Appropriate sport selectionQualified coaching staff
Recruitment /selection of
teammates
Regular
training and competition
Compliance
with Official Rules, including ability divisioning
Commitment of
resources14
7 Criteria for SuccessSlide15
1. Principle of Meaningful Involvement
All participants …Demonstrate sufficient sport-specific skills and conceptsContribute to the team through unique personal strengths
Play without significant health or safety risks
Play according to rules
15Slide16
Topic
3:
Give an example of when someone
is
and
is not
meaningfully involved
in a sport.
Same groups; designate new presenter
2 minutes discussing topic30 seconds presenting key point
2-Minute Drill
16Slide17
2. Factors in Sport Selection
Athlete & partner interestAvailability of facilities and equipmentAvailability of qualified coaches
Ability level
of potential athletes and partners
Opportunities for competition
17Slide18
Sport Characteristics
BasketballFootball (Soccer)
Softball
Floor Hockey
Tennis
Volleyball
Flag Football
Floor Ball
Cricket
BowlingBocceGolfSnowshoeingShort Track Speed SkatingSnowboardingKayakingAthleticsAquatics
Interdependence;Interactive Confrontation
Interdependence;Non-confrontation
Independent &
Interdependent;
Non-confrontation
18
18Slide19
Understand and promote social inclusion
Ensure all players contribute to teamAllow
teammates
to build connections through other activities
Design drills to challenge
all
players
Match player’s ability to
role
on the teamUse team tactics to maximize the strength of players with lower abilities3. Qualified Unified Sports Coaches
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What: participant readiness
(mental; physical; social)Where: schools and community organizations
(service oriented)
How:
Skills Assessment Tests and game play evaluations to determine:
Appropriateness of each
player
Unified Sports model for team
4. Recruitment
& Selection of Team Members
20Slide21
5. Training & Competition
(Competitive & Player Development Models)
Training
Practice
& competition together over a season of 8-12
weeks
Athletes
and partners are registered
Competition
In existing Special Olympics Events, Competitions and LeagueIn Special Olympics Unified Sports Events and CompetitionIn existing Community Events, Clubs and Competition
21Slide22
Guidelines for Successful Competition
Conduct Unified Sports coach training before season
Ensure participants are registered
Collect pre-event information
(team
ability
level participation agreement)
Prepare sport committee
& officials
Conduct on-site divisioning or access earlierProvide interactive and age-appropriate social opportunities outside of competition at event
22Slide23
6. Rules
National Governing Body (NGB) Rules with Special Olympics modifications
Enforcing meaningful involvement
Roster size based on sport
Line-up based on sport
Divisioned by ability
Awards
Non-playing coach
23Slide24
Sustainability
7. Commitment of Support
Program
level
:
funding, training coaches and culminating event
Local level
:
training athletes & partners; providing local competition, facilities, equipment and uniforms
Coach level: have knowledge of sport, Special Olympics and Unified Sports; also knowledge of players’ abilities and personalitiesSpectator level: everyone deserves an audience; gain and show respect for abilities24Slide25
Wrap-Up & ReviewReinforcing
Main PointsConcluding Section
25Slide26
ReviewHow is meaningful involvement achieved when some players have lower abilities than their teammates?
When can individuals with disabilities be partners on a Unified Sports team?What sports require athletes and partners to be matched by ability and explain why?
How
can a coach
foster cohesion
among team members?
What outcomes do models of
Unified Sports
encourage
?26Slide27
Making It Happen …
Transforming lives together,
every day!
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