| During the start of a new
year, a good idea, would be for teachers to integrate cooperative
games into their daily activity plans. Having a fun cooperative
game as the first or last activity of the day is a great way for
students to practice improving relationships, developing self-esteem,
and being more accepting of differences.
Further, cooperative games develop opportunities for leadership
skills, decision-making, communicating, and team-building. Cooperative
learning is an educational vehicle that can enhance, enrich, and
promote overall personal growth of the students.
This article will present suggestions and modifications that could
help facilitate a more successful inclusive group activity. Further,
10 fun cooperative games will be presented that, with little to
no effort, students who have disabilities can be included.
Phillip Conaster
Adapted Section Editor
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| 10 Inclusive Cooperative Activities |
| One last important step,
often overlooked, is the post activity evaluation. After the group
has completed the task, allow the students time to share their
feelings and thoughts about the activity.
The teacher should help facilitate the discussion by (a) highlighting
the instructional objectives, (b) identifying students’
personal strengths and leadership traits, and (c) asking them
what they would do differently if given the opportunity to do
the activity again.
Remember to have plenty of time for this ending activity.
| Games |
| 1. |
Catch a Wave |
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| |
| a) |
For the group to pass water
balloons or toilet paper around the circle. |
| b) |
A balloon filled with water or t.p. is
placed in the center of the circle. |
| c) |
Students are faced inward with their
elbows joined and holding hands. |
| d) |
The group passes the object from one
person to the next, once around the circle. |
| e) |
When the group has been successful with
one object, two or three could be added. |
| f) |
The balloon or t.p. are keys that unlock
the circle. |
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| 2. |
Vampires |
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| |
| a) |
Purpose is for
the humanoids to save the planet from the clutches of
the Vampires. |
| b) |
Everyone will be in a circle
with their bandanas on. |
| c) |
All going around the circle
and "infect" the vampire by touching his/her shoulder. |
| d) |
Inform the group that they
are to start moving, slowly, with their bumpers up.
(Whenever two students bump into each other they let
out blood curdling screams). |
| e) |
However, Vampires Can't
scream! So, when you bump into someone and you don't
get a scream back, you've just been infected or bitten
by a vampire. |
| f) |
When two vampires collide,
and neither screams, then they both revert to human
form. |
| g) |
This game is usually played
with a time limit. |
| h) |
Be sure to have a open area
free of obstruction. |
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| 3. |
Bugs on a Biscuit |
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| |
| a) |
Purpose is to get as many
students on an object as possible (e.g., mat, chair,
balance beam, etc.). |
| b) |
2 or 3 groups with everyone in the group
standing or touching the object at all times while not
touching the ground. |
| c) |
Once the team gets situated, they must
stay in that position for one minute without anyone
in the group falling off. |
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...continued top of next column |
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| 10 Inclusive Cooperative Activities |
...continued
from previous column
| Games |
| 4. |
Chain Gang |
|
| |
| a) |
Purpose is for everyone to
move together. |
| b) |
All students are blindfolded except the
leader, and the leader can guide from the front or the
back of the group. |
| c) |
All students are to put rubber bands around
their ankles, hands, or the wheelchair so everyone is
connected. |
| d) |
The leader is to navigate the group around
the environment (e.g., locker-room, bleachers, play ground,
equipment, etc.) |
| e) |
For the more experienced, limited communication
can be implemented. |
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| 5. |
Threading the Needle |
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| |
| a) |
Each person on
the team must be passed through a suspended hula hoop
"hopefully not touching" as they pass through the hoop. |
| b) |
Two team members are allowed
to start on the opposite side but must return to be passed
through. |
| c) |
Variations include having
a specific order for students to pass through or having
a time limit for completion of the task. |
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| 6. |
Live Wire |
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| a) |
Everyone on the
team must be passed over the "wire" without touching.
Could use pole, fence, or a fallen tree. |
| b) |
Two team members are allowed
to start on the opposite side but must return to be passed
over. |
| c) |
No throwing, or jumping over
the "wire" allowing only being passed over by a teammate. |
| d) |
For younger children one team
member can return to the other side to physically help
the last person. |
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| 7. |
Cooperative Extended Skill Stations |
|
| |
| a) |
Divide into small groups |
| b) |
Each student within a group
will have a particular/unique skill to perform at each
station (skills can be written on a notepad). |
| c) |
Students cannot physically
help other teammates while trying to perform their skill
but, they can give verbal support. |
| d) |
Within each group, one student
at a time should perform the skill, while the rest of
the team cheers on and records a successful trial. |
| e) |
Each team could visit 3-5
stations. Teams cannot move to next station until all
team members have successfully completed their given skills.
Note: Explain to students beforehand on how to be a good
team member. |
| f) |
Points could be given for
each individual skill, then added to the team score for
completion of each station and the overall success. |
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| 8. |
Blind Shapes |
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| a) |
For the group to form the rope
into various geometric shapes (circle, square, triangle,
or octagons) while wearing bandannas. |
| b) |
Everyone is give a long section
of rope (several feet). |
| c) |
Set up initiative in an open
area free of obstacles. |
| d) |
Instruct the group members
to line up side by side in a circle then put their bandannas
over the eyes. |
| e) |
Once everyone is sightless,
the facilitator can do one of two things, take the rope
and place it in the hands of each participant or place
the rope in the open area for the group to find. |
| f) |
When all group members have
the rope in hand, instruct the group to make a specific
shape with the rope. For example, "Make a triangle with
the rope". (state the type of triangle). |
| g) |
Allow the group to inform
you when they think they have completed the task. When
the group is satisfied, have them remove the blindfolds
to see what they have accomplished. |
| h) |
Start the group with easier
shapes and then move to more difficult ones (hexagon,
octagon) . Progress according to the ability of the group. |
| i) |
Variations could include:
Setting the group on the ground in a circle and having
them "bandanna" themselves. Once the group is blindfolded,
inform them they may talk and problem solve while sitting
but once they stand it is a nonverbal initiative. Make
a square, triangle, etc. Or ask if anyone in the group
thinks they can make a shape while everyone else is nonverbal.
Allow group members to respond to questions from their
leader, but only to answer questions. |
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| 9. |
Lilly Pads |
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| |
| a) |
For the group to cross an area,
have obstructions to traverse around or over (using bandannas
to stand on). |
| b) |
Set the scenario and give
the group half the number of bandannas as people. Use
discretion! You may remove a bandanna, after a certain
amount of time! |
| c) |
The group may only start to
get off the lily pads and onto the island (all aboards
or a circle of rope) once the whole group is in the water
on lily pads. |
| d) |
A lily pad may only be moved
forward when no one is on it! As many as 4 to 5 people
can fit on a bandanna. Keep this in mind when deciding
on how many bandannas to give your group! |
| e) |
If someone is not very ambulatory,
or cannot stand, a gymnastics mat or scooter board could
be used. |
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...continued top of next column |
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| 10
Inclusive Cooperative Activities |
...continued
from previous column
| Games |
| 10. |
Ship Wreck |
| |
| a) |
To get ships to
safety through group cooperation! |
| b) |
Divide the class into groups
of 8-10 students or 3 students plus a student that uses
a wheelchair. Each group has one Hula Hoop as its ship. |
| c) |
Instruct all members to hold
the sides of "ship" as they move the length of the field. |
| d) |
Groups are to move with their
ship until you say "Shark!" Then all members board the
"ship". |
| e) |
If a group is not on board
at the count of 5, they must begin again or the students’
body part that is outside the circle can no longer be
used. |
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. . . for Inclusive Cooperative Activities
 |
Have students with
a disabilities be spotters before and after they complete their
task. |
|
Students with disabilities
could have different rules such as, not being blindfolded, using
any body part to perform the task, being able to communicate
at all times, having the ability to heal/cure other students
when functions of limbs are lost. Further, students can be a
safe-zone and/or they can travel anywhere at all times. Another
rule could be, that students with disabilities have to touch
every students during their tasks in order for the group initiative
to be completed. |
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Students with disabilities
could have a peer "buddy" who would help during the
activity. |
|
Adjust distances of
travel on the groups’ ability. |
|
Students that are
very bossy or overbearing could have limits placed on them such
as, they cannot talk, have one arm that is restrained, and/or
not be a lifter. |
|
Students that are
physically or mentally superior could also have limitations
placed on them in order to make the activity more challenging. |
|
During the initiative,
verbal communication between all students could be eliminated.
Other forms of communication will develop. |
|
The teacher should
ask students during the activity to not have direct physical
contact with one another. |
|
The teacher could
have students start over if an obstacle is touched, or whatever
appendage touched the object or ground, then that limb could
on longer be used until the activity is competed. |
|
Activities can be
timed for group improvement or competition against other groups. |
|
If the class has
many activity stations, a point system can be used for overall
performance. |
|
Initiatives can be
setup like a relay race. |
|
During the activity,
teachers can combine "everybody’s responsibility"
for the event. |
|
Have activities in
different places (e.g., gym, cafeteria, hallways, stairs, playgrounds,
baseball fields, woods, ditches, ravens, etc. ). |
|
Spotters should not
touch other students unless they ask for help or if immediate
danger of falling or losing their balance is present. |
|
Safety is always a
priority! Never put the well-being (physical or emotional) of
a student in jeopardy. |
|
Safety could include: (a) using a gymnastic mat,
(b) having several spotters at all times ready for catching
or supporting, (c) have a proper warm-up, (d) watching the amount
of stress placed on limbs and joints, (e) clearing the area
of unnecessary obstructions, (f) monitoring sightless walkers,
(g) forbidding running, diving, pushing, or hitting, (h) using
outstretched hands for protection when blindfolded (i) observing
for any students who may be experiencing panic, extreme anxiety,
etc., (j) being sure the group has a safety plan before the
activity starts, (k) stopping the activity if any behaviors
indicate irresponsibility toward keeping themselves or others
safe.
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| If you have ideas, comments, letters to share, or
questions about particular topics, please email one of the following
Adapted PE Section Editors: |
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