10 Inclusive Games for Fitness and Fun

written by Phillip Conaster and Susan Hart, The University of Texas at Brownsville

Presented below are 10 games with equipment ideas, setup suggestions, and strategies for modification. Remember students with higher abilities need to be challenged but not bored, and students with lower abilities need to be challenged but not frustrated.

All ability levels will benefit if teachers are willing to provide various choices, such as in (a) equipment -- larger to smaller balls, bats, soccer nets, scooters, rackets and higher-to-lower nets, tables, goals; (b) field of play with different distances, zones, boundaries, and surfaces; (c) rules modified, students lead decision making; and (d) game competitiveness with at least three levels of play (low, medium, high). Teachers willing to be flexible/adaptable during play, to provide guidance as needed, and to allow students the freedom to create and modify their own version of the game, will allow everyone to be a winner.

Speed Bowling

Equipment:

• Three to five bowling pins, and one playground bowling ball for each group of three students. Empty tennis cans, empty plastic soda bottles, etc., can be substituted for bowling pins. Any ball that students can roll with one hand may be substituted for the playground bowling ball.

Set-up:

• Create bowling lane spaces for each team of three students. Use the width of the gym (basketball court), allowing about 4 feet between teams.
• Two students line up behind the "scratch line" to take their turn bowling.
• The third student is positioned across the gym standing several feet behind the bowling pins, with pins arranged in a triangle formation.

Game Play:

• The object of the game is for each team to knock down as many pins as possible within a pre-established designated amount of time.
• This is done through a bowler/pin-setter rotation.
• When the teacher says "GO!" the first bowler attempts to bowl down the pins and runs to take the position of the "pin setter" (player standing behind the pins) who sets the pins back up and runs the ball to the next bowler.
• This continues, with teams keeping count of fallen pins, until the teacher says "STOP." The team who knocks down the most total pins wins the round.
• Having many short 3 - 5 minute games works best as the number of chances to win a game increases.

Modifications:
-Students with special needs may move closer to the pins, or larger balls may be used for this population.

Frisbee Mania

Equipment:

• One Plastic Bowling Pin, four Hula Hoops (each a different color), and four Frisbee discs (matching the colors of the hoops).

Set Up:

• Hoops are arranged in a square (four corners), each the same distance from a central bowling pin (about 15 feet, depending on the skill level of the students). Each disc is placed inside the matching colored hoop.
• Players are divided into four teams (e.g., red team, blue team, orange team, and green team) and placed in a line behind their hoop, and well beyond the playing area. Cones may need to be used to designate the place for teams to "line-up" outside of the playing area.
• Players are given a number so that each team has a "player 1", "player 2," etc. (4 to 6 players generally works best).

Game Play: The object of the game is to knock down the bowling pin with the Frisbee from a position inside a hula hoop.

• To begin the game the teacher randomly calls out a number (corresponding to one player on each team). Players whose numbers are called immediately run in a predetermined direction around the outside of the hoops, returning to their home hoop.
• From inside this hoop they take their first throw at the bowling pin. If they miss, they run to retrieve their disc, and now may jump into any hoop to take another throw at the pin.
• As soon as the pin is knocked down, play stops and a point is awarded. The pin and players are repositioned, and the teacher calls another number.
• The team with the most points at the end of the playing time wins the game.
• It is up to the teacher to keep the game lively, running smoothly, and to maintain little wait time. Each student number should be called several times during the game.
• Disc throwing skills, agility, and aerobic endurance are all objectives of this activity.

Modifications:

• Teachers can designate a locomotor skill when calling out the player numbers, so students must skip, hop, gallop, etc. in order to practice different skills and make the game fun.
• For students with locomotor disabilities, multiple discs may be provided so they don't need to chase the disc after each throw, or they may perform their turn with a buddy who retrieves the disc for them.

Over-the-Line Kickball

Equipment:

• One Kickball per two teams of 3 to 4 players.

Set Up:

• Mark a triangular playing space with dimensions which are dependent on the age and skill level of your students. Several fields may be created on one outdoor playing area. No other markings are needed as base attainment is virtual, without students actually running the bases. The field consist of 1st and 2nd base, and "home."

Game Play:

• Divide students into teams, with one team beginning the game as the "kicking" team and the other starting the game in the field. Kickers are allowed one "pitch," and the kicking team provides their own pitcher.
• In order to get a "base hit" (to be considered as occupying 1st base) a kicker must kick the ball within the playing field and over the "line" in the air, without it being caught by a player on the fielding team.
• Foul balls, balls hitting the ground prior to the "line," and balls caught in the air by the fielding team count as an out for the kicking team.
• Three outs retire the sides.
• Bases are earned on a virtual basis, with a run scored only after the third player attains a base hit. Remember, no 3rd base in this game.
• Home runs are attained by kicking a fair ball over all the heads of all fielders, resulting in additional runs if previous kickers had attained "hits" and were considered to be on base.
• Each team must have an equal number of chances "at bat."

Modifications:

• 'Kicking' may be replaced with a variety of skills including throwing balls, Frisbee discs, etc., or striking (tennis balls with a racquet, or wiffle balls with a plastic bat).
• In cases where a large discrepancy in student skills is an issue, teachers may wish to serve as the pitcher for both teams, to decrease the chance of student injury.

Rapid Fire Kickball

Equipment:

• Kickballs (equal to the number of players on each team) and two hula hoops.

Set Up:

• Game is played on a softball/kickball field. Eight to 10 players per team work best.

Game Play:

• The objective of this game is to score as many runs as possible (by crossing home plate) before the fielding team returns the entire set of the balls to the "stop" hoop.
• Players are divided as if to play traditional kickball. One hoop (the "stop" hoop) is placed a few feet behind the pitcher, with the other hoop (the "go" hoop) placed near his/her side. All the balls, equal to the number of "kickers," are placed in the "go" hoop to begin play.
• Play begins with the first pitch. Kickers receive only one pitch, and if the kick is a "fair" ball they begin running the bases in the normal pattern. If the ball is "foul" they are considered "out," and the player does not run. The foul ball is considered out of play, and does not have to be retrieved by the fielding team.
• The pitcher continues to pitch one ball immediately after the other from the "go" hoop until all the balls have been pitched. Kickers continue to run the bases making loops until all "fair" balls have been placed in the "stop" hoop by the fielding team. Each time a player crosses home plate a run is counted. Players may not pass one another along the base path.
• When all the balls reach the "stop" hoop, the teacher yells "STOP," and the kickers still on the base path must stop running.
• Teachers must ensure an equal number of scoring opportunities (kicks) for each team.
• This game works best when the teacher serves as the pitcher for both teams.

Modifications:

• Kicking can be replaced by other skills such as throwing a ball, bean bag, Frisbee, etc.
• For students with limited mobility, a single loop around a cone placed at an appropriately challenging distance may be used in place of running the base path.

Steal the Bags

Equipment:

• One hockey stick, two bean bags, and one hula hoop per student.

Set Up:

• Arrange hula hoops around the gym, and place one student with a hockey stick in front of each hoop. Place all of the bean bags in the center of the gym.

Game Play:

• Determine a selected amount of time for the game, and make it visible to the students on a game clock.
• When the teacher says "GO," the clock is started and the students run to retrieve two bean bags (one at a time) from the center, dribbling the bags back to their own hoop.
• The students may now take bean bags from other hoops, dribbling them back to their own hoop. When time runs out, the bags are counted and the student(s) with the most bags are considered the winners of that game.
• Having several 2 to 3 minute games is more fun, provides greater motivation, and allows more chances for students to be successful.
• Two to 3 students may share each hoop as well as each hockey stick.
• Encourage students to watch the time.

Modifications:

• The game can also be played on scooter boards with shorter hockey sticks.
• Students with limited mobility, and students in wheel chairs, can work in groups with partners.

Asteroids

Equipment:

• Large balls (therapy ball, Omnikin ball), one per group.
• Many large to small beanbags.

Set Up:

• Balls can be placed any distance from the gym wall (5 to 30 yards).
• Balls should be equally spread across the gym floor, maximizing the distance between each for the starting positions.

Game Play:

• Student's objective is to move the ball to the gym wall by means of thrown beanbags.
• Student should be arranged in small groups (less than 7 students per group).
• Each group chooses a ball and the distance from the gym wall (best if groups closer and groups further from the well are at opposite sides of the gym).
• Students choose size and amount of beanbags.
• Students can choose the distance and angle from the ball for throwing.
• Students should try to move the ball in a somewhat straight path to the wall, avoiding possibly getting hit by another team's beanbags.
• Once the ball has touched the wall the group can start over.

Modifications:

• Smaller beanbags;
• Ball shorter distance from the wall;
• Student is closer to the ball for throwing;
• Student in a wheelchair could use a Lacrosse stick to throw the beanbag.

Blast It

Equipment:

• Several large balls (therapy ball, Omnikin ball);
• Many large to small beanbags;
• Many medium size Nerf balls;
• Several volleyball or badminton nets.

Set Up:

• Have 3 to 6 volleyball or badminton nets setup across the gym floor or blacktop.
• Align the net so the largest ball just pass under it.
• Depending on students skill level, mark a line 10 to 20 feet from the net on both sides.

Game Play:

• The objective for both opposing groups is to move the ball to the other side of the net by means of throwing beanbags and nerf balls.
• Have students group-up on opposite sides of the net.
• Place several large balls directly under the net.
• Each group should have many nerf balls and beanbags to throw.
• The game is timed (10 - 15 minutes).
• Teacher can start and stop play when appropriate.
• During play, students cannot cross the line.
• Students should continue to retrieve and throw nerf balls and beanbags until the game is stopped.

Modifications:

• Mark nerf balls and beanbags, to be used only by individuals with disabilities.
• Have teammates help student(s) with disabilities obtain balls and beanbags.
• Shorten the playing area, and have the line closer to the net.
• Use a bigger and lighter ball (moves easier).
• Have less students in each group.
• Have competing groups that are less competitive.

Wheel Around

Equipment:

• Bicycle, tricycle, skateboard, scooter board, and/or wagon. Students hand make stop signs, yield signs, railroad crossing signs, traffic lights, and/or crosswalks stripes. Also cones, ropes, jump-ropes and chalk could be used.

Set Up:

• Students are placed in small groups to design obstacle courses. The activity could be accomplished in the gym, blacktop, or the school parking lot.

Game Play:

• Students in each group demonstrate their obstacle courses, explain riding safety, and correct rules of the rode.
• Groups should ride other courses.
• Teacher should encourage class discussion of road safety during students construction of signs, course design, and demonstrations.

Modifications:

• Students with disabilities could use their wheelchair, adapted tricycle/bicycle, or a larger scooter.
• Students with disabilities may need teammates to physically help them preform movements, give verbal clues, and/or motivate them to do the task.
• The group acts as a team, everyone helping everyone, learning and moving though the obstacle course.

Kick Out Your Back Yard

Equipment:

• Many medium size Nerf balls;
• Many tennis balls;
• Many red, green, or blue kickballs;
• Several volleyball or badminton nets.

Set Up:

• Have 3 to 6 volleyball or badminton nets setup across the gym floor or blacktop.
• Align the net 3 to 4 feet off the floor.

Game Play:

• The objective for both opposing groups is to kick ALL the balls to the other side of the net.
• Have students group-up on opposite sides of the net.
• Each group should have 2 to 3 balls per student to kick across the net.
• Groups will continue trying to keep all the balls on the other side of the net until the game is stopped.
• Play can be 10 - 15 minutes.

Modifications:

• Mark balls to be used only by individuals with disabilities.
• Have teammates help student(s) with disabilities obtain balls.
• Shorten the playing area.
• Use a bigger and lighter ball.
• Have less students in each group.
• Have competing groups that are less competitive.
• Student that uses a wheelchair could us a hockey stick to hit the ball.

Bugs on a Biscuit

Equipment:

• Game can be played outside, or in the gym using PE equipment or natural objects.
• The 'object' needs to allow for several students to stand or sit on it together - such as a chair, balance beam, balance boards, mat, scooter board, therapy ball, blocks, seesaw, tree stump, log, boulder, tire, park bench, etc.

Set Up:

• No setup required other than having objects available for participation.

Game Play:

• The Objective is to have students in small or large groups stand or sit together (holding each other) on an object without touching the ground.
• Larger objects means more students can group/squeeze together.
• There are several variations of the way the activity could be conducted such as
  • a time limit getting on and staying,
  • a race between teams getting on an object,
  • and how long a group can maintain their balance once on an object,
  • and, what is the maximum number of students who can get on a object?
• Once groups are on objects, students could start passing balls or colored ribbons to each other, and/or have students move from front to back or side to side while maintaining their balance and not falling off.

Modifications:

• Usually no modifications are needed due to disabilities, since students work together as a group and help each other perform the task. Those with disabilities may require
  • Larger objects,
  • Smaller group size,
  • and students in wheelchairs may need teammates who can help lift them.

Download these activities.

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