DEVELOPMENTAL BALL

written by Pamela Skogstad

As an Adapted Physical Education Specialist for over 25 years, I have observed students with disabilities, sensory integration disorders, and developmental delays struggle with ball skills. A critical need to create a ball affording students opportunities to work independently (not relying on peers, teaching assistants, or teachers) was long overdue.

Soccer trainers, cloth balls, balloon balls, and peer mentors are some adaptations used for incorporating ball skills (perceptual and sensory motor stimulation) for students with disabilties. All of the aforementioned adaptations do not support independent skill acquisition as they involve support staff and or peers. Staff or peers are needed for support as the ball's speed of movement is too fast for tracking and focusing on task (Downs, 2007). Students with disabilities often feel restricted or isolated during gym activities. Lack of modified equipment, and the inability to perform skills, are two reasons students with disabilities feel isolated during gym activities (Spencer-Cavalier & Watkinson, 2010).

Evolution of Developmental Ball

Reaching a dead end with options in catalogs for any ball that would meet the criteria of fostering independent ball skills, it was time to become creative. The idea of slowing an inflatable ball which would enable students with disabilities, coordination issues, and those on the autism spectrum to easily track was the criteria. Inserting 3, 5, 6 ,8 and 10 ounces of sand into inflatable 8 inch balls, then inflating the balls created a unique feature which allowed the balls to move slower and remain in play.

Experimenting with various weights over a two month time period, three weights proved to be successful. Repeated trials with the 6, 8, and 10 ounce balls demonstrated these were the correct weights.

• 6 ounces for pre-K through 2nd grades
• 8 ounces for 3rd through 6th grades
• 10 ounces for 7th through 12th grades including students on the autism spectrum
• Regular soccer balls with 10 ounces of sand for 7th through 12th grades gives an appearance of the same ball in general physical education

Designing Developmental Ball began in rural Hope, Alaska in the fall of 2009. Over 100 Developmental Balls were created in my husband's workshop. Developmental Ball became a huge success in the K-12 physical education programs in the Anchorage School District in Anchorage, Alaska.

Unique features of Developmental Ball

• Unique strategy for teaching soccer style dribbling, kicking, tossing, and catching.
• Remains in play.
• Proprioceptive feedback is positive as opportunities for repetitive trials are allowed.
• Slower moving balls are easier to track.
• No more chasing balls across the gym floor and soccer fields.
• Fosters independent skill development on an individual level.
• Excellent for students with sensory integration issues, students on the autism spectrum.
• Balls are not flying across the gym floor creating an overstimulating environment.
• Benefits students with coordination issues unable to keep up with their peers.

It is wonderful to observe students with disabilites, coordination issues, developmental delays, and those with sensory impairment work alongside their peers, not having to chase balls across the gym floor.

Omiyakita Special Needs School, Saitama Japan

On September 10th, 2010, I demonstrated Developmental Ball to the Omiyakita Special Needs School in Saitama, Japan. A regular soccer ball with 10 ounces of sand was used by the middle school students at Omiyakita Special Needs school. Developmental Ball was a huge success, with staff and parents requesting more of the balls. Mari Kido, Curriculum Coordinator, Omiyakita Special Needs School quoted: "Our teachers of junior high school tried to use the ball with students today. Seven students who have serious mental disabilities could catch and throw the ball, and two students with autism could play catch and enjoyed this so much. Their homeroom teachers were pleased. I saw the Developmental Ball used very successfully by students in physical education today. They played a soccer game. The ball clings to their feet, so is good for them."

Students from Omiyakita Special Needs School working with Developmental Ball during soccer unit

NASPE/APENS Standards

Devlopmental Ball addresses both NASPE and APENS standards. NASPE standards addressed are (1) demonstrates competency in motor skills and movement patterns needed to perform a variety of physical activities, and (2) demonstrates understanding of movement concepts, principles, strategies, and tactics as they apply to learning and performance of physical activities. APENS standards addressed are (6) unique attributes of learners and (9) instructional design and planning. By using the ball and providing a developmentally appropriate instructional strategy Adapted Physical Education teachers apply their knowledge of unique attributes of learners, thereby demonstraing competency of these standards.

Developmental Ball is available through Sportime. Sportime also sells through Amazon.

References

Brigance, A.H. (1991) Brigance diagnostic inventory of early development
(Rev. ed.). North Billerica, MA: Curriculum Associates.

Downs, C. (2007). The little league challenger division ensures children with disabilities
have opportunities to play ball. PALAESTRA, 20-22.

Lieberman, Lauren, Ph.D (personal communication, March 8, 2011).

Spencer-Cavaliere, N., & Watkinson, J.E. (2010). Inclusion Understood from the
perspectives of children with disability. Adapted Physical Activity Quarterly
Vol. 27, No 4, 275-291.

Biography: Pamela Skogstad - B.S.,M.A.,C.A.P.E., 25+ years teaching APE, adjunct instructor UAA Alaska, APE instructor Anchorage School District Anchorage AK., AKAPHERD president 2004, NWD president 2006, served on the Alaska State PE Standards Committee 2010, presently: chair APAC Legislative Committee, NWD representative AAHPERD International Relations Committee

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