STEP

Space

• Ensure the size of the space is appropriate
• Level (height) e.g. a floor-based game has different requirements from an activity which requires children to move about the space more
• Personal space and group space
• Size of working area, level, pathway, direction, distance travelled
• Distance from a partner
• Smaller/larger target area
• Use of a zoned playing area to create safe areas in catch or tag type games e.g. for wheelchair/frame users
• Use gardens/grids as areas to work in, keep areas free from obstructions, ensure gardens are clearly marked
• Allow some children to start at different times or from different places

Task

• Ensure that the language that you use when setting tasks and asking questions does not prevent any pupil from experiencing success e.g. move/travel (instead of run)
• Easier – simplify the game, break down the skill
• Harder – introduce more rules, harder skills, increase co-ordination, balance, agility
• Complexity of the task, response to the range of cues/signals
• Open-ended/closed specific tasks/choices for learners
• Rotate roles / allocate specific roles so everyone has equal opportunity to participate
• Encourage pupils to make decisions and set targets
• Duration/pace of activity / tolerance to exercise, rest intervals

Equipment

• Ensure that pupils are provided with a range of appropriate equipment/apparatus
• Use variety of sizes, weights, textures, shapes, colours that suit the ability of the group
• Use slower speed equipment
• Adapt length of bat or stick handle
• Consider non-traditional equipment: chutes, gutters, catching nets, tipping targets, bell balls etc.

People

• Ensure that grouping strategies promote and enhance learning by respecting individual similarities and differences
• Individual, in pairs, as a pair, in a group, as a group
• Consider competition e.g. 4v4 or 4v2 to include/challenge
• Ability, gender, size, number, relationship, attitude
• Positioning to one another, roles
• Responsibilities, with support, without support