UNIT - 4

Physical Education and Sports for CWSN

(Children with Special Needs – Divyang)

Key Points:-

1. Organizations promoting Disability Sports (Special Olympics;

Paralympics; Deaflympics)
2. Concept of Classification and Divisioning in Sports;
3. Concept of Inclusion in sports, its need, and Implementation;
4. Advantages of Physical Activities for children with special needs.
5. Strategies to make Physical Activities assessable for children with special
needs.

Disability:-
 Disability is the reduction of functional ability to lead daily fruitful life.
 According to WHO:- "A disability is a restriction or lack (resulting from
impairment) of ability to perform an activity in the manner or within the
range considered normal for human being."
 Any disadvantage due to which an individual is not able to perform the
activities of normal human life is known as disability.
 3rd December is celebrate as ‘World Disability Day’.

Disorder:-
 Disorder is usually used for mental disabilities
 Any disruption due to which an individual is not able to perform his daily
human activities is known as disorder.
Difference between Disability and Disorder

S.N. Disability Disorder

It is a physical, mental, cognitive
condition that impairs interferes with It is an illness or dysfunctional factor
1 or limit, a person's ability to engage in that affect or disrupt the person physical
certain action of participate in daily or mentally
activities and interaction
High chances to become normal
2 There is no chances normal condition
condition
Disability is concerned with various Disorder is concerned with mental
3
parts of the body ability
Disability is 3 types Physical, Cognitive Disorder is 5 types ADHD, SPD, ASD,
4
& Intellectual disability OCD & ODD
Symptoms of disorder cannot seen in
5 It is related body part
early age, but gradually it appears.

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1. Organizations promoting Disability Sports (Special Olympics; Paralympics;
Deaflympics)
1. Special Olympic
 Special Olympics are designed for Physically disabled and intellectuality
disabled people
 Special Olympics were started by Eunice Kennedy Shriver, sister of John F.
Kennedy, the former president of USA in July 1968 in Chicago.
 About 1000 athletes from USA and Canada participated in one-day event,
which was a joint venture by Kennedy Foundation and Chicago Park District.
 In 1971, US Olympic Committee gave the Special Olympics’ official approval
to use the name ‘Olympics’
 France sent the first set of athletes from outside North America to the second
games held in 1970.
 In 1972 games, ten nations sent their athletes.
 The United Nations declared 1986 as the year of Special Olympics.
 In 1988, the Special Olympics were officially organised by International
Olympic Committee.
 In 2003 Special Olympics, approximately 7000 athletes from 150 nations
participated in 18 disciplines.
Symbol of Special Olympics
 The Special Olympics logo is based on the sculpture “Joy and Happiness to
All the Children of the World”.
 The logo is a symbol of growth, confidence and joy among children and
adults with disabilities who are learning coordination, mastering skills,
participating in competitions and preparing themselves for richer and more
productive lives.
Special Olympic Flame
 The “Flame of Hope” is the name
g i v e n t o t h e t o r c h t h a t i s c a r r i e d t o
and lit at Special Olympic Games.
Special Olympic Mission
 To organize various s p raining
o r t s program
g a m e for aspecial
nd t
organizations of disable children to enhan ce their physical fitness will
power, happiness, socialization and make the m appreciate it.
Objective of Special Olympic
 The overall development by learning through doing and providing
opportunities.
 It empowers people with intellectual disabilities to realize their full
potential and develop their skills through persistent sports training and
competition.

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  The athletes/sports persons with intellectual disabilities become fulfilled
and productive members of their families and the communities in which
they live.
 It is an experience that is energizing, healthy, skillful and joyful.
 Its objective is to provide chance to mentally retarded persons or persons
with intellectual disabilities to become useful and productive citizens who
are accepted and respected in their communities.
 To organise the local, state, national and international tournaments as per
the norms and guidelines of international Special Olympics games
YE AR AN D VENUE OF THE SPECIAL OLYMPICS (SUMMER)
HELD SO FAR

YEAR VENUE YEAR VENUE

1968 Chicago 1995 New Haven
1970 Chicago 1999 Chapel Hill, Durham and Raleigh
1972 Los Angeles 2003 Dublin
1975 Mount Pleasant 2007 Shanghai
1979 Brockport 2011 Athens
1983 Baton Rouge 2015 Los Angeles
1987 Notre Dame and South Bend 2019 Abu Dhabi
1991 Minneapolis and Saint Paul 2023 Berlin (Scheduled)

The following games and sports are included in Special Olympics:

 Athletics (Track and Field)  Kayaking

 Badminton  Netball
 Basketball  Powerlifting
 Bocce  Roller Skating
 Bowling  Sailing
 Cricket  Snowboarding
 Cycling  Snowshoe running
 Equestrian  Skiing: Alpine and Cross-Country
 Figure Skating  Softball
 Floorball  Speed Skating: Short-track
 Floor Hockey  Swimming: Pool and Open-water
 Football (Soccer)  Table Tennis
 Golf  Tennis
 Gymnastics: Artistic and Rhythmic  Triathlon
 Handball  Volleyball
 Judo

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 Special Olympic Bharat
 Special Olympics Bharat is an officially recognized Programme of Special
Olympics International which operates in India.
 This organization prepares the progress with physical and mental disability
for special Olympic.
 It was founded in 1987 as Special Olympics India, and changed its name to
Special Olympics Bharat in 2001.
 It is recognized by the government of India as a National Sports Federation
for the development of sports opportunity for the people with intellectual
disabilities.
 The special Olympics Bharat Programme has so far drawn a number of
coaches to work with 850875 athletes across the country.
 Special Olympics Bharat is a National Sports Federation also registered
under the Indian Trust Act 1882 in 2001 and is accredited by Special
Olympics International to conduct Special Olympics Programs in India
 At national level, they are trained to participate in 24 single and team games
by the sports authority of India.
Vision of Special Olympic Bharat
 To transform communities by inspiring people throughout the world to open
their minds, accept and include people with intellectual disabilities and
thereby celebrate the similarities common to all.
Oath of Special Olympic
 “Let me win. But if I cannot win, let me be brave in the attempt.”
 This oath was firstly used in the inauguration of first International Special
Olympic Games by Eunice Kennedy Shriver in Chicago, on 20th July 1968
Goal of Special Olympic Bharat
 Its goal is to provide chance to differently abled people to develop physical
fitness and focus on their holistic development.
Achievements
 There is a gradual increase in the performance of the players by the great
efforts of Special Olympic Bharat at different levels.
1. National Games:
 SOB is organising different games and sports at National Level since
2002.
 There are thousands of players who participated in these games.
2. International Games:
 671 Athletes have participated at the Special Olympics World
Summer games from 1987 until 2013.
 Through participation across 5 World Summer games they have won
246 Gold, 265 silver and 275 Bronze Medals.

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 3. Regional Asian Pacific Games:
 These games were organised in 2013 in New Castle, Australia, rough
participation SOB players won 111 Gold, 136 Silver and 140 Bronze
Medals to an overall tally of 387

Paralympics
 The word ‘Paralympics’ is derived from the word ‘Para’ which means ‘Equal to’.
 The Paralympics Games are equal to the Olympic Games
 Father of ‘Paralympics games Sir Ludwig Guttmann.
 The Paralympic Games is a major international multi- sport event involving
athletes with a range of disabilities
 Including impaired muscle power (e.g. paraplegia and quadriplegia,
muscular dystrophy, post-polio syndrome, spinal bifida),
 Impaired passive range of movement, limb deficiency (e.g. amputation
or dysmelic),
 Leg length difference,
 Short stature
 Hypertonia
 Ataxia
 Athetosis,
 Vision impairment
 Intellectual impairment.
 The first Paralympic Games were held in Rome in 1960.
 However, the Paralympic word was used officially in 1988
 The first Winter Paralympic Games were held in 1976 in Sweden. The Winter
Paralympic Games are also held after every four years.
 All Paralympic Games are governed by the Inter National Paralympic Committee
(IPC).
 This is similar to Olympic game for disabled sports person in 1960 first time it was
organized in Rome.
 The head quarter of international Paralympic is situated at Bonn, Germany.
 At present it comprises of 176 National Para Olympic Committees.

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Opening Ceremony of Para Olympics Games
 The ceremony typically starts with the hoisting of the host country's flag and a
performance of its national anthem.
 Unlike the Olympic Games, immediately after the national anthem the athlete’s
parade into the stadium grouped by nation.
 Since the 1988 Summer Paralympics, the nations enter the stadium alphabetically
according to the host country's chosen language, though with the host country's
athletes being the last to enter.
 Since the 1988 Summer Paralympics the host nation presents artistic displays of
music, singing, dance, and theatre representative of its culture.
 Finally, the Paralympic torch is brought into the stadium and passed on until it
reaches the final torch carrier often a Paralympic athlete from the host nation who
lights the Paralympic flame in the stadium's cauldron.
Closing Ceremony of Para Olympics Games
 The closing ceremony of the Paralympic Games takes place after all sporting
events have concluded.
 Flag-bearers from each participating country enter, followed by the athletes who
enter together, without any national distinction.
 The Paralympic Flag is taken down.
 Since the 1988 Winter Paralympics, with some exceptions, the national flag of the
country hosting the next Summer or Winter Paralympic Games is hoisted while the
corresponding national anthem is played.
 The games are officially closed, and the Paralympic flame
 is extinguished.
 After these compulsory elements, the next host nation briefly introduces itself with
artistic displays of dance and theater representative of its culture.
International Paralympic Committee
 The IPC is the global governing body of the Paralympic Movement. It comprises
176 National Paralympic Committees (NPC) and four disability-specific
international sports federations.
 The president of the IPC is Andrew Parsons.
 The IPC's international headquarters are in Bonn, Germany.
 The IPC is responsible for organizing the Summer and Winter Paralympic Games.
 It also serves as the International Federation for nine sports (Paralympic athletics,
Paralympic swimming, Paralympic shooting, Paralympic powerlifting, Para-alpine
skiing, Paralympic biathlon, Paralympic cross-country skiing, ice sledge hockey
and Wheelchair Dance Sport).

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Paralympics Motto
 The motto of Paralympics is – “Spirit in motion”.
 This was firstly used in 2004 Athens Paralympics games.
 Before it the ideal sentence was “Mind, Body, Spirit” which was given in 1994.
The symbol for the Paralympics
 The symbol for the Paralympics contains three colours–Red, Blue and Green.
 The colours are most widely represented in the flags of nations.
 The colours are each in the shape of an Agito (which is Latin for “I move”), which
is the name given to a symmetrical crescent specially designed for the Paralympics
movement.
 The three Agitos circle a central point, which is a symbol for the athletes
congregating from all points of the globe.
 The motto and symbol of the IPC were changed in 2003 to their current versions.
 This symbol was used in Turin, Italy Paralympics games in 2006.
Paralympics Torch and Flame
 The flame was first lit here in 2012, and will become the permanent home for the
lighting of the Paralympics flame, prior to that, the flame had been lit at a site
chosen by the Paralympics host city.
 The flame is left to burn throughout the Games until the Closing Ceremony, when it
is extinguished to signify the end of the games.
Paralympics Oath
 “In the name of all the competitors I promise that we shall take part in these
Paralympics games, respecting and abiding by the rules which govern them,
committing ourselves to a sport without doping and without drugs, the true spirit of
sportsmanship, for the glory of sport and the honour of our teams.”
 The judge, also from the host nation, holds a corner of the flag but takes a slightly
different oath.
Deaflympics
 The Deaflympics are games for deaf athletes.
 The earlier name was international games for deaf.
 Those games are organized by “The international committee of sports for the deaf”
since the first event and they are sanctioned by the international Olympic
committee
 The deaf Olympic are not guided by sound for example, the starter gun, bullhorn
commands or referee whistles
 The Deaflympic were held first time in Paris in 1924.
 It was the first ever international sporting events for athletes with disability.
 The Deaflympic winter games starts in 1949.
 Then it was gathering of 148 athletes.
 Now those games are grown into a global movement.
 Alternative methods are used to address the athletes. For example, the football
referees wave a flag instead of blowing a whistle, on the track races are started by
using a light, instead of using a starting pistol

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Eligibility
 To qualify for the games, athletes must have a hearing loss of at least 55 decibels in
their “better ear”
 Hearing aids, cochlear implant etc., are not allowed to be used in competition.
 They must first meet minimum eligibility criteria and be a member of an affiliated
national association.
 Athletes are forbidden to use any kind of hearing amplifications during
competition to avoid taking an unfair advantage over those not using these devices
Symbol of Deaflympics
 The logo, designed in 2003 by graphic design artist Ralph Fernandez, is a positive
and powerful symbol of the International Deaf Sports community.
 It ties together strong elements: Sign language, deaf and international cultures,
unity and continuity.
 The hand shapes, “ok”, “good”, and “great” that overlap each other in a circle,
represent the original sign for “Deaflympics”.
 Together, the hand shapes represent the sign for
“united”.
 The center of the logo represents the iris of the eye,
which defines deaf people as visual people; they
must use their eyes to communicate.
 The logo incorporates the four colours of the
National flags of the world.
 The red, blue yellow and green represent the four
regional confederations–the Asia Pacific Deaf Sports
Confederation, the European Deaf Sports
Organization, the Pan American Deaf Sports
Organization .
Sports in Summer Deaflympics
 Athletics  Handball  Tennis
 Badminton  Judo  Volleyball
 Basketball  Karate  Water Polo
 Beach  Orienteering  Wrestling
Volleyball  Shooting  Freestyle
 Bowling  Swimming Wrestling
 Cycling Road  Table Tennis  Greco-Roman
 Football  Taekwondo
Sports in Winter Deaflympics
 Alpine Skiing
 Cross Country Skiing Curling
 Ice Hockey Snowboard

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 S U M M E R DEAFLYMPIC S HELD SO FAR
GAMES Y E AR H O S T CITY COUNTRY
1 1924 Paris France
II 1928 Amsterdam Netherlands
III 1931 Nuremberg Germany
IV 1935 London Great Britain
V 1939 Stockholm Sweden
VI 1949 Copenhagen Denmark
VII 1953 Brussels Belgium
VIII 1957 Milan Italy
IX 1961 Helsinki Finland
X 1965 Washington DC United States
XI 1969 Belgrade Yugoslavia
XII 1973 Malmö Sweden
XIII 1977 Bucharest Romania
XIV 1981 Köln West Germany
XV 1985 Los Angeles United States
XVI 1989 Christchurch New Zealand
XVII 1993 Sofia Bulgaria
XVIII 1997 Copenhagen Denmark
XIX 2001 Rome Italy
XX 2005 Melbourne Australia
XX I 2009 Taipei, Chinese Taipei
XXII 2013 Sofia Bulgaria
XXIII 2017 Samsun Turkey
XX IV 2021 Caxias do Sue Brazil

W INTER DEAFL YMPICS HE LD SO FAR

GAMES YE AR H O S T CITY COUNTRY
1 1949 Seefeld Austria
II 1953 Oslo Norway
III 1955 Oberammergau Germany
IV 1959 Montana-Vennala Switzerland
V 1963 Åre Sweden
VI 1967 Berchtesgaden West Germany
VII 1971 Adelboden Switzerland
VIII 1975 Lake Placid United States
IX 1979 Méribel France
X 1983 Madonna di Campiglio Italy
XI 1987 Oslo Norway
XII 1991 Banff Canada
XIII 1995 Ylläs Finland
XIV 1999 Davos Switzerland
XV 2003 Sundsvall Sweden
XVI 2007 Salt Lake City United States
XVII 2011 Vysoké Tatry, Slovakia Slovakia
XVIII 2015 Khanty-Mansiysk Russia
XIX 2019 Torino Italy
XX 2023 Quebec Canada

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2. Concept of Classification and Divisioning in Sports;
 The concept of Classification and Divisioning is a process used in disability sports
for providing even and fair competition for athletes with disability through
grouping of athletes.
 The purpose is very much similar to grouping system used in mainstream sports
according to their age-group, gender, weight etc.
 In this topic we will understand the two terms -- ‘classification’ and ‘divisioning’,
wherein ‘classification’ is a grouping process associated with Paralympics and
para-athletes, and ‘divisioning’ is a process of grouping associated with Special
Olympics.
 Classification process adopted by Paralympics assigns categories to athletes
based on different types of disabilities, on the other hand divisioning process of
Special Olympics is a performance based system of grouping athletes bases on
their skill level.
Classification in Paralympics

Physical Impairment –
 There are eight different types of physical impairment:
(i) Impaired muscle power –
 With impairments in this category, the force generated by muscles, such as the
muscles of one limb, one side of the body or the lower half of the body is
reduced.eg., spinal cord injury, spine bifida, post-polio syndrome.
(ii) Impaired passive range of movement –
 Range of movement in one or more joints is reduced in a systematic way.
 Acute conditions such as arthritis are not included in this category.
(iii) Loss of limb or limb deficiency –
 A total or partial absence of bones or joints from partial or total loss due to
illness, trauma, or congenital limb deficiency.eg., amputation, dysmelia.
(iv) Leg-length difference –
 Significant bone shortening occurs in one leg due to congenital deficiency or
trauma.
(v) Short stature –
 Standing height is reduced due to shortened legs, arms and trunk, which are
due to a musculoskeletal deficit of bone or cartilage structures. eg.,
achondroplasia, growth hormone deficiency, osteogenesis imperfecta.
(vi) Hypertonia –
 Hypertonia is marked by an abnormal increase in muscle tension and reduced
ability of a muscle to stretch.
 Hypertonia may result from injury, disease, or conditions which involve
damage to the central nervous system. eg., cerebral palsy.
(vii) Ataxia –
 Ataxia is an impairment that consists of a lack of coordination of muscle
movements. eg., cerebral palsy, Friedreich’s ataxia, multiple sclerosis.
(viii) Athetosis –

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  Athetosis is generally characterized by unbalanced, involuntary movements
and a difficulty maintaining a symmetrical posture. eg., cerebral palsy,
choreoathetosis.
Divisioning in Sports by Special Olympics
 Special Olympics uses a competitive-level matching or grouping referred to as
‘divisioning’, which is a fundamental rule at Special Olympics.
 Athletes in competitions are matched with others of the same gender, about the same age
and most importantly, of about the same competitive ability.
 The fundamental difference between Special Olympics competitions and those of other
sports organizations is that athletes of all ability levels are encouraged to participate, and
every athlete is recognized for his/her performance.
 Competitions are structured so that athletes compete with other athletes of similar ability
in equitable divisions.
Process of Divisioning :
1. According to Age

Team Sports Individual Sports

 15  8-11 years
 Under 16-21 years  12 – 15 years
 22 and above  16-21 years
 22-29 years
 30 and above

2. According to Gender:
 In the second step, athletes are grouped as per gender, in some circumstances
gender can be combined too.
3. According to Ability:
 Finally, athletes in Special Olympics are grouped according to their skill abilities
scores which are recorded by committee through preliminary and on-site events.
4. Maximum Effort Rule :
 To achieve the intentions of fairness, there is a ‘maximum efforts rule’, wherein
athletes are expected to give their maximum effort during divisioning process and
coaches are expected to motivate all athletes towards giving their best.
 Special Olympics Athletes who do not participate honestly and do not adhere to
the maximum effort rule in all preliminary trials or final rounds violate the true
spirit of competition and may even be disqualified from competition.
3. Concept of Inclusion in sports, its need, and Implementation;
Concept of Inclusion
 It is an approach to educate both normal and student with disabilities or with
special educational needs together.
 Inclusive education means normal students and special needs students learn
while sharing the same physical space and interacting socially and academically.
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  It ca be stated that in this education differently abled children are educated with
normal children within the same roof.
 In Inclusive education, student with special needs spend most of their time with
non-special needs students.
Need of Inclusion Education
1. For self esteem
 Each and every individual has self-esteem.
 It may be seen that differently abled individuals are less strong.
 After inclusion in a regular school the students with disabilities have shown
improvement in self- confidence.
 They display qualities of self- efficacy.

2. For better social skills and communication

 Opportunities to have better social relations among students with disabilities and
without disabilities.
 Social skills are learnt properly through observation and imitation.
 Students with disabilities get a better understanding of the world around them.
 Feel exhilarated about being part of the regular community.
 Communication skills are improved a lot.

3. Greater sensitivity
 Students without disabilities become more sensitive by learning along with
students with special needs.
 They understand how words can hurt.
 They practice patience and learn empathy.

4. For better understanding of strength and weaknesses

 Students with or without special needs in inclusive school learns that each and
every individual have strengths as well as weaknesses.
 They learn to appreciate these differences

5. For better sense of belongingness.

 It teaches the value of another human being, no matter what that person look or
sound like.
 Students with special needs enjoy the feeling of belongingness, being loved,
having relationship and friendship with students without special needs.
 Students without special needs also show increased awareness of tolerance and
better understanding of other students with special needs.
6. Higher academic achievements
 Inclusive education is beneficial for the students with special needs because
research studies conducted in this field show that these students have done
academically well than in exclusive education.

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 7. Improves Performance –
 Since the expectations of all the children are higher in a mixed abilities classroom,
inclusion attempts to develop an individual’s strengths and gifts by stretching
each individual to optimal performance.
4.4 Advantage of physical activities for children with special need
.

4.5 Strategies to make physical activities for children with special needs.

1. Medical Check-up:
 First of all, it is essential to have a medical check-up of all the children
with special needs or with various disabilities. Because without medical
check-up, the teachers of physical education cannot come to know about
the type of disability the child is facing. Indeed.
 If we really want to make physical activities accessible for the children with
special needs, we need to understand the type of disabilities of the children.
2. Physical Activities Must Be Based on Interests of Children:
 Indeed, physical activities must be based on the interests, aptitudes,
abilities, previous experience and limitations of children with special needs.
 So, the teachers of physical education should have a deep knowledge of
limitations, interests and aptitudes of children.
 After that physical activities can be made accessible for children with
special needs more easily.

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 3. Equipment Related to Physical Activities Should Be According to the Needs
of children:
 The equipment's / objects related to physical activities should be according to
the needs of children.
 These equipment should vary in size, shape, colour and weight. These
equipment should be according to the capability and level of children.
 A child with visual impairment should use bright coloured ball.
 A yarn should be tied to the ball to bring the ball back to children.
 So, various types of equipment must be provided for children with special
needs.
4. Specific Environment Should Be Provided:
 The area of physical activities should be limited as movement capabilities
of children with special needs are limited.
 Specially, in case of children who have autism, they must be provided specific
playing area because they may need some time to relax.
 Light and sound are also vital for making good environment for such
children.
5. A Variety of Different Instructional Strategies Should Be Used:
 For performing various types of physical activities, a variety of different
instructional strategies such as verbal, visual and peer teaching should be
used.
 It can give children the opportunity to start learning on their own and become
more independent.
 Pictorial books are also vital in terms of instructions regarding physical
activities.
6. Rules Should Be Modified According to the Needs of Children with
Disabilities:
 In the beginning, rules of the physical activities should be simple but later on
these rules can be modified according to the needs of the children.
 They can be provided extra attempt or time to perform a physical activity.
 They can also be given additional resting time before doing the next physical
activity.
7. Children’s Previous Experience Must Be Taken into Consideration:
 For making physical activities more accessible for children with special
needs, the concerned teacher of physical education should have
comprehensive understanding and knowledge of children’s previous
experience about physical activities.
Note:- In conclusion it can be said that the above mentioned strategies are
very significant to make physical activities accessible for children with special
needs.

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