Inclusive Physical Activity

Curriculum Guideline

Effective Date:
Course Code
SPSC 3158
Inclusive Physical Activity
Sport Science
Science & Technology
Start Date
End Term
Semester Length
Max Class Size
Contact Hours
4 hours per week
Method Of Instruction
Methods Of Instruction

Case study (individual and group work)


Discussion groups (small and large)

Practical application

Field observation and/or video observation

Self-study via print or online materials

Reading assignments

Online discussion groups

Experiential learning

Course Description
In this course students will examine historical and contemporary theories and models for inclusive physical activity and consider the implications for practice. They will learn to assess, plan, and implement a physical activity program designed to meet the individual interests, abilities, and needs of all participants. Through this process, students will learn to assess and respond to context-related, person-related, and task-related factors of activity and to modify their teaching and coaching practice effectively to promote inclusive physical activities. Students will explore collaborative perspectives to employ successful strategies and practice in order to include all individuals in meaningful physical activity experiences throughout their lifetime.
Course Content
  1. Inclusive physical activity philosophy

1.1.  Historical and contemporary perspectives regarding inclusion and physical activity

1.2.  Theories and models of disability and ability

1.3.  Beliefs of participants, programs, and practitioners

1.4.  Rationale for inclusive approach


2. Principles of inclusive physical activity

2.1.     Self determination, humanism, and understanding of diversity

2.2.     Uniqueness of individuals in physical, cognitive, emotional, and social capacities and needs

2.3.     Experiential equity of participants; Rights of all to full participation

2.4.     Terminology

2.5.     Preservation of dignity

2.6.     Personal choice

2.7.     Participation in decision making for activity

2.8.     Experiential benefit for all participants

2.9.     Safety and Liability

2.10. Individualization

2.11. Autonomy

2.12. Emphasis on abilities

2.13. Evolving needs and interests

2.14. Modification aims:

2.14.1.  Acceptance

2.14.2.  Access

2.14.3.  Accommodation

2.15. Community involvement

2.16. Legal factors and implications


3.  Barriers to physical activity

3.1.  Context-related barriers

3.1.1.  Attitudes

3.1.2.  Labels and language

3.1.3.  Perceived professional competency

3.1.4.  Accessibility

3.1.5.  Administrative support

3.2.  Person-related barriers

3.2.1.  Knowledge

3.2.2.  Self-determination, self-efficacy, and motivation

3.2.3.  Perceived risks

3.2.4.  Entrenched patterns of inactivity

3.3.  Task-related barriers

3.3.1.  Equipment

3.3.2.  Activity selection


4.  Strategies for meaningful inclusive physical activity

4.1.  Challenging and overcoming barriers

4.2.  Dignity of individual

4.3.  Desires, interests, experiences, and choices of individual

4.4.  Social, emotional, physical, cognitive, medical, and behaviour considerations in inclusion


5.  Consultation in planning and implementation of inclusive physical activity

5.1.     Effective communication

5.2.     Team members

5.3.     Models of consultation

5.3.1.  Mental health consultation model

5.3.2.  Behaviour consultation model

5.3.3.  Process consultation model

5.3.4.  Collaborative consultation model

5.4.     Collaborative processes and issues

5.5.     Collaborative decision making processes


6.  Assessment of program and individual

6.1.  Purpose of assessment

6.2.  What to assess

6.3.   Methods of assessment

6.4.  Assessment consideration

6.5.  Application of assessment data

6.6.  Review and re-assessment


7.  Developmental considerations

7.1.  Review of theories and practices associated with human development

7.2.  Application of concepts of development for physical activity participation


8.  Motor development considerations

8.1.     Review of concepts related to human development

8.2.     Influence of motor delays of development processes

8.3.     Application of principles related to motor development in program planning and implementation

8.4.     Participant-related issues associated with motor skill behaviour and development


9.  Unique attributes of individuals

9.1.  Intellectual disabilities

9.2.  Behavioural disabilities

9.3.  Developmental disorders

9.4.  Learning disabilities

9.5.  Visual impairments

9.6.  Deafness and deaf-blindness

9.7.  Traumatic brain injury & stroke

9.8.  Amputations

9.9.  Spinal cord disabilities

9.10.  Other health impairments (e.g., diabetes, obesity, cancer, cardiovascular impairments)

9.11. Ageing-associated issues (e.g., osteoporosis)


10.  A functional approach for modifying movement experiences

10.1. Analysis and assessment of task requirements

10.1.1  Motor components

10.1.2  Developmental requirements

10.1.3  Physiological requirements

10.1.4   Social aspects

10.1.5  Emotional components

10.2. Analysis and assessment of current capabilities of individual

10.3. Modification for alignment of task, environmental, and participant capabilities

10.4. Evaluating modification effectiveness

10.5. Application of theory and concepts in practice


11.  Preparing and planning for inclusive physical activity

11.1. Curriculum theory and implementation

11.2. Curriculum and instructional planning

11.3. Preparing for curriculum implementation

11.4. Pedagogical considerations

11.5. Roles and collaborative practices


12. Teaching and coaching for inclusive physical activity


13.  Play, games, and sport for all individuals


14.  Health-related fitness and conditioning

14.1. Physical fitness and health association

14.2.  Components of physical fitness and exercise programs

14.3.  Modifications to principles of fitness conditioning

14.4.  Exercise prescription for individuals with differing abilities


15.  Specific sport-related programs for individuals with differing abilities

Learning Outcomes
  1. Examine the development of issues surrounding the construct of ‘disability’ along with current concepts and trends in inclusive physical activity and sport
  2. Analyze inclusive physical activity issues of access, accommodation, and transformation associated with person-related, task-related, and context-related factors that may limit inclusive physical activity.
  3. Assess the physical activity abilities, interests, and needs of participants with differing abilities.
  4. Prepare, plan, and implement a physical activity program that includes all individuals with differing abilities.
  5. Adapt and modify pedagogical practices to maximize participation and benefit of all individuals.
  6. Apply inclusive principles in physical activity settings.
  7. Demonstrate awareness and a positive attitude towards participants with differing abilities.
  8. Identify sport and physical activity opportunities that responds to the dynamic capabilities and interests of all individuals.
Means of Assessment

The following is presented as an example assessment format for this course:

Weekly journal writing                                                  10%

Interview for awareness                                                10%

Midterm and final examinations                                    40%

Individual difference brief and Peer teaching                   20%

Case analysis and action plan                                       20%

Total                                                                         100%

Textbook Materials

Textbooks and Materials to be Purchased by Students


Kasser, S.L., & Lytle, R.K. (2005). Inclusive physical activity: A lifetime of opportunities. Champaign, IL: Human Kinetics.


Case studies in reading package:

Hodge, S. Murata, N., Block, M. Lieberman, L. (2003). Case studies in adapted physical education: Empowering critical thinking. Scottsdale, Arizona: Holcomb Hathaway Publishers.


Certifications/Conference requirements:

As part of the course, instructors and students may engage in extra-curricular certification processes that overlap with the curriculum of the class. Fees for professional certification, where applicable, may be borne by the student.


SPSC 1103 and SPSC 1195 and SPSC 1164 (or permission of the instructor)