Adaptive sports. Athlete choice. A place on the team.

Begin with the athlete’s interests

Ask what the athlete wants to play and what part of the activity interests them. A student might enjoy moving the ball, choosing a team strategy, keeping a shared score or leading a warm-up. Leadership and participation should reflect the athlete’s preferences, with opportunities to develop sport skills rather than being automatically assigned a sideline role.

Soccer planning example

For a passing activity, discuss the distance, ball, surface and way the athlete will move the ball with the appropriate team members. Build in time to choose a teammate and communicate before the pass. Keep the shared purpose clear while allowing individually appropriate ways to participate.

Basketball planning example

For a target activity, discuss where the target is placed, which ball is appropriate and how the athlete can attempt the skill. Provide a clear turn-taking routine and a way to request another turn, help or a break. The activity leader should select equipment and supports appropriate to the athlete and setting.

Communication belongs in every sport

Plan opportunities for athletes to direct play, celebrate, disagree, request help and stop an activity. Ask how the athlete’s existing communication system will be used during movement and group interactions. Visual directions and predictable routines can be considered with the team, alongside the athlete’s individual access needs.

Build the plan with the people who know the athlete

Use these prompts when discussing an activity. They are a starting point for planning, not individualized exercise or therapy instructions.

• What does the athlete want to do or learn?
• What changes make the space and equipment accessible?
• How will the athlete communicate choices and needs?
• Who will provide any required support?
• How will the group recognize effort, progress and leadership?