Sport for All

Organisation piloting the Good Practice

Secondary School Center Hadžići

Country

Bosnia and Herzegovina

Description of the good practice

The ‘Sport for All’ activity was organized to help students with developmental disabilities develop their motor skills through physical activities. Students created various obstacle courses and challenges that they had to overcome, helping them develop their physical endurance, balance, coordination, and strength. The activity was designed to be inclusive, involving all students, including those with disabilities. It was aimed at encouraging active learning through play and physical challenges, with an emphasis on teamwork and including every student.

Background

This practice aimed to help students with developmental disabilities improve their motor skills through various physical challenges. The activities were designed to help students work on their balance, coordination, and endurance, all through fun and engaging play. The goal was to create an inclusive environment where all students, regardless of their abilities, could participate and improve in physical activities.

Goal: To help students with developmental disabilities improve their motor skills and gain enhanced physical independence and confidence.

Problem to solve: Students with disabilities often do not participate in standard physical activities, so it was necessary to create opportunities for them to develop motor skills in a safe and supportive environment.

Steps to take if you want to implement the good practice from planning to execution and evaluation if included

1. Planning

  • Prepare various obstacle courses and challenges adapted to specific  abilities of the students (using low-budget materials like ropes, boxes, tires, balance beams, etc.).
  • Ensure a safe environment for physical activities and set clear guidelines for using the equipment.
  • Organize teachers and assistants to provide the necessary support to the students.

2. Execution

  • Students worked in groups to overcome obstacles and courses with the support of teachers and assistants.
  • The activities were designed as fun games, focusing on teamwork, while students worked on balance, coordination, and strength.
  • All students were encouraged to participate, no matter how challenging the tasks were.

3. Evaluation

  • Assess students’ progress in overcoming obstacles and improving motor skills.
  • Discuss with students how they felt about the physical activity and what they learned in terms of physical capabilities.
  • Evaluate how much fun the students had and how the activity impacted their socialization and teamwork.

Target group/s of the practice

Primary target group: Students with developmental disabilities who participated in motor skill development activities.

Secondary target group: All other students who participated in the team activities and overcame obstacles.

Number of students involved

20 students with developmental disabilities, 10-15 typical students who participated in the activities.

Benefits, impact on the students and learning outcomes

Benefits for students:

  • Development of motor skills through physical challenges (balance, coordination, strength).
  • Increased physical independence and confidence among students with developmental disabilities.
  • Encouragement of collaboration and teamwork among students, regardless of their abilities.
  • Sense of achievement and motivation for further physical activities.

Impact on learning outcomes:

  • Improvement in motor skills and physical endurance.
  • Increased social interaction and teamwork among students with different abilities.
  • Strengthened emotional and physical independence for students with developmental disabilities.

Suggestions for future users of this good practice

  • Plan different obstacle courses and challenges that are suitable for the abilities of all students, so everyone can participate.
  • Involve all students in team activities, encouraging collaboration and mutual help.
  • Maintain a safe and motivating environment that allows students to overcome obstacles at their own pace.
  • Use different materials and equipment that challenge students but also enable them to successfully complete tasks.

Other languages

Albania – Bosnia and Herzegovina – Kosovo – Montenegro

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