Good Practice Guide, Outdoor Learning and Sport Activities

OLASA
GOOD PRACTICE GUIDE
„Outdoor learning and sport activities”
Project Erasmus+, KA2
2016-1RO01-KA219-024703
The project is financially supported by the European Commission under the Erasmus+ Programme.
All the information we present is the sole responsibility of the project team and the National
Agency for Community Programmes in the Field of Education and Vocational Training and the
European Commission are not responsible for how the content of these statements it is used.
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Table of Contents:
Project description………………………………………………………………………………………………...8
Scenarios of classes……………………………………………………………………………………………...14
“Sport activities, an opportunity for socialization”…………………………………..………….15

Romania
Adapted Bocce...…………………………………….…………………………………………………...…………..16
Looking for treasures and new friends ……………………………………………………………..……..18
Running, smiling and finding a new friend………………………………………………………..……..20
Poland
The movement and the music - social integration of student……...…………………..………23
Ringo – games and fun to tame with equipment …………………………………………….……...26
An integrated group game "Two Fires"………………….....………………………………………..…..29
Turkey
Grabbing the napkin...…………………………………….………………….……...…………………….……..33
I have a doll ………………………………………………………………...................................….........35
The ball through the legs…………………….........................……………………………………....…..37
Italy
Obstacle course by bikes ..............................................................................................39
I trust you .....................................................................................................................41
Living chess ..................................................................................................................43
Portugal
Statues .........................................................................................................................45
Visiting CDN Football Team .........................................................................................48
Mega Dance Class .......................................................................................................50
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“Childhood Games” …………………………………..…...............................................……….52
Romania
Castle...…………………………………….…………………………………………………...…………….............53
Route “ANCIENT OLIMPIC GAMES reinterpreted at CSEI”………………………………..……....55
Puzzle in labyrinth ...................................………………………………………………………..……....57
Playful bowls ......................................………………………………………………………..…….........59
Motor circuit “Come, play with me”.........………………………………………………………..……...60
Poland
Backyard memories of our parents........................................……...…………………...………62
Faster…higher… further… with parents................…………………………………………….……...65
A fun in the field………………………………..………………….....…………………………………….…..…..69
Turkey
The ball through the legs………………………….………………….……...……………………........……..72
Dance with balloons……………………………………………...................................…................74
The racetrack……………………………….........................……………………………………....….........76
Italy
Earthquake........ ..........................................................................................................78
It’s my name!!!............................................................................................................80
The net .........................................................................................................................82
Portugal
Sport activities with family...........................................................................................84
Family Games ..............................................................................................................86
Father’s day.... .............................................................................................................88
“Innovative methods in inclusive environments” ........................................……….…90

Romania
Fun route...…………………………………….…………………………………………………...……….......……91
Climbing with a friend..........................………………………………...............................……...94
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Practical math ......................................……………………………………………………....…..……..96
Poland
Fun and games in teaching athletics....................................……...…………………....………98
Badminton................……………………………………………...........................................……...103
And you can become a Robin Hood – introduction to archery activities…………....…..106
Turkey
Step board dance………………………….………………….……...……………………….................…..108
The trampoline jumping………………………………………........................................….........110
Picking up the balls…………………….........................……………………………………...........…..112
Italy
Art in action........ .......................................................................................................114
Share our fantasy.......................................................................................................116
Vortex.........................................................................................................................118
Portugal
Football......................................................................................................................120
Capoeira ....................................................................................................................122
Running in the park....................................................................................................124
“Discovering our city through outdoor games” .......................................….…….…126

Romania
Orientate yourself and discover…………….…………………………………………………....…………127
Statues..........................………………………………..…….....................................................128
Map of the tallest most important buildings in the city…………………………..……...…….130
Poland
Sensory games and fun in centre of Kolbuszowa....................……...…………………..……131
Strengthening the muscles of the body on strength devices in the park (outdoor
gym)……………………………………………………………………………………….………………………………134
Winter fun and sports…………..................................................................................….137
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Turkey
Flying the kite………………………….………………….……..........................…………………………..139
Matching pictures with statues …………………..................................................….........141
The traffic education park......................…………………………………….........................…..143
Italy
Guides for a day........ ................................................................................................ 145
Let’s explore our town................................................................................................147
The four corners..........................................................................................................149
Portugal
Goal ball.....................................................................................................................151
Sitting Volleyball ........................................................................................................153
Nautical activities and environmental awareness......................................................155
“Forest school” ........................................................................................……….…158

Romania
Drawing on snow OLASA logo…………….……………………………………….…………...……………159
How to build an igloo..........................………………………………..……...............................160
Human body made out of snow………………………………..……........................................162
Poland
Fun with rope...................….....................................................…...…………………..………163
Games and fun in the forest…………………………………………………………………………………..166
Physical exercises and the history of the region………….........................................…..169
Turkey
Horizon………………………….…………….................................…….……...…………………………..171
Matching the photos …………………..................................................................….........173
Racetrack......................……………………..............................................………………....…..175
Italy
A countryside shelter ................................................................................................ 177
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Folding fan race..........................................................................................................179
Let’s play with the wind..............................................................................................181
Portugal
Laurissilva Hike...........................................................................................................182
Walk in the park ........................................................................................................184
Body board.................................................................................................................186
“Water, air, earth in outdoor activities” ..........................................…….........….…188

Romania
Kites dance…………….…………………………………………………...………..............................……189
Boats on the lake..........................………………………………..……......................................191
Route on the field………………………………..….............................................................…..193
Poland
Climbing on the inflatable wall...................…….............................…………………..………195
Sailing as a form of relaxation………………………………………………………………………………..197
March in the area……………………………………………………………………………….……………..…..199
Turkey
Hopscotch………………………….………………….……................................…………………………..201
Sand - Castle …………………...............................................................................….........203
Trekking on the forest.....................…………………............................…………………....…..205
Italy
Sound paths .............................................................................................................. 207
Sand shapes................................................................................................................209
Centipede race............................................................................................................211
Portugal
Climbing and Rappel Activity......................................................................................213
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Peddy Paper – recreational sports activity.................................................................215
Body board – recreational sports activity...................................................................217
Conclusion ...........................................................................................................219
Authors ...............................................................................................................221
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Project Erasmus+, KA2
„Outdoor learning and sport activities”
We are five European schools, three special schools from Romania, Poland and
Turkey, and two mainstream schools, from Portugal and Italy. Together we
discovered, after intern statistic made by each partner institution, that an average of
85% from activities are indoor. Making a detailed SWOT analysis, one of the reasons
for this issue is the structure and the high quantity of the national curricula that
constrain the teachers to organize indoor activities for an easier transmission of the
knowledge and an easier group management. On the other hand, the initial training
of most of the teachers was to conduct the activities in an indoor environment.
Another reason would be the significant number of students that prefer the
sedentary activities. The causes for this are the modern technologies that attract the
students and the teachers to make use of it in class or during school breaks. Most of
the children and students with disabilities are confronted with negative feelings like
lack of self-confidence and low self-esteem. Because of the fear of failure and to
avoid embarrassment they usually refuse to participate in different sport activities
organized by the school or by the community. By talking to the parents we found out
that they are also confronted with the same fears and they prefer to leave their
children “safe” in front of the TV or computer neglecting outdoor leisure activities.
Sometimes the lack of financial resources and of an adequate space to carry out
outdoor activities is also an important cause for a low number of outdoor activities in
the partner schools.
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The characteristics of the outdoor education:
 offers the possibility of direct contact with nature

 provides many learning experiences
 facilitates the learning process for the SEN students
 leads to personal development of the students
 leads to team spirit development
 offers physical, emotional and intellectual benefits that lead to social
wellness.
This guide is the result of the participation of teachers in the trainings that took
place in each country. It contains scenarios of lessons and extracurricular activities
developed by each partner. It is addressed to parents, teachers, and special
education teachers and the main aim is to facilitate understanding of outdoor
learning and to promote activities not only for students with special needs but also
for all the school community.
This Good Practice Guide is developed by:
 Centrul Școlar pentru Educație Incluzivă Cluj-Napoca, offers educational

services appropriate to primary and secondary school level for approximately
170 children with severe and moderate intellectual disability, learning
difficulties, movement problems and autism spectrum disorders. With our
team of 34 support teachers, we also reach the educational needs of
approximately 400 children with learning difficulties included in mainstream
schools, education at home for those children for whom presence in the
classroom is not possible and education for hospitalized children. Our complex
team of 108 specialists includes special education teachers, teachers and
instructors, psychologists, sport, music, art and religion teachers, speech
therapists, physiotherapists and support teachers. Sport teachers and
physiotherapists involve about 25% of students in sport activities and
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competitions with other students with disabilities from our city, activities
coordinated by the City School Inspectorate. To involve in sport activities
students with reduced motor skills we have a strong collaboration with
Romanian Special Olympic Federation and also strong partnerships with
mainstream schools from our city.
 OZDEBIR Ozel Egitim Uygulama Merkezi 1. Kademe, Kocaeli, Turkey

ÖZDEBİR Özel Eğitim Uygulama Merkezi (Turkey), established in 2008, is a
special school, for children aged 3-14 years. All the children have autistic
spectrum disorder (ASD) of varying degrees. All pupils on ÖZDEBİR Özel Eğitim
Uygulama Merkezi need highly qualified and competent personnel to help
them to develop their abilities and to fulfil their basic needs.
The core subjects we concentrate on and evaluate are: Social skills –
awareness of self and others, Behaviour, Attention / Memory, Conceptual
understanding, Thinking, Communication, Motor skills training, Musicality and
Creativity.
We have 36 students in 8 classes. We have 8 special needs teachers, 1
psychological counsellor, 1 physical education teacher, 2 art teachers, 1 music
teacher and 8 assistant teachers. Our students come from across our province.
Students’ transportation is provided by school bus and the fees are paid by the
state. We would like to share our experiences of how we plan and organise
our work and to learn from the experiences of others. Our ongoing main aim is
to develop our core curriculum so that we are able to meet the varied
individual, educational, social and communication needs of every student.
Therefore it is of great importance that we can meet others with special
knowledge to exchange experiences and to extend our knowledge.
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 Escola Básica e Secundária Dr. Ângelo Augusto da Silva is located in the
center of Funchal, Madeira. Escola da Levada, as it is also known, has about
1200 students, 200 teachers and 70 staff.
Nowadays, the school has a diverse educational offer, including the Regular
Education from 5th to 12th year, the Vocational Education and Courses of
Education and Training, in order to prepare young people in our society to the
work market and the future increasingly competitive, not neglecting the
appreciation and respect for diversity. The School offers a structured teaching
unit for students with Autism Spectrum Disorder and includes students with
other special educational needs in their classes. Almost all of the students,
those who follow the regular curriculum, are full time with their classes. Those
who are not able to follow the regular curriculum and have a specific
curriculum designed according to their needs are part-time and in some
subjects in the class to which they belong to.
Our school has, as well as the entire region of Madeira, a lot of experience
working with students with special educational needs. We still have a long way
to go in the direction of true inclusion, but we have already gained extensive
experience in this area.
Even though the school has developed measures to fight school failure and
early school leaving, which have had some positive effects, our school intends
to increasingly act on prevention, thus avoiding the significant number of
retentions.
The school is also confronted with a number of difficulties not only because of
being an ultra-peripheral region but also because of the island’s geographical
features.
 I.C. “Cassarà-Guida” – Partinico, Italy is a mainstream school attended by 948

students from 3 to 14 years old. It’s located in Partinico, a town of 30,000
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inhabitants near Palermo. There are 120 teachers and 20 non teaching
members. The students come from different backgrounds: well-off people,
students from low class families, emigrants ‘children, disadvantaged students,
pupils with disabilities. Some students are at drop out risk, others reach very
high levels of competences. The school focuses on a learner centered
curriculum and aims the success in education for each one. Our everyday work
is based on promoting tolerance, the respect of the rules and a well treatment
for everybody, the growth of school as a community in which everybody can
feel well and be an active member with a leading role in his/her learning
process. Our teachers train regularly to update their teaching methods and to
develop learners’ competences trying to use strategies that can involve and fit
everyone and help him/her to be successful. Our institution has participated in
Comenius and Erasmus KA1 and KA2 projects about inclusion and inclusive
methodologies with the aim to create an inclusive environment. The school is
attended by about 50 students with disabilities and lots of classes have one or
two of them. It is also seat of the centre for inclusion in our area, a network of
15 schools, with the main aim of fostering inclusion of every student especially
of SEN students, and training teachers about new methodologies
 Zespół Szkół Specjalnych w Kolbuszowej Dolnej, Poland
Special Education School Complex in Kolbuszowa Dolna is meant for children
with the special educational needs. Special Education School Complex is
consisted of Primary Special School, Junior High School and Special Job-
Training School. This is the only institution (concerning the special education)
in the district of Kolbuszowa which brings the students from 5 neighbouring
municipalities. 65 students with mild, moderate, and severe mental
retardation are attending to the School. The institution employee specialized
in needs of children, pedagogical staff in the number of 34 teachers and 13
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members who help teachers in many activities. Students have compulsory
classes but they also attend revalidation classes (according to the needs of
child). Main therapies are: speech and language pathology therapy,
psychological therapy, Biofeedback, Tomatis, psycho-motor support by
W.Sherborne, art therapy, music therapy, gymnastics, general development
therapy with elements of SI, improving and stimulating classes concerning
cognitive processes. In the school students (who want to improve their
interests) can attend to optional classes, mainly: artistic classes, theatre
classes, photographic classes, sports club and choreographic club. Moreover,
the group of scouts exist in the school. Thanks to this project, we want our
students to have opportunity to know peers from other countries, their
learning methods and the most important form of sport activity in their
schools. The majority of our students come from rural areas where they don’t
have any chance to participate in sporting life. Also many of students live in
poverty and pathological families, but what the most significant their disability
doesn’t allow them for full independence. Therefore, as school we try to give
our students chance to improve their social development, including sporting
life. Participating in the project is the best form of integration with peers and
non- disabled people from other countries. Additionally, the project would
help to exchange the experience, knowledge, abilities between teachers from
different schools and participants realizes the impact of sporting activities on
human health.
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Scenarios of classes
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“Sport activities, an opportunity

for socialization”
Objectives:
 stimulating the development of physical fitness and mobility

 learning new sports
 developing spatial orientation and body schema
 developing eye-hand coordination
 promoting social integration
 developing cooperation skills
 training visual-motor coordination
 stimulating communication
 developing cooperation and strategic skills between students
Methodological approaches:
 imitation, demonstration, instruction, task oriented, experimental, practice

cooperative work, pair work, group work, individual work
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Topic: Adapted Bocce
Partner institution: Centrul Școlar pentru Educație Incluzivă Cluj-Napoca, Romania
Grade: it can be played by primary or secondary school students
Short description of the group (number of students, the type of disability):
At least 10 students with severe intellectual disability (5 girls, 5 boys) and 10

students from mainstream school (5 girls, 5 boys)
Time: 60 minutes
Place: Sport field or Sport Hall
Sports equipment and didactic materials: 2 sets of bocce balls, wooden or plastic
frames to limit two fields with length about 7 meters and width of 1.5 meters each.
The introductory part (10 min):
The coordinator teacher:
- organizes the group in girls teams (5 pairs) and boys teams (5 pairs). Each pair is
made of one student with special needs and one student from mainstream school. If
it is possible each group of girls and boys will play simultaneously on different fields,
to avoid long waiting time.
- explains the rules of the game and is making a demonstration.
Before starting the game, the students can practise the throw.
The main part (40 min):
Bocce it’s played with 4 large balls, one for each player, and a ball called Palin -
neutral color. The referee places the Palin ball in the middle of the posterior third
(1/3) of the field, and each player is throwing the large ball as close as possible to
Palin. The first two balls closest to Palin are scored, even if they are from the same
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team. The team that accumulates the first 6 points is the winner. Each team plays
one game against every other team in the group. In this situation, each team is
playing 4 matches in the group, so a team can accumulate a final maximum score of
24 points.
The end part (10 min): The coordinator teacher is naming the teams that
demonstrate a strong communication and cooperation and the teams with the higher
score. All the participants receive a certificate of participation. The students from
mainstream school are encouraged to give interviews about how they felt during the
game together with their partner with special needs.
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Topic: Looking for treasures and new friends
Grade: indicated for 3rd and 4th grade
Maximum 20 students: 10 students from special school, with moderate intellectual

disability, and 10 students from mainstream school
Time: 60 minutes
Place: School yard
Sports equipment and didactic materials: does not require a special sport equipment
Materials: notes with messages (4 notes for each pair); play dough (10 boxes, one for
each pair), board (10 pieces, one for each pair.) The messages from the notes can
have rhyme and it will describe the place where it is hidden the next note.
The introductory part (15 min): First minutes of the activity are for forming the pairs:
one student from the special school will form a pair with one student from the
mainstream school. Advise: let the students choose their pair!
After forming the pairs, the coordinator of the game will explain the rules. Each pair
has 4 numbered notes, coloured in a different colour from the other pairs and hidden
in different places in the school yard. They have to respect de colour of their notes
and the numbering. Each note has a message that will lead them to the next note.
The message from the 4th note will lead them to the treasure (the box of play
dough).
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Each pair will receive the first note. The students will work in team, reading together
the message from the note and finding together the next note, in order to find the
treasure as quick as possible. After finding the treasure each pair will have to discuss
and find in 5 minutes a common favourite sport or game and after that to model it
with play dough in 20 min. If the weather is not appropriate, the modelling can take
place in a classroom.
The end part (5 min): At the end, an exhibition with all the play dough works can be
made and each team will present their common favourite sport and also will describe
how they experienced this activity.
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Topic: Running, smiling and finding a new friend
Grade: indicated for students from primary and also secondary school level.
At least 10 students from the special school with moderate intellectual disability and
the same number of students from the mainstream school.
Time: 50 minutes
Place: Sport field or school yard
Sports equipment and didactic materials: whistle, timer, 10 plastic hoops, plastic
sticks, rectangular box with weights attached on both sides, big balls, small balls,
cones, two mats, rope.
The introductory part (15 min): First minutes of the activity are for forming the pairs:
one student from the special school will form a pair with one student from the
mainstream school. Advise: let the students choose their pair!
After forming the pairs, the coordinator of the game will explain and demonstrate
each stage of the trail. If the activity is organized as a competition, the pairs have to
have one try of the trail before actually competing, but remember that this will
require more time for the whole activity.
Each pair will do the trail as fast and correct as possible. One teacher will stay at the
beginning of the trail and will give the start and also will supervise the pair during the
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execution of the trail stages. One teacher will take the time from the START to the
end of the trail.
Description of the tail: about 75 meters length and is formed of 8 stages:
-5 long jumps in hoops
- walking in balance face to face holding each other’s hands: 5 meters
- the traction of their own bodies on the gymnastic bench with their arms for about 4
meters and handing one to each other a small plastic hoop
- lifting and caring weights among milestones for about 10 meters
- throwing to the target two different balls -
- running 20 meters
- crawling under hurdle, 4 meters
- split a 6 meters rope in half and walk in balance each on one side, holding the end of
the rope, foot before foot until the end.
The end part (50 min): After each pair finishes the trail, the coordinator of the
activity will tell the time of each pair or can do a ranking.
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Topic: "The movement and the music" - social integration of students.
Partner institution: Zespół Szkół Specjalnych w Kolbuszowej Dolnej, Poland
Grade: 1st to 3rd of secondary level
Group mixed type, 8 students with moderate intellectual disabilities, aged 14-17
years old, physically agile and 8 standard students 6th grade (13 years) of
mainstream primary school
Time: 45 minutes
Place: schoolyard
Sports equipment and didactic means: calm music, rhythmic music, tape, pouches,
the mats
Greeting
Students are the two circles. In the inner circle are pupils from mainstream schools
facing their partners from the special school forming the outer circle. Everybody sing
a welcome song and clap their hands rhythmically in pairs.
“ALL ARE, WELCOME YOU
GETTING START - IT IS TIME
I AM, YOU ARE AND WE ARE
ONE TWO THREE”
Students stand slightly astride:
- Slopes side with his arms raised
- Slopes in front with his arms raised
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Implementing the movements to the rhythm of music

- Rhythmic march in pairs - Each child chooses a friend from the other school and
holds his hand.
In the rhythm of the music they perform movements forward, backward, turn to the
left / right holding hands
- "Marionettes" - students form pairs. A student from a public school lies on a mat as
a puppet, second student is puppeteer (a student with special needs school). He
animates the puppet on the rhythm of music by invisible strings "attached" to the
head, torso and limbs.
- "The mime dance" - the students stand in a circle. The selected student comes in
and shows any movement in the rhythm of the music. All participants imitate that
colleague.
The end part (5 min):
Breathing exercises
- Children stand with their feet slightly apart. Hands situated freely at your sides.
Raise arms up by doing a deep breath. They never leave the shoulders down
following the exhale.
- Children stand straight with their feet slightly apart, hands put on the thighs. They
breathe deeply. Breath in through the nose and breath out through the mouth with a
few short breaks. Automatically follows the extension of the chest, which causes the
elevation of the arms. Exercise repeats five times, trying to keep the maximum
concentration.
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Topic: Ringo – games and fun to tame with equipment
Grade: Students aged 10 - 16
Short description of the group (number of students, the type of disability): 6 people
- students with intellectual disabilities, physically disabled, visual-motor coordination
disorders (U1), 6 people - primary school pupils (U2)
Time: 45 minutes
Place: school playground
Sports equipment and didactic means: Ringo rings - 13 times, sashes, pistils -
playground tags, material strips
1. Presentation of the groups, the subject and purpose of the lesson
2. Warm-up Fun "berek statue". Students pair in pairs; they hold together one Ringo
ring. The designated couple is a “Berek”
a) They turn into a statue
b) They are standing still, the statue may be saved by another couple which runs
between them, rescued to return to the game.
3. Sitting in a circle
- Pupils from groups (U1 and U2) do warm up exercises
- The teacher is introducing new exercises
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1. Relay-race with Ringo ring "who's first" "who’s faster", on the "start" command
every runner runs.
a) From point "A" to point "B"
b) brings the Ringo ring from “B” to “A”
c) another runner leaves “A” and takes the ring to “B”
First team who complete the race wins
2. Relay-race with Ringo ring "who throws more accurately".
Four-person teams each with ringo ring. The first team which does the four returns
will win.
3. Train "Ringo"
Teams of three to four people. On the "start" signal, the first runner picks up the flag
and returns to the team. On consecutive laps, one more riders join. The team which
completes the race first, wins.
4. Throws and holds: a) Passes in pairs b) Throw over the tape, in limited space
c) Trying to play one on one
1. Breathing exercises using the "ringo ring".
2. Overview, summary of activities.
3. Farewell to the group.
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Subject: An integrated group game "Two Fires"
Grade: Students aged 18-22
Short description of the group (number of students, the type of disability): Mixed
group, 5 students with moderate intellectual disabilities and 5 pupils from public
school.
Time: 45 minutes
Place: school yard
Sports equipment and didactic means: ball, bollard, ribbon, sash.
Greeting
Warm-up - preparation of the organism for the realization of motor tasks.
"Spring Wind" - exercise with imitation method - windmills in the wind - children
move freely around the hall, the password: “wind” - stop and mimic the movements
of the windmill wings, circulate their arms in accordance with the teacher's
instructions: forward, backward, one-way and both hands
"Frightened horses" - children, running around the perimeter of the wheel, mimic a
galloping horse
Learn to shoot with one hand. The teacher presents correct projections,
Students try to imitate.
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Group game in "Two Fires".
- split the students into two teams,
- they choose team captains,
- play in two groups,
- changing the pitch after the end of the first round,
- Announcing the outcome of the match, congratulating each other and applauding
the winners.
Relaxation Fun "What is this animal?" - Children sit in the wheel, one goes inside and
imitates characteristic movements of the selected animal, the others try to guess
what kind of animal it is. Collection and summary of activities are being done.
TWO FIRES - RULES OF THE GAME
1. The game is played on the volleyball field. Outside the end line of the pitch is the
field of moving "mothers."
2. The game is a volley ball.
3. Time to play - to "beat" all the players of one team.
4. The team consists of 5 players (4 players in the field and 1 "mother") + 2 reserve
players.
5. Changes take place when the game is stopped - any number of changes is allowed,
but not "beats" players who can’t return to the game.
6. Before the start of the game is a lottery (the team that won the lottery starts the
second team has the right to choose half the field).
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7. The game begins with the captain handing the ball to a player from his own team.
8. At one time the team can make 2 passes, the third player has to throw (including
pass to "mother").
9. The player with the ball in hand can’t do more than 3 steps.
10. The player can’t hold the ball in hands for more than 3 seconds.
11. If a player throws a ball over the center line, the ball passes to the opponent, this
also applies to the line after the throw (the game resumes the transfer to the team
from the same place where the line was crossed).
12. If the ball or ball player goes out of the lateral line or the end of the ball when the
ball is in or out of the team, the team loses the ball (the game resumes the "mother"
of the opposing team).
13. If a thrown ball crosses the side line limiting the playing field (out) it passes to the
opponent (the game resumes with the ball being fed to the team from where the ball
crossed the line).
14. "Beat" of player is hit by a ball, the ball hit the ground after the hit (if the ball is
caught by a player from the same point team is not awarded). If the ball hits more
than one player and then falls to the ground, then the ball falls off each hit. Once the
player has hit the game, another player from the team is started, with a player from
his own team (not the last player). "Break" also occurs when a player catching the ball
exceeds the side or end of the ball.
A) Scoring: - big points (2 points - victory, 0 points - a loss), - small points (+1 to +4 -
the number of players in the squad remaining on the playground, after the last hit
team player of the losing team); 16. Group lottery is lead in front of team leaders
before the tournament starts.
17. Matches in groups - each according to the key prepared by the organizers.
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Topic: "Grabbing the napkin"
Partner institution: OZDEBIR Ozel Egitim Uygulama Merkezi 1. Kademe, Kocaeli,

Turkey
Grade: 4-8 grades elementary school
Group mixed type, 5 students with autism, physically agile and 5 students in the
normal school, aged 8-15 years old
Time: 4-5 minutes
Place: schoolyard
Sports equipment and didactic means: rhythmic music, a napkin

Students are divided into two teams as fives and line up opposite from each other on
two sides of playing area, about 20 m apart. The teacher draws a line in the middle of
the area, between two teams. He acts as referee, holds a napkin on his hand,
standing on the line.
The game
The teacher calls one student from each team. Students run and try to grab the
napkin before the other one, as soon as they are called.
The one who can’t grab the napkin first, try to catch his opponent. If his opponent
manages to return his team, the other one is eliminated.
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But if he can catch his opponent and take the napkin from him, then the student who
lost the napkin is eliminated.
The game continues so. The team wins who has more members at the end of the
game.
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Topic: : "I have a doll”

Turkey
regular school, aged 8-15 years old
Time: 4-5 minutes
Place: schoolyard
Sports equipment and didactic means: rhythmic music, tape
The introductory part ( 1 min):
The preparation
Greeting
Students stand in a circle and hold hands, and the music starts.
The game
Implementation the movements to the rhythm of music
Students make moves in accordance with the lyrics of the song. They sit when it says
“she sits if I say sit” and they stand up when it says “she stands if I say stand up”.
Then they come together in the middle and later they go back a couple of steps and
open their arms. Afterwards the students clap the hands and tap the feet.
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The last line repeats two times and everyone stops when the music stops.
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Topic: "The ball through the legs”

Turkey
normal school, aged 8-15 years old
Time: 10 minutes
Place: school sport hall
Sports equipment and didactic means: two balls, six yellow vests and six orange
vests

Greeting
Students are divided into two teams and make a line. The members of the first team
wear yellow vests while those in the second team wear orange vests. Children hold
their legs apart. The teacher gives a ball to the leading student of each team. The race
starts on teacher’s command.
The game
Leaders of each team give the ball back through their legs. Students in behind take
the ball and give it the same way. It continues until the last student in the line takes
the ball.
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The last student in line takes the ball and runs to in front of the line. The fastest team
wins.
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Topic: Obstacle course by bikes
Partner institution: I.C. Cassarà - Guida, Partinico, Italy

Mainstream school – mixed ability groups with students with disability
Grade: indicated for children from primary and secondary school
18 students: standard students and children with intellectual and learning disability
Time: 60 minutes
Place: Playground or a tarmac playing area
Sports equipment and didactic materials: Bikes, helmets, obstacles (cones, activity
rings, buckets). Other useful tools: a long piece of fabric that could be used to make a
“bicycle tunnel” and a water atomiser to make rain.

Set up an obstacle course covering the entire playing area. You can mark up the area
with two parallel lines which the children have to try to stay within. Make the course
narrower in some places. The cones and other objects are placed on the course as
obstacles and are at least 2.5 metres apart. Make a “bicycle tunnel” using a long
piece of fabric which can be held up lengthways by teachers. Make the fabric wave
up and down, so that the children have to duck in order to cycle through it. A teacher
(or a student with physical disability that can’t take part to the obstacle course)
stands at the end of the tunnel using the water atomiser to make rain.
Divide the students in three teams of six people.
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Each team has to cycle in pair (at the same pace) and each pair cycles a round trip
route. Once the first team finishes the course the second team starts while a referee
teacher (or a student with physically disability) keeps time for each team.
The end part (15 min): All the teams stand in a line with their bikes and the referee
makes comments about the course and shows times of each team. The winning team
gets a simple prize.
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Topic: I trust you
Mainstream school – mixed ability groups and students with disability
Grade: indicated for children from primary school and secondary school
20 students: some of them are with moderate intellectual or learning disability

Time: 30 minutes
Place: School playground
Sports equipment and didactic materials: 10 blindfolds, obstacles (small objects,

chairs, ninepins)
The introductory part (10 min): Set obstacles around the area in the school yard.
Divide the students into two groups of 10 people.
Each student from group A has to choose one friend from group B to form a pair.
In each couple, blindfold A student and let B student hold his/her friend’s hand. Each
pair will have one child who has the blindfold and one who doesn’t.
The main part (10 min.): The student who isn’t blindfold has to guide his/her mate
carefully through the path to a safe area.
When all the students are in the safe area, switch the blindfold and, for each pair, put
it on the student who didn’t wear it in the first step. The new couple has to reach
again the safe area.
The end part (10 min): When again all the students are in the safe area in groups of
four, they have share with their friends how they felt during these trust experience.
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Topic: Living chess
Partner institution: I.C. Cassarà - Guida, Partinico, Italia
Grade: indicated for children from primary and secondary school 9- 12 years old
34 students: 32 „Human chess” students (children with mild and moderate

intellectual and learning disability, students with autism included) + 2 players
(children with learning and physical disability or standard students)
Time: it depends on the match
Place: Playground
Sports equipment and didactic materials: the game does not require special sport
equipment but students can wear costumes or symbols representing the different
pieces of chess game.
Materials: A large chessboard and chess board game on a table
The introductory part (10 min): The living chess stands on the large chessboard and
each piece takes his/her place. Two players sit at a table next to the large chessboard
and set the table board game.
The main part (no established time):
The game starts following the rules of chess game and the living pieces move on the
board guided by the two players who give them directions by using the coordinates
(letters and numbers indicated on the sides of the board)
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The end part (5 min): the living pieces can sing a song about chess game showing
their movements, shaking their hands and bowing
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Topic: Statues
Partner institution: Escola Básica e Secundária Dr. Ângelo Augusto da Silva - Portugal
Grade: 9th grade students (14 years old)
23 students, including 2 SEN students (with autism).
Time: 30 min
Place: School gym
Sports equipment and didactic means: 1 ball
Other people involved: 1 physical education teacher
The introductory part (2 min): Teacher explains the mains rules of the game. One
student is selected to be the “curator”, each students of the rest of the class are
statues. Field limits are set.
The main part (25min):
Original version:
1. A person starts out as the "Curator" and stands at the end of a field, against a
wall. Everyone else playing stands at the far end. The object of the game is for
a "Statue" to tag the Curator, there by becoming the Curator and reset ting the
game.
2. The Curator turns their back to the field shouting out “1 2 3 meia meia lua”
and the "Statues" attempt to race across and tag the Wall near the “curator”.
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3. Whenever the Curator turns around, the Statues must freeze in position and
hold that for as long as the Curator looks at them. Whenever his back is
turned, Statues are free to move.
4. If a Statue is caught moving, they are sent back to the starting line to begin
again.
Variation:
5. The object of the game is for the "Statues" to steal the ball that is placed near
the Curator and then trying to move the ball to the starting point without the
“curator” discovering the ball.
6. The Curator turns their back to the field shouting out “1 2 3 meia meia lua”
and the "Statues" attempt to race across and steal the ball near the “curator”.
7. Whenever the Curator turns around, the Statues must freeze in position and
hold that for as long as the Curator looks at them. The”Curator” has 3
attempts to find out which statue has the ball. Whenever his back is turned,
Statues are free to move.
If a Statue is caught moving or with the ball, they are sent back to the starting line to
begin again and the ball is place don’t he starting points near the “curator”.
The end part (3 min): Teacher and students talk about the strategic used and the
importance of team work.
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Topic: Visiting CDN Football Team
Grade: 6th grade (Special Curriculum Class – 13 -14 year old students)
11 students, including 2SEN students (Attention Deficit Hyperactivity Disorder)
Time: 1:30 min
Place: “Clube Desportivo Nacional” - Football Field
Sports equipment and didactic means: footballs, gym equipment
Other people involved: 1 physical education teacher, 1 special education teacher
The introductory part (5 min): Teacher explains the purpose of this visit, focusing on
various aspects of the daily life of a professional football player and the functioning of
the various team departments.
The main part (75 min): Students visit several departments, guided by one of the
football coaches, such as:
 Gym,
 Laundry
 Human resources department
 Medical department
 Restaurant
 Field
 Store
 Trophy room
 Lockers
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 Press conference room
They had the chance to talk and ask questions to some of the football players and the
head coach.
Students had also the opportunity to do some exercises in the gym and games on the
field with some players from the main team.
The end part (10 min): Teachers, students, players and staff talked about the
experience, mainly of the importance of team work.
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Topic: Mega Dance Class
Grade: 7th to 12th grades
63 students (11 SEN – Autism, Attention Deficit Hyperactivity Disorder and

intellectual impairment
Time: 60 min
Place: Schools Sports Hall
Sports equipment and didactic means: sound system
Other people involved: 1 physical education teacher
The introductory part (10 min): Each physical education teacher explains their class
the purpose of this experience. The students position themselves facing the teacher
who will be responsible for the class.
Students, guided by the teacher, stretch and prepare for the main part of the class
with basic dance movements.
The main part (45 min): With the teacher’s orientation, all the students make up
choreography.
The end part (5 min): With each physical education teacher, every class talks about
the way they felt while dancing.
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“Childhood Games"
Objectives:
 Familiarizing children with the old traditional games played by their parents
 Sharing time to play in order to strengthen the parent-child bond
 Developing physical fitness
 Supporting the development of perception
 Developing self-organization
 Stimulating physical and motor development
 Developing spatial orientation
 Developing visual-motor-hearing coordination
 Promoting social integration
 Developing collaborative skills
 Improving perception and orientation in the field

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Topic: “Castle”
Partner institution: Centrul Școlar pentru Educație Incluzivă, Romania
Grade: 5th and 6th
Short description of the group (number of students, the type of disability): 8
students with moderate intellectual disability and 8 parents
Time: 45 min
Place: Sport field
Sports equipment and didactic materials: 7 boxes (20/10), one ball (15cm diameter)
The introductory part: The participants are split in two groups: the students group
and the parents group. The coordinator teacher explains the game, the rules of the
game and makes a brief demonstration.
Rules: 1. Each group will play alternative as defenders and attackers. The group that
scores 7 points is the winner.
2. Each member of the attackers will throw the ball once until they break the castle. If
they don’t break the castle, the groups are changing the role (the attackers become
defenders).
3. The hunt means that the defenders have to touch with the ball each member of
the attacker’s group. The member touched by the ball is getting outside the game.
4. The group that won will start the next game as attackers.
Advice: to eliminate as fast as possible the members of the attackers the defenders
have to communicate and pass the ball from one to another.
The main part: A castle with the boxes is being built. The coordinator teacher
measures 7 steps from the castle in front of the castle and 7 steps behind the castle
and draws a line in each place. The attackers stand at the line in front of the castle
and the defenders stand at the line behind the castle. The attackers throw the ball
until they break the castle. From that moment the defenders take the ball and try to
eliminate each member of the attackers. Meanwhile the attackers have to rebuild the
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castle. Wins the defenders if they eliminate all the attackers or wins the attackers if
they manage to rebuild the castle.
The end part: The coordinator teacher discuses with both groups the strategies they
chose for attacking and defending, the communication inside each group. The
parents are invited to evaluate the student’s involvement.
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Topic: Route "ANCIENT OLIMPIC GAMES reinterpreted at CSEI"
Grade: I-IV grades
Minimum 8 primary-school pupils with severe intellectual disability, accompanied by
their parents
Time: 30 min.
Place: Outdoor, arena or sport field
Sports equipment and didactic means: 2 lightweight dumbbells (for weight carry -
one per team); 2 medical balls (for weight pull - one per team); Ropes, 2 spears
(made of gymnastics sticks - one per team); colour strip for bookmarks
The introductory part: Presentation by the activity coordinator of the purpose of the
meeting and the general description of the "reinterpreted Olympic Games". They
contain four stages to be performed consecutively: running; weight carriage; pulling
weight and throwing the spears. For a better motivation of the participants, without
having the purpose of a competition, the participants were divided into two groups of
4 pairs (one pair = parent-child)
The main part: There were presented the objectives of the game, the rules and for a
better understanding of the task by the students, two teachers (playing the role of
parent-child), demonstrated the route. One pair of each group left the start line at
the same time and followed individual tests as a pair:
• running 15 m up to bookmark,
• have taken and carried the weight (dumbbell) to the next mark where they put
it down
 each caught one end of the string with which the weight (the medicinal ball)
was attached to which they pulled it up to the appropriate mark,
 took the spear that the pupil, guided / helped by the parent threw it.
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The two members of the pair have travelled together, communicating with each
other for a good synchronization and a good accomplishment of the task. After
finishing the route of both pairs, the start for the next two pairs was made, and so on
until all the pairs had completed the route.
The end part: Children (verbal) and parents gave feedback on the game they have
just attended and are rewarded with participation diplomas.
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Topic: „Puzzle in labyrinth”
Grade: I-IV grades
their parents
Time: 20 min.
Place: Outdoor, concrete field
Sports equipment and didactic means: colored tape (red and yellow) for labyrinth
marking; colored on the back puzzle pieces (red, yellow, blue, green); cardboard with
traces of puzzle pieces
The introductory part: For a better motivation of the participants, without having the
purpose of competing, the participants were divided into two groups of 4 pairs (one
pair = parent-child). The game, objectives and rules of the game were presented and
the game was demonstrated by the teachers.
The main part: Each group had a color of the labyrinth: red or yellow. On the way, in
two common boxes (marked with red and yellow), they found several puzzle pieces in
four colors, and they had to choose only a maze-colored piece. At the exit of the
maze, each pair had 2 pieces of puzzle that they had to place in the appropriate
shape. After each pair arranged the two pieces found in the maze, the puzzles of each
group represented the symbol of our school (sunflower) and the symbol of the
Olympic Games (circles).The teachers explained also to the children the significance
of each symbol.
The end part: All the participants were appreciated for the successful work, in which
they were
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Topic: „Playful bowls”
Grade: I-IV grades
their parents
Time: 15 min.
Place: Outdoor, sport field
Sports equipment and didactic means: two twisted ropes on which bowls are
attached with an approx. 1m rope, at a distance of approx. 50 cm between them
The introductory part: For a better motivation of the participants, without having the
purpose of competing, the participants were divided into two groups of 4 pairs (one
pair = parent-child). The game, objectives and rules of the game were presented and
the game was demonstrated by the teachers.
The main part: Two teachers, in each group, held up the string of staggered bowls,
moving it continuously. At the beginning, a parent-child pair (the child in front of the
parent verbally and physically directed by him) went in parallel, avoiding the playful
bowls. Once finished, they fled back to the group, slapping the palm with the next
pair to get it started. Each pair travelled once.
The end part: All the participants were appreciated for the successful work, in which
they were enthusiastically involved. Each team receives an engagement diploma.
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Topic: Motor circuit. "Come, play with me!"
Grade: IV-VIII grades, moderate disabled students
minimum eight students with moderate intellectual disabilities, together with their
parents.
Time: 30 minutes
Place: Outdoor, Sport field
Sports equipment and didactic means: whistle, stopwatch, circles, sticks, balls,
milestones.
The introductory part: The activity starts with the formation of two teams, each team
consisting of at least 4 parent-child pairs. Next there is the description with clear
explanations of each segment of the circuit and the demonstration of the entire
circuit by two teachers. Pairs are allowed to go through the circuit once to see how
they coordinate and synchronize across each segment. The emphasis is on working in
pairs, awareness of the partner's possibilities, giving the necessary time according to
each one's own pace. Each team has its own individual route, starting point and
finishing.
The main part: Teams being formed, two pairs at once can start.
Description: The motor circuit - has a length of 60 m and contains 5 elements in the
following sequence:
1. Students will be tied to the eyes with scarves and will be guided by parents using
only the "forward", "left", "right" words on a marked route (about 10 meters) until
the gym ball is found. Only then the scarf can be taken off their eyes.
2. Side two by two, child and parental movement, holding the gym ball to the chest
without touching it with the hands (10 meters) and leaving it in a circle
3. Running- student and parent holding hands (15 meters)
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4. In a circle of 20 milestones, each pair has to find the "treasure", an object placed
under one of the milestones
5. When finding the "treasure", the student and parent team run by holding hands
(25 meters) until the end of the circuit.
Note: circuit elements 1, 2, 3, 5 are individual for each team. Element 4 is common.
The end part: Diplomas are awarded to each team.
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Topic: Backyard memories of our parents.
Short description of the group (number of students, the type of disability): Group of
19 primary school children with moderate intellectual disabilities with their parents.
Time: 60 minutes
Place: The school grounds ZSS Kolbuszowa Dolna
Sports equipment and didactic means: chalk, gum, eyebrows made out of paper

Greeting.
Children stand in a circle alternating with their parents holding hands.
The teacher explains the subject matter of the course.

Before each play there is a demonstration involving the parent.
"Blind man's bluff"
Selected person stands in the middle of a circle with eyes closed by eyebrows. One
person walks her around and asks and she answers the questions asked:
- “Blind man” what are you standing on?
- On the barrel.
- What's in the barrel?"
- Cabbage and peas.
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-No it's a pity to paw us.
After these words, “blind man” tries to touch someone. Children move around in
confined areas, catching up by touching a “blind man”.
When someone touches someone, their role is changed.
"Two, two, three – wise woman looks"
From all the players a "wise woman" is chosen. She faces the wall with the back on
the other players arraged in a row, next to each other - along the designated line
about 15 meters from wise woman. She, stands facing the wall, says the formula:
"once, two, three ... wise woman looks at you!" and turns to face the participants. At
that time, when the wise woman has her back turned, the participants run to her - as
soon as she finished saying her formula, they had to stand still. Now wise woman
points out the people who are moving - they have to go back to the start. The rest is
still standing until she turns to the wall again and announces the formula. We play
this way until someone comes to wise woman - the first person who will do it, the
next game will become the wise woman.
"Mickey Mouse plays the buttons"
Two people hold X-shaped rubber in their hands and say the words of the rhyme:
Mickey Mouse plays the buttons; Mickey Mouse drinks the juice - tip, tap top. After
these words, the rubber holders put their feet on the rubber; raise their arms,
forming a barrier difficult to pass. The remaining persons must pass over the gum,
under or through the largest hole selected so as not to touch the gum. When
touched, the effect is and the player is swapped.

Thanks for having fun together
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Presentation of diplomas.
Farewell
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Topic: Faster ... higher ... further ... with parents.

Mixed group, 10 students with moderate intellectual disability. Students aged 14-18,
physically active; parents of students.
Time: 45 minutes
Place: school yard or other big place
Sports equipment and didactic materials: chalk, caps, tags

Welcome group, we tell students and parents what we will do.
Students stand with extended legs and do exercises:

- tilt to the side with raised hands
- tilt forward with arms raised,
- turning hands, hips, trunk,
- stretching and elastic exercises
Fun "Run the mouse ..."
Participants are lined up in a circle, holding hands. The mouse is inside, the cat
outside. Cat wants to catch a mouse; participants close his way with his hands.
Everyone says: "The mouse runs away ...cat catches." Every now and then changing
roles with people who make a circle.
The game "CLASSES”
Number of participants optional.
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Didactic means: chalk, stone
We draw a human-shaped field, divide into 8 parts (number 1 to 8) of such size that
we can stand and jump on one leg. Every participant throws a stone on every field,
starting with "1". When he returns he raises the stone, still standing on one leg. The
participant throws the stone to the field with consecutive numbers and jumps as
before. Fun is interrupted when the player:
- stands on two legs
- will not throw the stone to the right field
- will not take the stone
Then the player is changed.
The game „RACE”
Number of participants optional;

Didactic means: bottle caps, chalk
We draw a chalk race route with varying degrees of difficulty. We mark the start and
finish. We set the bottle cap on the start and push it with the fingers towards the
finishing line. The winner is the one who first reaches the finish line. The participant
interrupts the game when the bottle cap falls off the course.
The game „WAR WARNING”
On the ground we draw a circle of about 2-3 m in diameter, and then divide it like a
pizza. Each participant chooses his piece and calls his country, e.g. Poland. Among the
players is chosen the person who holds the ball in hand, runs around and calls "I tell
war on ..." exchanges the country of the war and throws the ball up.
At this point everyone is running. The person ("COUNTRY") that has been called must
catch the ball as soon as possible and shout "STOP". Everyone stops. The person
holding the ball is approaching the selected person (he can only do 3 steps) and must
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hit the ball. If the attempt succeeds, you can "chop off" a chalk piece of the territory
of that state and enlarge your terrain. He does it while standing in his field. However,
if it does not hit the ball of the person, the situation is the opposite. The country with
the biggest territory wins.
Relaxation and respiratory exercises.
Fun silencing "Deaf phone".
Participants form a circle, take corrective position..np. sitting on your knees. The first
person gives information such as "nice day" to another person quietly, to the ear.
Another person passes on this message in the same way. The last person says aloud
what the message was.
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Topic: A fun in the field – chase

2 groups of 10 persons (in every 5 students with moderate intellectual disabilities and
5 parents of students), people to help at every point of task
Time: 120 minutes
Place: Forest or other big a space
Sports equipment and didactic means: cards, pens, sashes, tape, cones, twigs,
branches

Greeting
Familiarization with the course of the game and task groups.
Game Instructions:
The group fleeing to appoint route chase with the arrows and preparation tasks.
Chase Group embarks on 15 - 20 min. after a group of fleeing. Its task is to move in
accordance with the arrows and perform 6 tasks prepared. Solutions of the tasks
should be recorded on cards. Team escaping wins when the task will not be solved.
Chase team wins when the team will catch up the fleeing before reaching for a
particular purpose.
The main part (60-90 min):

The march and the tasks.
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Task 1
Playing Darts (throws darts at a target) Shield hung on a tree. You should choose
three people. Each will perform a throw to the plate. Results are written on cards.
Task 2
Collecting cones into the bucket. The area where the cones are scattered determined.
The group must collect all the cones from the selected space.
Task 3
Collect branches fireplace (attempt to muscle strength; the group must carry a full
bag of branches to finish). Group 1 gets a canvas bag with dimensions 65x105
(centimetres), to which collects branches.
Task 4
The whole group has to overcome the prepared obstacle course. Time to handle the
obstacles is measured .
Task 5
Pouring water from one bucket to another. Group set in series.
Before a group of 2 meters are set to 2 buckets (one empty, the other filled with
water). Team members in turns, pour water using a cup from the full to the empty
bucket. If at the end of a round bucket is not filled they should start another queue,
until the task is solved.
Task 6
You must create a square with sticks, then each participant takes to aim the cone at a
distance of 5 steps. Each participant must perform two accurate throws.
The end part (10-30 min):

Group participants will meet in the clearing. They present their tasks and compare
their results.
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If the chase will end quickly will be "Olympic Forest" in the disciplines of fitness: kicks,
jumps, races, relay events.
Congratulations to the best exchange suggestions for fun . Presentation of diplomas.
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Topic: "The ball through the legs"

Turkey
Grade: classes 2-8 elementary school
Group mixed type, 5 students with autism, aged 8-15, physically agile and 7 students
in the standard intellectual level from mainstream school, aged 12-14
Time: approximately 10 minutes
Place: schoolyard
Sports equipment and didactic means: two balls, six yellow vests and six orange
vests
The preparation
Students are divided into two teams and make a line. The members of the first team
wear yellow vests while those in the second team wear orange vests. Children stand
with their legs apart . The teacher gives a ball to leading student of each team. The
race starts at the teacher’s command.
The race
The leading students of each team give the ball to back through their legs. Students in
behind take the ball and give it to back in the same way. It continues until the last
student in the line gets the ball.
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The end part:
The last student in the line takes the ball and runs to in front of the line. The fastest
team wins the race.
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Topic: "Dance with baloons"

Turkey
Partners: parents
Grade: classes kindergarten - 7 elementary school
Group mixed type, 6 students with autism, aged 6-14 years old, physically agile and
their parents
Time: until the last couple stands
Place: schoolyard
Sports equipment and didactic means: rhythmic music, tape, balloons

Students pair up with their parents. A balloon is given to each pair and they put the
balloon between their chests, then the music starts.
The main part:
The dance
Children and the parents hold hands and begin to dance. The goal is not to drop the
balloon while dancing. They also can’t touch the balloon in the meanwhile.
The end part:
Pairs who drop the balloon are eliminated. The dance lasts until the last pair stands.
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Topic: "The racetrack"

Turkey
Partners: parents
Grade: classes kindergarten - 7 elementary school
Group mixed type, 5 students with autism, aged 6-13 years old, physically agile and
their parents
Time: 7-8 minutes
Place: schoolyard
Sports equipment and didactic means: rhythmic music, tape, boxes, hula hoops, a
slide, a tunnel, some cones

Students make a line with their parents waiting in the start line. The race starts by the
whistle. They run as a pair with their parents.
The main part (5-6 min):
The race
The student pulls down the boxes of tower, jumps over hula hoops then slides down.
After, he/she goes around the cones and crawls through the tunnel. Finally he/she
comes back to start and builds a tower from the boxes. The parent accompanies and
helps the child during the race. The pairs race in order.
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The end part:
The race continues until the last child-parent pair completes the racetrack and the
game ends.
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Topic: Earthquake
Grade: indicated for children from primary and secondary school and their parents
Big or small groups: standard students and children with intellectual and learning
disability
Parents can take part
Time: 20 minutes
Sports equipment and didactic materials: nothing special
The introductory part (10 min): First the teacher revises which side of the body is
“RIGHT” and which one is “LEFT” with all the students.
Then students and parents “build” the house gathering in groups of three people:
one will be the right wall of the house, another will be the left wall of the house and
the third one will be the owner (this role is simpler so it’s the appropriate role for the
students with disabilities). One person is out in the middle among the “houses”.
A student or a parent (the referee) calls the part of the house that has to move (for
example „right side” or „left side” or „owner”) and as soon as he/she shouts the
name of one of the three sections the people who are taking that role have to run
away from their place and look for another place in another house. In the meantime
the person who is out has to take a place in a house so another guy will remain out to
wait for next round to take a new place in a house. The referee can also shout
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„EARTHQUAKE” and this means that all the roles change and all the people destroy
their houses and run to look for other two mates to build a new house. Even in this
case the person who stays out has to find two mates in order to take the place of
another guy.
The end part: At the end of the game students and parents can notice that it is easy
to play even with other people that you don’t know well and that they have played by
cooperating with all the other mates.
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Topic: It’s my name!!!
Grade: indicated for children from primary level and their parents
a small group of students: standard students and children with intellectual and
learning disability
Time: 15 minutes
Sports equipment and didactic materials: a ball
The introductory part: All the players stand in a large circle and one of the child or
parent has got the ball.
The main part: The person who keeps the ball has to call aloud one of the players’
name while launching the ball high horizontally (from the bottom to the top). The
person who is called has to run and catch the ball as soon as possible while all the
other people have to run away as far as possible. After taking the ball he/she has to
cry “STOP” and everybody has to stop immediately.
The end part: To win the round, the person who keeps the ball, at the end, has to
launch it to hit one of the players. If he/she hits a player, this last one will call the
next name launching the ball, but if he/she doesn’t hit anybody this same player will
continue for the next round.
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Topic: The net
Grade: indicated for children from primary
Time: 10 minutes
Sports equipment and didactic materials: a rope, tape to trace the area of the “sea”
The introductory part: The teacher explains the rules of the game giving a place to all
the participants: one guy or one parent is the fisherman and stays in one of the
shorter sides of the rectangular shaped area. He/she has got a rope that he/she will
use to tie the hands of the fish he/she is going to catch.
The other children and parents are the fish and they stand on the opposite side. They
have to run from one side to another trying to remain free while the fisherman has to
fish them by touching each one with his/her hand.
The main part: Everybody starts running. The fisherman runs towards the fish trying
to touch as many as possible and take the fished people to the opposite side of the
area. There he/she ties their hands with his/hers to make a sort of net and they have
to run again towards the other fish all together trying to touch all the other people.
The end part: The game finishes when the last fish is caught. As a prize, the last fish
will be the fisherman in the next round.
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Topic: Sport Activities with family I (S. Silvestre Run)
Grade: secondary level

students (2 students with moderate intellectual disabilities and 1 with cerebral palsy),
9 parents, 22 teachers and 7 school employees.
Time: 2 hours
Place: centre of the town
Sports equipment and didactic means: running and walking equipment
Gather all participants to the running and walking competition near the starting
point.
Distribute the racing bibs to all participants. Warm up.

Individually or in groups, participants run or walk the 5 km course set.
The student with cerebral palsy is accompanied by her mother and a group of
classmates during the race.

After the race all the participants gather for a “family photo” and stretching
exercises.
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Topic: Family Games
Grade: 7th grade students (12 years old)
Short description of the group (number of students, the type of disability): 14 adults
(parents), 14 students, including 2 SEN students (with autism).
Time: 1:30 h
Place: School gym
Sports equipment and didactic means: hula-hoop’s, bench, roller skate, sticks and
vests.
Students introduce their parents to the rest of the class.

Teacher introduces the activity with a brief explanation of the purpose of the activity.

“Gym games”:
Student’s vs. parents.
Each team has to complete 3 specific tasks using
Hula-hoop’s: (1) -both teams organize themselves in a circle holding the hands of the
colleagues on the side. A hula-hoop is placed over two team members. Without
letting go the hands, the hula-hoop must go round the circle. The team that first
finishes a complete circle wins the move.
Benches (2) – The goal of this game is to cross the width of the handball field without
putting your feet on the floor, using two benches. Each time a team member puts
one foot on the floor, the team has to return to the starting point.
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Roller skate (3) - each team member has to travel a distance on a skateboard with
the help of sticks (cannot place their feet on the floor) towards the opposite side.
There, he/she delivers the skateboard to his/her colleague who, in the same way,
goes the reverse course. The team that completes all the courses first wins.
Tic Tac Toe relay (4) - The game will be played 3 versus 3. Each student/parent will
have 1 placement marker (vest). On go, the first person from each team will run
down to the tic tac toe board and place their marker in one of the hula-hoop’s. After
they place the marker, they will race back to their line to high five the next team
mate in line. The next student/parent will then place their marker in an open hoop.
The goal is to have your team get 3 in a row (horizontally, vertically, or diagonally). If
all 3 markers have been played and there is no tic tac toe, the next student/parent in
line will run down and move one of their own team markers in to an open hula-hoop.
The next team in line will stand behind the hula-hoop and judge the game. After the
game is over, the winning team will stay and play again. The judging team will come
on to challenge, and the next 3 in line will judge the next game. The game will
continue to cycle through.
Stretching exercises in group.

Students tidy up the equipment used.
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Topic: Father’s day
Grade: 6th to 9th grade students (11 to 15 years old)
Short description of the group (number of students, the type of disability): 19 adults
(parents), 22 students including 5 SEN students (Autistic Spectrum, moderate
intellectual disabilities, Attention Deficit Hyperactivity Disorder and intellectual
impairment).
Time: 1:30h
Sports equipment and didactic means: balloons, hula-hoops, handballs, cones
Each student introduces their father to the rest of the group. Teacher introduces the
activity with a brief explanation of the purpose of the activity.
 Warm up drills – coordination and strength exercises.
 Relays – Drop and Pop: the group is divided into two even teams. Provide each
team with balloons - one balloon per team member. Inflate the balloons, so each
is roughly the same size. Set up a chair for each team at a destination point.
When the relay gets underway, the first member of the team carries a balloon to
the chair, drops the balloon on the chair, and then sits on the balloon until it
pops. When the balloon pops, the student runs back to his or her team and tags
the next person in line. The relay continues until the last student in each team
has made it back to the line. The first team to finish wins.
 Human Hurdle: the group is divided into two even teams and each player is
lying in the ground (with wide space between each other). The last one of the
group gets up and runs over the bodies in their group, towards the finish line –
until he gets to the first position.
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 Three legged race: each group (parents and students) break off into pairs. The
shoe laces are tied together the inside ankles of the pairs while they stand hip to
hip. Mark off a starting line and finish line for the players to race through.
 Hooping It Up In this activity, the group is divided into three even teams and join
hands in a circle. One person has a hoop over his right arm. When the relay
starts, the one with the hoop over an arm steps into and through the hoop so it
rests on his left arm. Then the hoop is slid onto the right arm of the
student/parent to the left. That one repeats the process. The first team to pass
the hoop around the circle without dropping hands wins.
Stretching exercises and students tidy up the equipment used.
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"Innovative methods in inclusive

environments"
Objectives:
- stimulating physical development, general and specific physical fitness

- learning new sport games and games in general
- working in teams in an inclusive environment
- promoting a healthy lifestyle through physical activity
- enhancing self-control and the respect of rules
- developing cooperation and communication between game partners
- increasing motivation in learning through outdoor didactic activities
- increasing self-esteem and self-confidence
- considering peers as a resource

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Topic: „FUN ROUTE”
Grade: primary school level
Short description of the group (number of students, the type of disability): Twelve
primary school students participate in the activity - 6 SEN students integrated in the
mainstream school and 6 of their classmates (typical students)
Time: 60 min.
Place: Sports ground
Sports equipment and didactic means: sportswear; 2 balloons; 12 coloured plastic
glasses - 6 for each group (3 colours: 2 blue, 2 yellow and 2 red); sugar water; salt
water; lemon water; 2 sets of 7 cards with letters that can be arranged as a word
The introductory part: Presentation, by the activity coordinator, of the purpose of
the meeting, the stages of the route and the importance of teamwork. The route
contains four parts: I. "Uups"; II. "Empty and turn!"; III. "Up-Down Together!" and
IV. "Form the word!"
Participants were divided into two groups of 6 pupils of 3 pairs (one pair = one SEN
pupil and one typical pupil).
In pairs, the students will find out from his colleague: name, favourite food, favourite
sport, favourite school subject, what do I like about him? Each student will present
his fellow mate in front of the colleagues from both groups.
The main part: Presentation of the route objectives and rules.
I.Ups!
Each group receives a balloon. Holding their hands in the circle, they will strive to
keep the balloon in the air without disengaging their hands, striking it with any part
of the body. If the balloon falls, the group "loses" its hands; they will keep the balloon
in the air, if it falls again, the group will "lose" the legs, then the heads. When the
group "lost" the heads, they have lost the test. Pass to the next test:
II. Empty and turn!
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On a table there are placed, 6 glasses on each side, of 3 different colours - 2 each
colour. Within groups, students are organized in pairs (two). Each pair will choose a
colour and in the order of the chosen colour they will begin. The first are the blue
glasses containing water with sugar. The pair drinks the content and then places the
glass with the bottom down, half out of the table, and with his finger will lightly hit it
on the bottom side to turn it down on the table. When both have succeeded, the
next pair can continue with the yellow glasses containing salt water preceding the
same, and then the third one will go to the red glasses containing lemon water. The
winner is the team that finished first and they will pass to the next test:
III. "Up-Down Together!"
Within groups, pairs (2 pupils) are formed, sitting back to back holding arms at the
elbows level. The pair will try to sit crouched on the ground and then stand up,
without disconnecting the arms. After 2 successful trials, the students group three by
three and try to do the same exercise twice. Then the entire team is sitting back to
back, holding arms (close) and trying to get up and sit down at once. (2 times)
After test completion they proceed to the following test:
IV "Form the word!"
Each group receives the same letters that, by co-operation, have to be transformed
into meaningful words.
R O M Â N I A (Romania)
A R M O N I A (Harmony)
The end part: Students and teachers provide feedback on the activity they have just
attended and are encouraged to describe their feelings during the activities.
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Topic: „Climbing with a friend”
Grade: primary school level
Short description of the group (number of students, the type of disability): There
are 12 elementary school pupils - 6 SEN pupils integrated in the mainstream school
and 6 of their colleagues (typical pupils)
Time: 90 min.
Place: outdoor in an authorized place for climbing
Sports equipment and didactic means: sportswear, the climbing equipment, climbing
panel (provided by the Park)
The introductory part: The purpose of the activity is briefly presented and then it
continues with a partner trust exercise. Students form pairs (an integrated and a
typical student), sitting face to face with their hands resting on their colleagues
shoulders. This way they will be leaning back slightly by pushing their arms, trusting
that the partner will not drop his/her hands. They move away as much as both
partners feel safe. The other exercise is “The Balance”: the pairs sitting back to back
and hands caught at the elbows; alternatively each student is supporting his pair for
10-15 seconds on his back. This way he will become aware of this weight, helping
him/her at the climbing exercise.
The main part: The activity continues at the climbing panel where all the students
were trained by an instructor from the adventure park. Reunited in pairs they
discussed and decided who will climb first and who will support first, and then the
roles will be reversed.
The harness and the supporting rope were installed on the pupils who climbed first
also to the partner who supported the climber. For safety, behind the partner who
was on the ground for support, there was the instructor (for maximum safety).
Students started to climb, the partner on the ground giving indications where he
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could set his foot for stability and a better climb. Then the roles were reversed, as
well with physical and verbal advices and support.
The end part: Students were divided into two groups, placed in a circle, having
received identical cards representing emotions. Each student was asked to take down
the emoticon which he/she considers it answers the question: "How did you feel
when you learned that you had to get up and student X to support you?" Students
from both groups chose fear, distrust or panic. Then they were asked to think about
the end of the climb: "How did you feel after you climbed, when you came down"
This time all students choose positive emotions: joy, happiness, trust.
Some moments were discussed about the importance of trust between partners.
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Topic: „PRACTICAL MATH”
Grade: secondary school level
Short description of the group (number of students, the type of disability): Twelve
secondary school students participate in the activity - 6 SEN students integrated in
the mainstream school and 6 of their classmates (typical students)
Time: 50 min.
Place: Sports ground
Sports equipment and didactic means: 2 buckets of 5 liters each; 2 bottles of 2 liters;
2 graduated glasses at 50 ml, 100 ml, 150 ml and 200 ml each; 2 flat plates; 12 clips (6
for each group); string.
The introductory part: Presentation, by the activity coordinator, of the purpose of
the meeting and the stages of the activity. The activity will include a part of the
learning about the group and one of problem solving through co-operation.
The main part: The route objectives and rules are being presented.
Participants are divided into two groups of 6 pupils (3 typical students and 3
integrated SEN pupils).
It starts with a group knowledge exercise, which asks them to answer the following
questions:
1. How many years does the group have? _______
2. How many brothers does the group have? _______
3. How many sisters does the group have? _______
A representative of each group will present the obtained data to everyone.
Water Transport:
The following materials are available for each group: 1 bucket of 5 liters of water, 1
flat plate, 1 graduated beaker (50ml, 100ml 150ml, 200ml), 6 clips with a 1m cord
each, 2 liters empty container.
Problem:
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In a bucket there are 5 liters of water. From this, 450 ml are taken and transported in
another vessel according to the following rules:
a). Different quantities of water are transported:
____ ml + ____ ml + ____ ml = 450 ml;
b) Each transport will have a different number of members and each pupil will
participate at least once;
c) If the cup is shed, the team will return to fill it and re-route.
At the end, the water transported in the container will be measured and compared to
the quantity requested.
If it does not coincide, the reason will be discussed.
The end part: Students provide feedback on the activity they have just attended.
There is an appreciation upon the collaboration between members of each group.
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Topic: Fun and Games in teaching athletics
Grade: 6th grade of Primary School, age 12-14

Mixed group, students with intellectual disabilities and pupils from mainstream
school aged 12-13 years - inclusive classes
Time: 45 minutes
Sports equipment and didactic means: sashes, tags, flagstones, wheels, soft balls,
relay sticks, athletic hurdles

Welcome group, familiarize students with the purpose and subject of the classes.
PRE-FUN
Game "Berek"
Half of the participants have sashes. Berek starts pursuing a quest to capture
someone. Who is in danger is choosing a pair so that one of them have a sash, the
other not. In another situation they may be caught and change roles from berek.
Formative exercises:
- arm exercises
- torso exercises
- leg exercises: stretching, strengthening, skips A, B, C
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Relay "Numbers"
Students divided into 4 teams. With settings on the line, they start the called
numbers, e.g. "1" or "2" or "3" or "4". The last person who reaches the finishing line
performs additional exercises.
P-flag
0 -> I
0 I
0 I
0 I
0 I
0 I
0 I
P-flag
Relay "REFLEKS"(up)
Starts and runs of participants from different start positions to finish line, such as
front standing, back standing, kneeling, lying down, etc.
Plant potatoes
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Number of participants is odd. Two teams set on the "START" line. The first one runs
out and "plant" the potatoes in the designated places, rolls the flag and goes back to
her row. Touch a partner on return gives him signal to start. Next coming back he
gathers "potatoes" and give it to next person the in row. Wins the team which was
quicker to collect "potatoes".
Added jumps (up)
The two teams compete with each other by adding the length of the jumps to both
players' legs. Win the team that will get more distance.
Relay pendulum
One team players set in two teams at a distance of 20m from each other. A player
from the "START" line puts the baton on his team-mate behind the finish line, which
in turn refers to the starting line, etc. Wins the team that will change his place
completely.
Relay run through hurdles (up)
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2 teams compete with each other. One set in two groups A, A ', the other in two
groups B, B'. Group A player, B signal towards A ', B' players who come back to
overcome hurdles. It wins the team that first beat the tour.
Tension and flexibility exercises - slow rate.
Fun "DEAF PHONE"
Participants in the circle, they take corrective position (eg cross-legged, kneeling) The
first person passes information such as "nice day" to another person.
The purpose of the fun is to pass the correct information to the last person.
Overview, summary of activities.
FAREWELL
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Topic: Badminton - practice and fun with the technique of playing the game
Grade: VI, VII grade of Primary School and Secondary School

Mixed group, four students included in the public school class
Time: 45 minutes
Sports equipment and didactic means: badminton racket, badminton shuttlecock

(aileron)

Welcome, give a lesson topic
Warm up:
- Run in circle- one and two shoulder circulation forward and back.
- Skip A, B, C, run sideways, back, cross.
- slanting torso, torso left and right.
- stretching exercises in standing position, sitting (straight, horizontal, and lying).
Fun and tame exercises with a racket and aileron
1. "Berek" one of the students gets aileron of other players running around the field.
One who’s caught changes "Berek".
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2. Two groups stand on the sports field separated by a central line. Each side has the
same number of ailerons. On the signal, players try to throw all ailerons from there to
the opponent's side as soon as possible. The team that has fewer ailerons on his site
wins.
3. Students run around the sport field. On the ground are located rackets - one less
than the participants. At the signal each student grabs the nearest racket lying on
ground. The one who did not manage to get a racket in this way is out of game. By
reducing the number of rackets, the game continues until two players are left.
4. Holding the aileron on the racket in right and left hand, we make arms circulation.
5. Passes aileron to partner.
6. Passes aileron by partners standing on the gym bench.
7. Simplified game -1x1
Breathing exercises - cross sit
Exercising the back muscles "Seal"
Collection
Distinction of the best students
Thanks
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Topic: And you can become a Robin Hood - Introduction to archery activities
Grade: upper secondary grades – age 15-20

Mixed group, 6 students with moderate intellectual disabilities and 8 pupils from
public school. Students aged 14-17, physically active.
Time: 60 minutes
Place: shooting range “ORLIK” in Głogów Małopolski
Sports equipment and didactic means: arrows, shields, balloons, apple

Greeting
Introduction with the construction of various arches, shooting, learning the safety
rules during shooting classes
Warm-up - preparation of the organism for the realization of motor tasks.

1. Taking shooting position with the help of an instrument
2. Self-tensioning and releasing chord of the arc
3. Self-taking of the shooting position with an arrowhead on the chop
4. Target shooting (shield, balloon, and apple) in two groups
Organizing the shooting range, memorial photo, giving prizes in the form of eagle
feathers, thanks.
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Topic: "Step board dance"

Turkey
Grade: grades 1-8 elementary school
Group mixed type, 5 students with autism, aged 7-14 years old, physically agile and 5
students in the standard intellectual level from mainstream school.
Time: 5 minutes
Place: schoolyard
Sports equipment and didactic means: rhythmic music, step boards

Students stand in a line facing the teachers. They wait in front of the steppers. After
they warm up, the dance starts with music.
The dance
Firstly, students begin with right foot. They step up, clap hands and step down and
switch the foot. Then, they step up with the left foot, clap hands again and step
down. After some repetitions, they stand next to the step. They step up and down in
the same way. It continues until the music stops.
The end part (2 min):The movements are completed. Students take a deep breath
and exhale several times to cool down.
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Topic: "The trampoline jumping"

Turkey
Time: approximately 6 minutes
Place: schoolyard
Sports equipment and didactic means: the cones, a trampoline, a mat

Cones are put in a row, the trampoline and the mat are placed. Students standing in a
line, wait for the start of the race.
The race
Firstly, they run in a zigzag pattern around the cones. Then they jump onto the
trampoline and jump off the mat. They take a bow at the end and come back to line.
Students race one by one.
Breathing exercises
After the participation of the all students, the race ends. Children take a deep breath
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and exhale several times to cool down.
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Topic: "Picking up the balls"

Turkey
Time: 6 minutes
Place: school sport hall
Sports equipment and didactic means: rhythmic music, tape, balls, two buckets and
an inflatable pool
Greeting
Children are divided into two teams with their mothers and make a line as pairs.
There are two buckets 1 m away and an inflatable pool 8 m away. The race starts by
the whistle.
The Race
The first pair of each team holds hands and runs towards to the inflatable pool. The
child and the mother take one ball for each and throw it to the team’s bucket. They
come back to the line and give a high five to the next pair and go back of the line.
Pairs keep collecting the balls and the race continues until the music stops.
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The race ends when the music stops. Teachers in charge count the balls. The team
which has more balls wins the race.
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Game: Art in action

Mainstream school – mixed ability groups (children with disability included)
Grade: indicated for children from primary school and secondary school
8 students: some of them with autism, physical or/and intellectual or learning

disability
Time: 40 minutes
Place: School playground
Sports equipment and didactic materials: a large canvas (or a bed sheet, white card
stock or wrapping paper), paints, brushes, sticks, sponges, leaves...
 The introductory part (10 min): Put the canvas (or sheet or the wrapping paper)
on the floor in a large area and set all the paints and other materials near it.
 The main part (20 min.): Students stand around the canvas and start painting it
freely with spontaneous rhythm. The paint can be dribbled, splashed or smeared
onto the canvas and the children move around it and decide when, where and
how to add more paints changing colours and/or painting objects. After the first
decoration they observe the canvas and can modify it by splashing more paints
or adding brushstrokes or painting some parts by using sponges, their hands,
leaves or other objects.
 The end part (10 min): Everybody observes the work and tells the other students
how what he/she can see or imagine looking at the painted canvas. Before
letting it dry, the students, guided by the teacher, give the canvas a name.
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Game: Share our fantasy

Grade: indicated for children from primary school
16 students: some of them are with physical or/and intellectual or learning disability
Time: 30 minutes
Place: School yard
Sports equipment and didactic materials: paper, pencils, rubbers and colours.
 The introductory part (15 min): Each student working individually has to imagine
a simple, colourful landscape with plants and animals and then he/she has to
draw and colour it without showing his/her mates.
 The main part (20 min.): Once the drawings are done, in pairs, each student has
to hide his/her work and give instructions to his/her partner to make the same
drawing, When student A finishes to describe his/her drawing, students B start
giving his/her instruction.
 The end part (5 min): Once done, the partners have to compare the drawings and,
the whole group will decide which couple is the winner (the couple who has
done the most similar drawing).
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Game: Vortex

15 students: some of them are with physical or/and intellectual disability

Time: 50 minutes
Sports equipment and didactic materials: vortex
 The introductory part (15 min): Mark out a 50 metres long and 15 metres wide
area using tape or cones. Mark out a throwing line too. Students stay behind the
line.
 The main part (30 min.): In turn, each student throws the vortex trying to win the
game with the longest throwing.
 Students can throw the vortex from a standing position or run up and throw it.
The throw is measured and recorded on a score sheet.
 He/she must throw the vortex over-arm in a ball-throw action.
 Each student gets three consecutive throws.
 During the throwing the student’s foot mustn’t touch or cross the marked
throwing line and the vortex can’t land outside the throwing area. If one of
these things happens it is a „ no throw„ and it won’t be measured.
 The Referee teacher (or student) determines if the throw is valid or not.
 The end part (5 min): Prize giving: the winner is the student who has scored the
longest throw.
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Topic: Football
Partner institution: Escola Básica e Secundária Dr. Ângelo Augusto da Silva, Portugal
Grade: 6th grade
Short description of the group (number of students, the type of disability: 20

students (4 SEN – Autistic Spectrum)
Time: 45 min
Sports equipment and didactic means: soccer balls, vests, cones.
Warm up drills – coordination and strength exercises.
Students are organized into small teams/group. In each group there is a SEN student.
1. Specific football drills – dribbling the ball towards the goal and shooting;
2. Reduced and conditioned football game
Stretching exercises. Teachers and students talk about the importance of working
together as a team.
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Topic: Capoeira
Grade: 6th grade
Short description of the group (number of students, the type of disability: 25

students (3 SEN – Attention Deficit Hyperactivity Disorder and intellectual
impairment)
Time: 45 minutes
Sports equipment and didactic means: drums
1. Teacher explains their class the purpose of this experience. The students
position themselves facing the teacher.
2. Students, guided by the teacher do short stretching exercises
1. The students run freely through space to the drum beat played by the teacher.
Whenever the sound stops students should stay still.
2. “Ginga” – students practice the basic swing.
3. Combination moves (Ginga, esquiva, kicks) – students learn sequences of
different moves.
4. “Roda” (Capoeira circle) - students are given the opportunity to apply
movements in real context and to bring class together, with the purpose of
building a sense of community by participating in the "roda" (Capoeira
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circle). Everybody has an important role in the circle, whether playing in the
circle or making the music; clapping, drumming and singing.
Teacher and students talk about the Brazilian culture and the philosophy of
Capoeira.
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Topic: Running in the park
Grade: 5th to 12th grades
students (23 SEN – Autistic Spectrum, moderate intellectual disabilities,
Attention Deficit Hyperactivity Disorder and intellectual impairment)
Time: 45 min
Sports equipment and didactic means: whistle; warning tape
All participating students and teachers walk to the park which is about 800m from
our school. At the park, students are informed about the start time for each age
group, as well as the distance and course.
According to the previously established schedule, the students perform their race.
Students, who wait for their turn to run or have already completed their competition,
are engaged in playful activities in the park.
Awards ceremony - all the participants (students who ran, students who helped the
organization and teachers) gathered in the amphitheatre of the park. Medals are
awarded to the top three runners in each race (age / gender). The group returns to
school.
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“Discovering our city through outdoor

games”
Objectives:
 discovering the surrounding environment

 acquiring culture and historical knowledge
 stimulating physical development
 developing coordination
 developing cooperation skills in pairs and in a team
 getting to know new active forms of spending free time

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Topic: „Orientate yourself and discover”

students with moderate intellectual disability
Time: 45 min
Place: National Ethnographic Park, Cluj-Napoca
Sports equipment and didactic means: map of the park, colourful cards (one colour
for each team), does not require special sport equipment.
The introductory part: The theme and objectives of the activity are being presented.
Students are organized in two equal number teams (6 members in each team) and
about the same training level. They are placed behind a depletion / arrival line.
Within each team, students will set the roles: one will read the map, one will look for
the clues (colours cards), one will tell the particularities of the houses, one will write
down and one student will help where she/he feels it is needed.
The main part: The two teams receive a map of the route after which they will head
to get the clues one at a time. Each route has 8 points (traditional houses) marked on
the map, four of the houses hide a clue that students have to find. Students will also
note two particularities for each traditional house on the given route.
The teams start, and each team is accompanied, encouraged and guided by two
teachers (who have also set up the routes and put the clues).
The end part: On return, the clues found are being checked. Each team presents each
other in front of the other and presents the houses, so both teams will learn more
about ancient traditions. There is a brief discussion upon the teamwork experience,
the orientation by the map and the possible impediments on the route.
An appreciation is being made of the work of both teams.
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Topic: „STATUES”
Partner institution: Centrul Școlar pentru Educație Incluzivă, Cluj-Napoca, România
Short description of the group (number of students, the type of disability): 5-6
pupils with severe intellectual disability
Time: 50 min.
Place: Centre of Cluj-Napoca town
Forms: in group and individually
Sports equipment and didactic means: does not require special equipment; pictures
of statues in the centre of Cluj-Napoca (3-4 pictures for one statue, taken from
different angles)
The introductory part: The theme and objectives of the activity are presented.
The main part: Students, led by teachers, travel through the city centre from one
statue to another. Students look at the statue in front of which they are and describe
it in broad terms. They search for and identify the statue among all the images made
available. Name the statue with the help of the teacher. Students name the place
where that statue is found in the city (e.g. the statue of Avram Iancu, is located in
Avram Iancu Square in front of the Orthodox Cathedral). Each student is encouraged
to identify at least one statue.
The end part: Looking at the images, each student renames the statue he/she has
identified earlier. Appraisals are made on students' participation in the activity.
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Topic: „Map of the tallest most important buildings in the city”
Short description of the group (number of students, the type of disability): 7 pupils
with moderate intellectual disability
Time: 45 min.
Place: Point view of the city: „Cetățuie” Hill
Forms: team
Sports equipment and didactic means: does not require special equipment; cork
panel, pictures of buildings, scissors, glue
The introductory part: Students cut out the images of high and important buildings in
the city, as well as the "Someş River" that can be seen from that place.
The main part: Students look to the city and identify the high buildings they know,
and then the others with the help of the teacher. Identify among the cut-out images
the named building. Students identify the points in the space of the panel, which will
represent the map, where each building should be placed. Each student glues the
image of the identified building after spatially orienting it to the place where it is
located related to the other buildings.
The end part: Looking at the map, they will repeat the location of each building by
revisiting it again in the city plan. Getting back to school the group stop near those
buildings they pass by and where included in the map and talk about it. At school the
map is finished by completing it with other details they consider necessary: symbols
for parks, neighbourhood’s delimitation etc.
Appraisals are made on students' participation in the activity.
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Topic: Sensory games and fun in the center of Kolbuszowa.
Partner institution: Zespół Szkół Specjalnych w Kolbuszowej Dolnej
Grade: primary school students
Mixed group, 8 students with moderate intellectual disabilities.
Time: 45 min
Place: city center
Sports equipment and didactic means: Rhythmic music, tape recorder, pouches,
sashes, ringo rings, skipping rope, Klanza sling, volleyball, leaves, benches, board
game "Class"
The introductory part (5 min): Organizational and ordering exercise - determining

the boundary of the exercise place, discussing security rules in a public place.
"Meeting with nature"
Children run around the designated square and collect "elements of nature" -
leaves, sticks, flowers, acorns…
"Human anatomy"
Children on the teacher's command touch the following body parts: eye, ear, knee,
heel etc ..., taking into account the correct (left, right) side..
Traffic regulations"
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Children holding ringo rings or sticks run and imitate driving a car, motorbike or
bicycle. The teacher picks up the red sash stops the movement of the "vehicles" (the
children stand up and straightens up), raising the green one - allows the ride
Obstacle course - equivalent exercises
Students overcome the course of obstacles in natural conditions: colored tiles, wall
(height 40 cm), benches, curbs, skipping ropes, sashes. . For easier transitions, the
pupils move the bags on the head, straighten the figure
"Flying leaves"
Children collect, throw up and try to catch the falling leaves.
"Class Game" electronic board game.
Students jump on the "class" board according to the designated scheme. Good and
bad foot settings trigger different sounds. Students' task is to collect the smallest
amount of "bad" sounds
Klanza - team play:
Students holding a headscarf perform various tasks
- rolling the ball upside down
- tossing bags
- passes under the veil of the persons indicated
- etc. according to Students' invention
Exercises with music - aerobics
Playing exercises and a simple dance system.
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The end part (5 min): Relaxation exercises with music - silencing and breathing
exercises.
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Topic: Strengthening the muscles of the body on strength devices in the park
(outdoor gym).
Grade: first class of junior high school
Mixed group, students with intellectual disabilities aged 14-15 years
Time: 45 min
Place: outdoor gym (gym in the park)
Sports equipment and didactic means: foam mats, outdoor gym
The introductory part (10 min): Welcome to the group, familiarize students with the
goal and subject of the class.
ENTERTAINMENT GAME
1) Children run freely until they hear the slogan "Attention, flood!" Then they try to
take the place on the mats as soon as possible :) For the slogan "Flood has passed"
the children jump off and run again until the next alarm.
2) Shaping exercises:
- arms exercises
- torso exercises
- leg exercises
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Stand 1: The upper double lift. We sit on the seat. Back based. We grab the rods with
our hands. We pull the rods together. Return to starting position.
Stand 2: Double paddles. We sit on the seat. We grab the rods with our hands. We
base our feet on the platforms. We straighten the legs, we pull the rods together.
Return to starting position.
Stand 3: Sitting lifts. We sit on the seats. We grab the rods with our hands. Push the
rods forward. Return to starting position.
Stand 4: Double bench. We put on a bench. Legs bent in the knees. We lift the torso
up, maintaining muscle tone. Return to the starting position.
Stand 5: Double rod. We grab the stick. We try to pull ourselves up. Return to starting
position.
Stand 6: Double pendulum. We grab hands with a handrail. We're on the landing with
our feet. We perform swinging hip movements
Stand 7: Exercises on the elliptical cross trainer. We grab the moving arms of the
device. We straighten the back, pull in the stomach, and look ahead.
Stand 8: Riding on a stationary bike
1. Stretching and flexibility exercises - slow pace.
2. Play "Who changed the place" One person turns his back on the group. Her task is
to guess who changed the place. Setting in a circle, in a row or in a scatter.
3. Discussion, summary of classes and farewell.
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Topic: Winter fun and sports
Partner institution: Zespół Szkol Specjalnych w Kolbuszowej Dolnej
Grade: primary and junior high school class
12 students with moderate intellectual disabilities. Students aged 8 - 17, able to

move.
Time: 45 minutes
Place: school yard
Sports equipment and didactic means: skis, poles, skin boots
Other people involved: teacher's help
Welcome and warm-up: running around, jumping, torso slopes,
Fun with snow: making snow balls, fun in making a snowman, throwing snowballs,
sledge riding
Snow sports
Learning the technique of cross-country skiing:

1. Getting to know the accessories
2. Choosing the right shoes and skis
3. Getting the right position to run
4. Learning to run in the classic style

5. Learning how to run a skate style
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Calming-breathing exercises
Discussion about activities, standing position, hands raise sideways up - in a breath,

lowering the hands to exhale
Farewell
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Topic: "Flying the kite"

Turkey
8 students with autism, aged 8-16 years old, physically agile and the teachers
Time: 90 minutes
Place: Sekapark Kite Hill, İzmit, Kocaeli
Sports equipment and didactic means: eight kites

Students and teachers build the kites together in the schoolyard, and then they take a
bus to the kite hill in the city.
Flying the kite

Students and the teachers arrive at the kite hill by bus. They take a long walk to top
of the hill. Students are taught what a kite is and how to fly it by the demonstration
of the teachers.
Firstly, students hold up the kite by the bridle until it catches up the wind. Then they
let go of the bridle and begin to let some line out while running down the hill.
Teachers help the students verbally or physically in the meanwhile.
Students try to fly the kite again and again. Those who can manage are applauded.
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Students learn how to fly a kite while developing motor skills and enjoying the
outdoor activity. Then they take the bus to the school.
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Topic: "Matching pictures with statues"

Turkey
Grade: grades 2-8 secondary school
7 students with autism, aged 8-16 years old, physically agile

Time: 45 minutes
Place: Değirmendere Park
Sports equipment and didactic means: statues in the park and their pictures

Students and teachers take the bus to the park. They look at the statues and teachers
talk about the physical appearances of the statues.
The game
The pictures are shown to the students. Each student has the different statue picture
at his hand. The goal is to match the picture with the real statue. Students play the
game one by one. Firstly, they look at the picture and say what they see. Teachers ask
questions such as “How does it look like?”, “What colour is it?” to catch their
attention. Later they wonder around in the park and try to find out the statue shown
in the picture. Teachers help the students by giving clues. After the statue is found, a
name is given to them by their looks such as “the blue door, a girl with fish, the
grandpa with a beard”.
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Children find the statues and match the pictures. They learn to pay attention the
physical characteristics. Then they feed the birds at the park, collect some autumn
leaves and take the bus to school.
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Topic: "The traffic education park"

Turkey

Time: 45 minutes
Place: a traffic education park
Sports equipment and didactic means: eight battery powered cars

Students and the teachers take the bus to the local traffic education park. In the
classroom, the instructor shows a presentation about traffic rules and ask questions,
and the students receive the practical traffic education.
The park
They go to the traffic area – which is equipped with roads with vehicles and bicycles,
real signalization, traffic lights and streets. Each student has a battery powered car.
They are told how to use it, and what the lights and signs mean. Students drive the
car, stopping in the red light and paying attention the signs. Teachers help the
students.
Students practice how to drive and learn to follow up the traffic rules.
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Topic: Guides for a day

Grade: 7th and 8th grade
A class divided into groups of 4 or 5 guys (standard students and children with
intellectual and learning disability, students with autism)
Time: a week to prepare the activity and a day for the performance
Place: the school and places in the town
Sports equipment and didactic materials: camera, books, wood, boards, pencils, felt
pens, clay, paper objects to recycle
The introductory part ( 2 days):
Step1 – visit of an area of the town. During the visit students take pictures of their
favourite monuments or places, take notes about questions or curiosities they want
to discover.
Step 2 – at school they share their opinions and choose 4 monuments/places they
want to know better in order to promote them to parents and other people in a given
day.
Step 3 – students are divided into groups (the touristic guides) to prepare a research
work. Each group will work on a monument/place. One group made by SEN students
plus other classmates that are good at art (the art group) have the task to reproduce
the chosen monuments/places through drawings; cards; small wood, stone or paper
models; copies made by recycled materials.
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The main part (three days): the groups fulfil their tasks and prepare oral
presentations about the monuments/places they have chosen.
The end part (one day): During the performance day called “Discover our town” each
group will welcome parents and all the people at the chosen monuments/ places. The
touristic guides will introduce monuments/places and a member from the art group
will be in each landmark to show the model, card or drawing representing the place;
a second member of the same art group can be the one who welcomes people and
leads them during the whole visit.
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Topic: Let’s explore our town
Grade: indicated for children from primary (grade 2 or 3)
12 standard students and children with intellectual and learning disability

Time: 1 hour
Place: the town, area near the school
Sports equipment and didactic materials: flashcard with shops and road signs.
The introductory part (20 min): The teacher revises the meaning of some road signs
and the pedestrian behaviour. Then divides the students in groups of four each one
with a student with disability. Later the teacher gives each group 4 flash cards and a
clear and simple map of the area they are going for their walk. Then the teacher gives
the tasks to each member of the group:
n. 1 is the leader and he/she has to guide the group towards the given destination;
n. 2 is the student with disability and he/ she will receive 4 flashcards (2 road signs
and two shops) that he/she has to find during the trip;
n. 3 is n.2’s tutor (he/she has to help n.2 if necessary);
n. 4 is the member who has to draw on the map the right place in which the road
signs and the shops are located.
The main part (40 min): the groups start the walking and when n.2 student finds a
road sign or a shop indicated on his/her flashcard, he/she has to stop and show it to
his/her mates. If the player finds a road sign he/she has to show the correct
pedestrian behaviour; if the player finds a shop he/she has to go inside with his/her
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tutor and ask say two things people can buy in that shop. If the player gives the right
answers the player n.4 has to mark the place or road sign on the map.
The end part (10 min): When the tour finishes each leader of the groups share with
the others their experience and the teacher gives each group a prize: the great
explorers” “diploma”.
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Topic: The four corners

Grade: indicated for children from primary or secondary school
groups of five guys (standard students and children with intellectual and learning
disability)
Time: 10 minutes for team
Place: the crossroads in the town, area near the school
Sports equipment and didactic materials: nothing
The introductory part (5 min): The teachers explain the rules and show the students
how to play and invite them to play without fear to lose, trying to win each small
challenge.
The main part (10 min): students start to play. Four people stay at the four corners of
the crossroads, on the sidewalk and only a guy stands in the middle. He/she has to
keep the place of one of the four guys trying to be faster than them, while they are
crossing from one corner to another. The guys at the corners have to cross quickly
and often and if someone doesn’t move from his/her place within 10 seconds he/ she
is out of the game and will be replaced by a new classmate.
The end part: after 10 minutes the first team will leave the place to a second team
that will continue the game.
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Topic: Goalball
Grade: 11th grade students– vocational learning (16 to 18 years old)
Short description of the group (number of students, the type of disability): One
class (21 students, including 2 SEN students
Time: 1:30
Place: School Gym
Sports equipment and didactic means: Blindfolds for all participants; ropes, scotch
tape and bell balls.

Presentation of the teacher responsible for these activities and its goals. The session
leader gives a brief introduction of Goal ball, explaining the main rules and putting an
emphasis on safety issues as goal ball game requires direct bodily contact and the use
of blindfolds.

With the help of the teachers, students help create tactile markings of the court
boundary lines.
Then, students are organized into groups of 6 (2 teams of 3 students) and start
practising throwing/rolling and catching skills.
Afterwards, students play a basic game (3x3). The teachers act as referees for their
students during the game and explain basic rules.
Before ending the activity, teachers emphasize the importance of using auditory
stimuli to assists partial awareness, to help orientate the students when playing.
Students should be aware about persons/athletes with blindness/visual impairment.
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Topic: Sitting Volleyball
Grade: 11th grade

students (2 SEN students)
Time: 45 min
Sports equipment and didactic means: volley balls, nets, cones.
Warm up drills – coordination and strength exercises.

Students sit on the floor in a circle about arm width apart, one participant starts in
the middle.
One person throws the ball to another player in the circle, using over hand pass
movement, over the person in the middle, whose trying to intercept while remaining
sitting with buttocks on the floor.
The recipient catches the ball, and then passes the ball in the same manner to
another player.
Passing and catching continues until:
o the bellies dropped – player who dropped the ball goes into the middle;
o the bellies intercepted – the player who intercepted the pass goes to the middle;
o the leader blows a whistle – the player with the ball when the whistle blows goes to
the middle.
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Sitting Volleyball Game (3x3 & 4x4) - underhand serve the ball from any area on the
court. Any team, any player may do this. A player may reposition themselves to
serve. When the ball is caught upon coming very the net, it is thrown to a teammate,
who then also throws it to another teammate, who then throws it over the net (three
contacts). No walking with the ball. When a teammate throws the ball over the net,
threw hole team rotates one position clock wise – must remain in sitting position.
Stretching exercises
Teachers and students talk about the importance of working together as a team.
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Topic: Nautical Activities and Environmental Awareness
Grade: 10th grade students– vocational learning (15 to 17years old)
Short description of the group (number of students, the type of disability): One
class (19 students, including 3 SEN students)
Time: 2:30 hours
Place: Docs – Clube Naval do Funchal
Sports equipment and didactic means: sail boats, kayaks, life jackets
Presentation of the monitors and technicians of the nautical activities. Introduction

to the activity with brief instruction on safety standards and on the organization of
the activity.
Students equip themselves and wear the life jackets.
Students are organized into groups of 6 (including at least one or more students with
special educational needs) that are distributed between the activities of kayak and
sailing boats.
In each group, a monitor explains and guides the task.
Every 20 minutes there is an exchange of tasks - the students of the canoe go to the
sailing boat and vice versa.
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With the help of the teachers and the monitors, the students remove the boats and
kayaks from the water. Another group of students collect all life jackets and wash
them with fresh water. All students collaborate in the final storage of the material
used.
Before ending the activity students and teachers debate about the importance for
the community to preserve sea life.
The activity ends after all students take a shower.
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"Forest school"
Objectives:
 participating in nature activities

 benefiting from nature resources
 stimulating physical development
 developing cooperation skills in pairs and in a team
 familiarizing with new active forms of spending free time

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Subject: „Drawing on snow OLASA Logo”
Short description of the group (number of students, the type of disability): at least
10 pupils with intellectual disabilities
Time: 45 min.
Place: outdoor
Forms: group, individually
Sports equipment and didactic means: winter sports equipment, spray containers
with water coloured with food colouring (red, yellow, green, blue), image with the
logo.
The introductory part: The coordinator teacher discuss with the students about the
symbols they are about to colour. It is explained to the pupils what is a logo and an
acronym;
The main part: Students go in the space provided to create the logo and use a stick to
"draw" the logo in the snow (each one a figure or a line), then "write" the acronym.
The next students take one container in which water with food colouring has been
prepared (to protect the environment) and colour each figure, line and letter
according to the image.
The end part: This way the students are encouraged to express their artistic point of
view not only drawing pre-established symbols but to realize from imagination all
sort of temporary designs, without harming the nature.
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Topic: „How to build an igloo”
students with moderate intellectual disability
Time: one day activity
Place: outdoor
Forms: two teams
Sports equipment and didactic means: pictures with and about Eskimo, snow, plastic
boxes 30/40, plastic buckets, winter sports equipment.
The introductory part: The coordinating teacher discusses with the group about the
Eskimos: where in the world they live, what kind of landscape and what temperatures
are there where they live. Students are faced with the situation of acting like the
Eskimo and build an igloo. Students and teachers are organized in two equal number
teams (12 members in each team, equal number of pupils and teachers).
The main part: Within each team the responsibilities are determined according to the
directions of the activity coordinator:
- 1 "engineer" - ensures compliance with the initial plan
- 4 members - form ice blocks ("bricks") from snow using plastic boxes and buckets
- 2 members - ensure the transport of snow blocks to igloo
- 2 members - built from the outside
- 2 members - reinforce the wall with snow
- 1 member – provide the resistance structure from the inside of the igloo.
"Brick" over "brick" are being built, each row slightly sloping inwardly to the previous
one, so that it does not break down, and at the top row all the "bricks" join together
to close the igloo. At the bottom there is an opening, the door, through which the
smallest member of the team must enter, to be considered a success.
The end part: The teams compare their igloos.
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Each team reports in a few words the experience: how they worked as a team, which
was the easiest thing to accomplish, which was the most difficult thing to accomplish,
to describe in a word the experience.
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Topic: Human body of snow
with severe and moderate intellectual disabilities
Time: 60 min.
Place: outdoor
Forms: two teams
Sports equipment and didactic means: winter sports equipment, snow
The introductory part: A brief presentation of the entire activity and objectives is
made. The activity continues with an exercise of recognizing parts of their own body
and the ones of the colleague, and then the students create the human body from
planar geometric figures made available.
The main part: Students are divided into two teams. Each team includes teachers to
facilitate communication between students, to guide them with suggestions, and
even to work with students. As a result of those discussed and made from geometric
figures, the teams create a silhouette (boy or girl) from snow, clearly showing the
body parts. The size of the body must be at least as big as the smaller member of the
team.
The end part: Each team will review and evaluate the work of the other team.
Teams will be awarded with warm tea and a sweet snack.
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Topic: Fun with a rope
Grade: 1-3 junior high school class
8 students with moderate intellectual disabilities. Students aged 14-17, able to move.
Time: 45 minutes
Place: sport stadium
Sports equipment and didactic means: jumping rope, ropes, ringo, hula-hop wheels,
cones, kick scooters, sashes
Warm-up: Racing at a distance of 60m
Fun in the tag. (Berek marked sash catches the other, at 2min after the change of tag
or catch all participants)
Students are standing slightly apart:
- lateral slopes with raised arms
- slopes in front with his arms raised
Exercises with jumping rope.
Tug of war:
The group is divided into two teams. Sash suspended in the middle of the rope. Zone
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between teams marked with bollards. The team that wins the other on your side
wins.
Passages by rope:
a) We're in pairs. A rope located on the grass. One of the couple has blindfolded eyes,
the other is his guide and is to lead the person with blindfolded from one end of the
rope to the other.
b) as above we add the task after going to the end of the rope:
1 task - a person with closed eyes has to find ringo on the ground and throw it to hula
hoop
2 task - The person has to find scattered cones on the ground, he must find at least 5
ksszek
Changing people in pairs - a person who had blindfolded eyes is now a guide
Scooter ride on time:
A course with cones is designated. The travel time of each participant is measured
Calming-breathing exercises
- Participants in the class stand in a circle, climb in the bunks for a breath, return
exhalation,
- in a standing position, hands raise sideways up - in a breath, lowering the hands to

exhale
Farewell
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Topic: Games and fun in the forest.
Grade: junior high school
Mixed group, 6 students with moderate and severe intellectual disabilities
Time: 45 min
Place: forest
Sports equipment and didactic means sack, ringo rings, sashes
Organizational and order training
A revitalizing party - "Bag of Treasures"
Participants collect various items in the forest: leaves, cones, sticks, etc., put them in
the bag. Then with closed eyes they take out individual props and try to give the right
name.
Fun "BOTANISTS"
We divide the group into two-person teams. We give them various leaves. The
children's task is to find the tree from which they were broken.
Play "HUNTERS and ANIMALS"
The team of "game" hides colorful sashes in the forest.
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The team of hunters is trying to find them. Then change roles.
Fun "ALPINISTS"
We divide the group into two teams, which use a rope to move in the forest hill. We
encourage you to cooperate in a team.
Fun "CAN YOU FIND"
Attempts to pass through natural forest obstacles: the trunk of a fallen tree. We
encourage participants to mutual support.
Relaxation exercises
Throw circles on sticks.
Breathing exercises
Farewell
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Topic: Physical exercises and the history of the region
Grade: 4-6 grades primary school
12 students with moderate intellectual disabilities. Students aged 10-15, able to

move.
Time: 45 minutes
Place: Ethnographic park
Sports equipment and didactic means: skipping rope
Welcome
Warm-up: trotter, shoulder deflection, jumps, slopes
TURTLES
Children compete in two rows, walking with feet (foot to foot) to the finish line. The
row that will finish the task first wins.
FROGS FUN
A long skipping rope is necessary for fun. One child in center turns the skipping rope,
rest of group stands in circle and jumps through it. Person who is touched by the rope
leaves the game. The one which wasn’t touched by the skipping rope wins.
MIRROR
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One child shows different figures, faces ... and the other group imitates him. A course
with cones is designated. The travel time of each participant is measured
Breathing exercises, discussion of classes
Farewell
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Topic: " Spiral”

Turkey
Grade: Classes 1-6 elementary school
14 students with autism. Children aged 8-12 years old, physically agile.
Time: 4-5 minutes
Place: forest
Sports equipment and didactic means: pine cones, sticks

Students are divided into two teams and make a line. A teacher draws a line on the
ground in front of the both team. Pine cones are placed at the sides. Students take a
stick in their hands.
The game
Students slide the pine cones to the line using the stick one by one. The main goal is
to form the line with the cones as soon as possible.

The fastest team completing the cone line wins the game.
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Topic: : “Matching the photos”

Turkey
Time: 4-6 minutes
Place: forest
Sports equipment and didactic means: some photos with trees, chronometer
The introductory part ( 1 min):
Teachers put the photos with trees in various parts in the forest. Students are divided
into two teams. Matching photos are given to them.
The game
Teams try to find the photos in the forest and match them with those in their hands.
Teachers help the students and measure the time to decide the fastest team
completing the game.
The team which finds all the photos faster and matches them wins the game.
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Topic: "Racetrack”

Turkey
Time: 4-5 min
Place: forest
Sports equipment and didactic means: leaves, two boxes, tape, hoops
Teachers make a labyrinth among the trees using tapes. They place the hoops, and
the boxes. Students make a line and wait at the start.
The race
Students race one by one. They take the leaves, jump on the hoops, run at the
labyrinth and find the way. They finally complete the track and throw the leaves into
the boxes at the end. A teacher measures the time.

The fastest student wins the race.
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Topic: A countryside shelter
Grade: indicated for children from primary or secondary school
Standard students and children with intellectual and learning disability

Time: a school day
Place: courtyard, playground
Sports equipment and didactic materials: ropes, canes, wood
The aim of the activity: In groups students have to build a typical hut that farmers
usually use in the countryside
The introductory part (15 min): By using a sequence of images the teacher shows the
students the steps to build a hut. Then he/she shows the guys the places where they
can find wood canes and useful materials.
The main part (3 hours): students work together to build the shelter asking (when
necessary) for the help of teachers
The end part (10 min): each team explains to the others their experience and
difficulties in their work and at the end each team receives a prize. Later in the
following days the teams will use the shelters to play games in which they recall a
farmer’s life.
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Topic: Folding fan race
Grade: children attending primary or middle school
16 standard students and children with intellectual and learning disability

Time: 25 minutes
Place: playground or countryside, area around the school
Sports equipment and didactic materials: a box, some folding fans, balloons
The introductory part (10 min): Mark up the area with two parallel lines, tell children
that they have to stay within. Students are divided into 2 groups of 8 people. Each
group is divided into 4 couples that stand behind a start line. Each student of the
couple keeps a folding fan in his/her hand and the couple receives a balloon. They
have to blow (it’s also possible to push) it toward a box without touching it by hands.
The main part (10 minutes): In 10 minutes all the couples of the team have to push
the balloons into the box but in turns: when the first couple reaches the goal, the
students run towards the start line and give their folding fans to the classmates that,
putting down their balloon, can start to blow it.
The end part (5 minutes): The referee marks the number of balloons that each team
has put into the box and the winner is the group that got the highest number of
balloons in the same given time.
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Topic: Let’s play with the wind
Grade: children attending kindergarten
Standard students and children with intellectual and learning disability

Time: 2 hours
Place: playground
Sports equipment and didactic materials: chopsticks, scotch tape, coloured crepe
paper, plastic straws
The introductory part (15 min): In a windy day, the teacher asks children to look
around and say what’s happening. He/she asks questions: Why trees and plants
outside are moving? What is the wind? What happens when it’s windy? Children
answer and make hypothesis.
The main part (45 minutes): children cut some stripes with coloured crepe paper and
glue them to the plastic straws or to the chopsticks.
The end part (1 hour): Out in the garden, children can play with their chopsticks and
straws. They can notice that once outside, suddenly and as a magic phenomenon, the
stripes of crepe paper start flying following the wind direction.
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Topic: Laurissilva Hike
Grade: 10th (from 15 to 17 year old)

students (including 3 SEN students)
Time: 3:00 H
Place: Laurissilva Forest
Sports equipment and didactic means: hiking clothes
The introductory part (20 min): Small briefing about safety rules and hiking activity.
General information about the tour and expected landscape, fauna and flora is given
to the students.
The main part (150 min): Hiking tour along Encumeda’s Levada, here the group could
experience the Laurissilva forest and its endemic fauna and flora.
Half way on the course, the group stopped for a quick snack and a 15 minutes
meditation – students and teachers sat and with their eyes closed and paid attention
to nature sounds.
The end part (30 min): On the bus trip back to school, students and teachers talked
about the experience.
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Topic: Walk in the park
Grade: 6th, 7th, 8th and 9th (from 12 to 17 years old)
Short description of the group (number of students, the type of disability): 8 SEN
students (with autism)
Time: 1:00 hour
Place: Santa Luzia’s Park
Sports equipment and didactic means: hiking clothes
The introductory part (10 min): Walking to the park from school (in group).
The main part (40 min): When in the park, students and teacher form a circle on the
grass and begin mobility and flexibility exercises.
After 20 minutes of physical exercises (low impact), students are guided to a 10

minutes mindfulness session.
Then, students walk around the park, feeling (touching or/and smelling) nature –
trees, plants, grass, water, pebbles…
The end part (10 min): Walking back to school while talking about their experience.
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Topic: Bodyboard
Grade: 10th grade students (15 to 18 years old)
Short description of the group (number of students, the type of disability): Two
classes (19 students, including 3 SEN students – 1 with autism and 2 ADHD)
Time: 3:00 h
Place: Seixal’s Beach
Sports equipment and didactic means: body boards, swim fins and wet suits
Teachers gave a small briefing about the activity with instructions on safety standards
and on the organization of the activity.
Students equip themselves with the proper gear and in this way are learning about its
importance.
Guided by the teachers, students warm up on the sand.
Students are organized into 2 groups (including at least one or more students with
special educational needs).
The first group experiences the body board techniques in the sea, with the help of 2
teachers while the others were engaged in a lecture about sea life preservation. After
45 minutes the groups changed tasks.
Before resuming this activity, teachers and students collected the trash from the
beach.
With the help of the teachers, students cleaned the gear.
The activity ends after all students take a shower.
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“Water, air, earth

in outdoor activities”
Objectives:
 participating in nature activities

 benefiting from nature’s resources
 strengthening the muscles of the whole body
 developing orientation in space and body schema
 developing the skills of cooperation in pairs and a team
 getting to know new active forms of spending free time
 promoting a healthy lifestyle

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Topic: „Kites dance”

Grade: primary and secondary level
Time: 45 min.
Place: open field
Sports equipment and didactic means: does not require special equipment; plastic
foil, sticks, glue, threads;
The introductory part (10min): The theme and objectives of the activity are being
presented; Students, along with teachers, are looking for kite models, analysing them
and thinking about their manufacturing strategy.
The main part (30min): Students cut plastic pieces in the right shape after an initial
contour. Assemble the sticks in a cross, over which stick the plastic foil at the end of
each stick, then tie a thread.
At a later date, the kites are being taken in the open field. Looking for the direction of
the wind, depending on how the leaves of the trees or the longer threads of grass are
moving they will know that in that direction the kites will rise.
Students pay attention to unroll enough thread so that if the wind is stronger, the
kite can be lifted. If the wind is not strong enough, students can run in the field to
help the kite rise.
The end part (5min): The students are being appreciated for their tenacity and
engagement in the activity.
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Topic: „Boats on the lake”
Grade: secondary level
with moderate intellectual disabilities
Time: 60 min.
Place: „CHIOS” Lake, Cluj-Napoca
Sports equipment and didactic means: does not require special sports equipment;
polystyrene, sticks, waterproof glue, sail cloth, water-resistant paint, yarn;
presented. Students, along with teachers, are looking for sailboat models, analysing
them and thinking about their manufacturing strategy.
The main part (45min): Students cut the pieces of polystyrene after an initial contour
in the shape of a boat. Assemble polystyrene pieces, the masts from sticks and canvas
sails. Each student paints the boat in his favourite colours.
At a later date, the boats are taken on the lake; each boat is tied to a thin thread so it
can be brought to shore (not to remain on the lake).
Students look at the direction of the waves, setting where the boats should be
launched to advance as far as possible on the lake. Students move on the edge of the
lake according to the direction of the waves, analysing with the teachers the reasons
why some of the boats are moving faster than others: the number of sails, the way
the sail is positioned (the bent one helps more than the right one).
Then there are groups of 2 pupils and 1 teacher who climb a water bike and make a
contest on the lake, the students staying at the pedals and the rudder.
To get there first, each team tries to achieve the best possible in hand-foot
coordination.
The end part (5 min): All the students were appreciated for their tenacity and
engagement in the activity.
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Topic: „Route on the field”
Grade: primary and secondary level
Time: 30 min.
Place: outdoor, in a slightly inclined field
Sports equipment and didactic means: sportswear; 2 circles; 4 milestones; 2 sticks
with detachable support.
presented. They divide the students into two balanced teams as physical potential.
The main part (20 min): Two teachers demonstrate the path from start to finish and
the handing over of their teammate's turn to make things clear for their students.
Starting the competititon: the first student in each team runs to the first mark, from
there crawls to the next, from here rolls over to the stick which he will mount
vertically in a support, sign that he has reached the end, then returns to run on the
hill to hand over the next colleague's turn and sits at the end of the line.
The rest of the team will do the same until they reach the first student again.
The team that reaches the first student faster is declared winner.
Throughout the test, students are encouraged by colleagues and teachers, and
verbally assisted in the order in which they go, in case they forget what is next.
The end part (5 min): Appraisals of students' determination in the competition, team
spirit and fair play are being made.
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Topic: Climbing on the inflatable wall
Grade: Students with unlimited age
Short description of the group (number of students, the type of disability): Group of
students with moderate intellectual disabilities, physically fit
Time: 60 min
Place: school yard
Sports equipment and didactic means: inflatable climbing wall, harnesses,

mattresses
Exercises:
- Skewed legs, on the right leg, on the left leg
- Circulation of the torso, hips, knees, hands, wrists and feet
- Torso slopes forward and sideways,
- Intense finger movements "playing the piano"

1. A demonstration and a verbal comment on the technique of standing on the wall.

2. Post and verbal commentary on putting on the harness.
3. Putting the harness under the supervision of the instructor.
4. A demonstration of correct belaying.
5. One by one, we put on the harness and we climb the wall to the level of our
abilities.
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6. Climbing the wall.
1. Summary and appraisals for the effort .

2. Farewell.
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Topic: Sailing as a form of relaxation
Grade: Students 13-24 ages
Short description of the group (number of students, the type of disability): 4 groups
of 10 students with moderate intellectual disabilities, physically fit, helmsmen, sailing
instructors
Time: 4 hours
Place: Solina Lake
Sports equipment and didactic means: 4 class cabin boats "Antila 24"
Welcome
Discussing about the construction of a sailing boat and safety rules on the water.
Check-in for all crews on the boats.
Preparing a boat in port for departure
The main part (3h):
Leaving the port.

Getting to know the rules of working with the wind on the boat.
Getting to know the basic direction changes (working with the wind).
Getting to know the basic nodes used in sailing
Work at the helm and ropes.
Getting to know the values of rest and relaxation on the water.
Presentation of the area Bieszczady.
Getting to know the rules of mooring in the port
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Entrance in the port, mooring and cleaning the deck.

Summary of classes.
Farewell
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Topic: March in the area
Grade: grades 1-3 in secondary school
Short description of the group (number of students, the type of disability): 5 groups
of 10 persons, physically fit participants, teachers, parents, volunteer-scouts
Time: 90 min
Place: a forest
Sports equipment and didactic means: mattresses, cones, basketball basket, ball
with a bell, sash, baskets for jumping, two scooters, a tape to mark the terrain,
stopwatch, a sheet of paper, a pen, a route map
Welcome
Warm-up before staring the competition.
Stretching the muscles of the whole body.
Start signal for groups every 5 minutes.

Five task stations are located on the route:
I station: Exercises gymnastic - slopes on the mattress.
II station: throw the ball into the basket
Third station: a ball throw with a bell to the goal, the goalkeeper and the caster have
blindfolded eyes
IV station: jumps in double-sacks from point A to point B
V station: travel by slalom scooter from point A to point B
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Calming and breathing exercises

Meeting in circle. The teacher in the middle of the circle gives the results of the
march.
Farewell
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Topic: " Hopscotch "

Turkey
8 students with autism, aged 8-16 years old, physically agile and the teachers
Time: 20 minutes
Place: Kavaklı Park, İzmit, Kocaeli
Sports equipment and didactic means: chalk,chronometer

Students and teachers draw the game shape in the schoolyard using chalk, and then
teachers make a demonstration to students for how they will play the game.
Students start to play the game. Students throw a pebble or small object into a series
of squares drawn on the ground and then jump or hop through the squares to pick up
the object. They throw object from the first number to last one in order of number.
When students jump between squares, they have to not to step on line of squares.
They pick up object in square and back to their place to start again.
All Students play the game individual (If some students have difficulty, teachers help
them) they learn how to play game and they develop motor skills. Students enjoy this
game as an outdoor activity so much. At the end of the game, students and teachers
congratulate winner who finished game earliest by clapping.
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Topic: " Sand-Castle"
Grade: classes 1-6 secondary school

Turkey

Time: 45 minutes
Place: Kavaklı Beach
Sports equipment and didactic means: funnel, sand, chronometer

Students and teachers take the bus to Kavaklı beach . Students are divided in 2
groups and prepare to start game when teachers explain and demonstrate game to
them. The materials that they will use in the game are introduced to students. The
team that builds a sand castle first, wins the game.
The game
The teams start the game with a chronometer. While students build castle, teachers
help some students if the need to move. Students take sand from the beach and they
build castle on the other place.
Children like so much to play sand and water on the beach. They try to build more
castles by racing with their friends. At the end of the game, team that builds more
castles, win the game.
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Teachers and students congratulate winner team and return to school by bus.
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Topic: "Trekking on the forest"

Turkey

Time: 60 minutes
Place: Forest
Sports equipment and didactic means: sport clothes and shoes

Students and teachers take the bus to the forest. Before starting trekking, the
teacher gives a short info to the students about forest, trees, flowers and water.
Teachers tell students about why we have to protect our natural environment and
importance of nature for our healthy life.
With the start of trekking, every teacher start walking with a students. While
trekking, teachers ask students to touch trees and flowers and smell them. Teachers
want students to take a deep breath and feel clean air and oxygen. If some students
have difficulty to walk, teachers help them. In the middle of trekking, students have
their lunch. During trekking, teachers and students sing songs together about nature.
Teachers ask students questions and learn about their feelings related to this activity.
Students like trekking so much. It was a different outdoor activity for them. It was a
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new experiment for some of students. They enjoyed to be in an outdoor activity and
they want come here again.
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Topic: Sound paths
Groups of 10 students: standard students and children with intellectual and learning
disability
Time: 25 minutes
Place: Playground or green area
Sports equipment and didactic materials for each group: a blind fold, a ball, musical
instruments (drum, maracas, triangle, cymbals)
The introductory part (10 min): The teacher explains the game: A child is blindfolded
and, following the directions given by his/her classmates, he/she has to walk along a
path in order to reach and get the ball that is at the end of it. His/her classmates have
to give directions by using the sound of some musical instruments: a drum stroke
means a step forward;
A movement of maracas means “turn right”;
A cymbals stroke means “turn left”;
A triangle stroke means “go back one step”
The main part: 5 min for each blindfold player.
Students are divided into groups of 5. For each team, the blindfolded player has to
get the ball walking along the paths by listening to the sound-directions given by his/
her classmates. When the first player gets the ball (or when the time expires) he/she
changes his/her place with one of the students who have played an instrument in the
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previous turn. So, in turns, every member of the team will play an instrument and
also will be blindfolded to get the ball.
The end part (10 min): the team who first complete all the turns is the winner.
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Topic: Sand shapes
and with autism
Time: 60 minutes
Place: beach
Sports equipment and didactic materials: sand, stones, wood
The introductory part (20 min): Students are divided into teams of 6. The teacher
indicates a given area to each team.
Warm up: The teacher shows every group three geometrical shapes and asks to
reproduce the same shapes in three different sizes. Then he/she asks each group to
imagine and share something that could be realized by using each shape (in this
phase the group has only to imagine a composition made by these geometrical
shapes).
The teacher gives each group three geometrical shapes and gives the following task:
each team has to discuss and imagine a landscape containing the given shapes. Then
the team has to reproduce it by a given time (20 min).
The end part (20 min): Each team has to show the work explaining to a commission
each part of it and the best landscape wins the game.
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Topic: Centipede race
Grade: indicated for children from primary school
and with autism
Time: 40 minutes
Place: beach
Sports equipment and didactic materials: obstacles (cones, activity rings, buckets) to
create the route.
The introductory part (15 min): Set up an obstacle route covering the area. You can
mark up the area with two parallel lines; say to the children that they have to try to
stay within.
Divide the students in two teams of 12 students each. The teacher explains the
simple rule of the game: each team has to face the route and come back to the start
point but each student has to move getting down on his/her hands and knees.
Moreover, like a centipede, students are all linked to each other: the guy who is
behind has to keep (by his/her hands) the ankles of the one who is in front of
him/her.
Each „centipede” has to go along the route without losing any student. If someone
leaves his/her classmate’s feet the entire centipede has to stop and wait him/her to
grab them again.
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The end part (15 min): The winner is the centipede who arrives first in the start point
again. The winning team gets a simple prize.
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Topic: "Climbing and Rappel Activity”
Grade: 9th grade
Short description of the group (number of students, the type of disability): 9th
grade consisting of 23 students with an age range of 14-16 years old. Three of these
students have special educational needs: 1 has limitations in terms of intellectual
functioning, 1 has dyslexia and 1 has attention deficit. Despite the learning disabilities
these 3 students are physically active.
Time: 90 minutes
Place: Sports facilities at the fire department
Sports equipment and didactic means: Rope; climbing harness; sling and locking
carabine; Descender (eight), Gri-Gri belay device, safety helmets, gloves
Introduction (15 min):

Monitors start off by explaining in full detail all the characteristics of the equipment,
the safety regulations and the techniques of Climbing and Rappel.
In Climbing they show how to position hands and feet on the climbing holds
In Rappel they exemplified how to follow the safety regulations and the descending
techniques
Definition of groups:
2 monitors per student: 1 for security, another to prepare the students for the
activity
Main Part (70 min):
In both activities 1 monitor was responsible for the preparation of the students and
putting on the equipment (helmet, harness and carabine).
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The second monitor was responsible for the security in climbing by using the Gri gri.
For the rappel activity security was done on the ground
Conclusion (5 min):
Collecting and checking the equipment
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Topic: "PeddyPaper "– recreational sports activity
Grade: 9th grade
Short description of the group (number of students, the type of disability): Activity
carried out with 10 students in the age range of 15 to 17 years old and who are
attending an Education and Training course. Three of these students despite
revealing limitations in terms of intellectual functioning, are physically active.
Time: 90 minutes
Place: Funchal
Sports equipment and didactic means: map of Funchal city, pen, watch

Teachers began by explaining in full detail the map which was handed out to the
students. They identified the different spots which the students had to visit. They
were requested to take a photo of every touristic spot and then identify them at the
back of the map.
Definition of the groups:
forming 3 groups of 3 students each
Main part (90 min):

Going through the different touristic spots: Regional Assembly, Customs Building,
Electricity Museum, Cable cars, Municipal Market, Embroidery Museum, Henrique
and Francisco Franco Museum, Nossa Senhora do Carmo Church, Museum of Sacred
Arts, Town Hall, Colégio Church, São Pedro Church,
Museum of Natural History and Municipal Theatre Baltazar Dias
Identifying and collecting pictures
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Conclusion (60 min):
The different groups gathered at an open air cafe at the Marina of Funchal where
drinks and ice-creams were served
The pictures taken and the filling in of the maps were analysed and corrected by the
teachers
The mistakes were corrected and explained to the students
Award of prizes
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Topic: "Body board"– Recreational sports activity
Grade: 9th grade
Short description of the group (number of students, the type of disability): Activity
carried out with 10 students in the age range of 15 to 17 years old and who are
attending an Education and Training course. Three of these students despite
revealing limitations in terms of intellectual functioning, are physically active.
Time: 90 minutes
Place: Sea –“Alagoa”Beach
Sports equipment: body board boards, waterproof suits, flippers, leash, wax, sun
protection screen, towel sand swimming suits.
The monitors started the activity by explaining the characteristics of the equipment in
detail. They also exemplified how to put on the waterproof suits and called students’
attention to the precautions which must be taken when using the boards. The group
moved to a higher point in order to see and identify the main sea currents of the
beach. Monitors analysed the chosen place and defined the safety areas where the
activity would be carried out.
Definition of the groups:
3 students, 1 teacher and 2 monitors
Main part (90 min):

1st, 2nd and 3rd group:
.Warming up exercises
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. Exemplifying on the sand the correct use/handling of the boards in order to become
familiar with the equipment to be used
. Identifying the procedures, tasks and security measures to be taken when inside the
water
. Getting into the sea and carrying out the activity in the waves
. Getting out of the water
. Stretching exercises
Conclusion (60 min):

.Assessment of the activity
.Collecting and washing the equipment
. Group lunch
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Conclusion
By implementing this project in all the partner schools we reached the
conclusion that it has had a significant impact on the students, teachers, parents and
each institution itself. Over these two years of this project a total of 3278 outdoor
and sport activities have been introduced in the partner schools involving 400 SEN
students and 150 teachers.
These activities demonstrated an improvement in the student’s behaviour in

social and emotional fields, reflecting an improvement in student’s psychomotor
levels and personal autonomy. Students showed progress in social abilities, self
esteem and self confidence. A particular significance for the special schools students
was the greater opportunities to work in collaboration with 802 students in
8 mainstream schools. Students had the chance to participate at group activities with
colleagues from other classes and 17 SEN students took part in transnational
mobility. This helped them improve their communication, cooperation, teamwork
and became familiar with different cultures and languages. The interviews and the
drawings from the students in mainstream schools revealed more tolerance and
acceptance towards students with disabilities. In the mainstream schools all the
students have experienced the value of each person appreciating each other’s
strengths and weaknesses. Outdoor learning has increased students motivation and
engagement to learn and attend classes.
The impact of the project on the parents was very big. The 111 satisfaction
questionnaires from parents concluded that the activities were beneficial for their
children as they commented that their children felt happy to be involved and they
would like to participate more in these types of parents-student activities.
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148 teachers improved their teaching methods and creativity due to their
personal research and after the trainings activities undertaken by their 50 colleagues
who participated in 6 transnational mobilities. The teachers who participated in short
term joint staff events learned about the educational systems and policies from each
partner country. They learned new approaches and methods used in teaching pupils
with special needs and different approaches used in outdoor learning and sports
activities.
Our institutions strengthened the relations with the parents and also with
other educational institutions, started new partnerships with other organizations that
are willing to continue the collaboration. By promoting schools activities, in particular
on social media, the image of the schools has increased. The Erasmus programme has
been further promoted and acknowledged by the involvement of the wide school
community and external institutions.
It has been a successful partnership; we intend to continue to develop outdoor

learning and sports activities within our institutions. We also offer this Guide as a
resource for parents, teachers, special education teachers and other organizations, to
facilitate approaches for this kind of activity.
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Authors
 Centrul Școlar pentru Educație Incluzivă Cluj-Napoca, Romania:

Anca Arsân, Călin Radu Păcurar, Cosmina Marian, Elisabeta Petruț,
Vasilica Cismașu
 Zespół Szkół Specjalnych w Kolbuszowej Dolnej, Poland:
Bogdan Blat, Katarzyna Bojda-Kulig, Irena Krawiec, Jolanta Lubera, Janusz
Mytych, Marzena Mytych, Grzegorz Serafin, Stanisław Sybicki, Paweł Żądło
 OZDEBIR Ozel Egitim Uygulama Merkezi 1. Kademe, Kocaeli, Turkey:
İrfan Karabulut
 Escola Básica e Secundária Dr. Ângelo Augusto da Silva, Funchal, Portugal:
Cristina Cecília de Caré Ferreira, Cristina Isabel Gonçalves Gomes Vieira, Maria
Manuela Monteiro, Maria de Jesus Rodrigues, Sílvia Cristina Nunes Viveiros
 I.C. “Cassarà-Guida” – Partinico, Italy:
Vincenza Macaluso
The project is financially supported by the European Commission under the Erasmus+ Programme.
All the information we present is the sole responsibility of the project team and the National
Agency for Community Programmes in the Field of Education and Vocational Training, and the
European Commission are not responsible for how the content of these statements it is used.
221

Good Practice Guide, Outdoor Learning and Sport Activities

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Good Practice Guide, Outdoor Learning and Sport Activities

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OLASA

GOOD PRACTICE GUIDE

„Outdoor learning and sport activities”

Project Erasmus+, KA2

“Sport activities, an opportunity for socialization”…………………………………..………….15

“Innovative methods in inclusive environments” ........................................……….…90

“Discovering our city through outdoor games” .......................................….…….…126

“Forest school” ........................................................................................……….…158

“Water, air, earth in outdoor activities” ..........................................…….........….…188

„Outdoor learning and sport activities”

 offers the possibility of direct contact with nature

This Good Practice Guide is developed by:

 Centrul Școlar pentru Educație Incluzivă Cluj-Napoca, offers educational

 OZDEBIR Ozel Egitim Uygulama Merkezi 1. Kademe, Kocaeli, Turkey

 I.C. “Cassarà-Guida” – Partinico, Italy is a mainstream school attended by 948

“Sport activities, an opportunity

 stimulating the development of physical fitness and mobility

 imitation, demonstration, instruction, task oriented, experimental, practice

Partner institution: Centrul Școlar pentru Educație Incluzivă Cluj-Napoca, Romania

Grade: it can be played by primary or secondary school students

Short description of the group (number of students, the type of disability):

At least 10 students with severe intellectual disability (5 girls, 5 boys) and 10

Place: Sport field or Sport Hall

The introductory part (10 min):

The coordinator teacher:

The main part (40 min):

Partner institution: Centrul Școlar pentru Educație Incluzivă Cluj-Napoca, Romania

Grade: indicated for 3rd and 4th grade

Short description of the group (number of students, the type of disability):

Maximum 20 students: 10 students from special school, with moderate intellectual

Place: School yard

Partner institution: Centrul Școlar pentru Educație Incluzivă Cluj-Napoca, Romania

Short description of the group (number of students, the type of disability):

Place: Sport field or school yard

The main part (30 min):

Partner institution: Zespół Szkół Specjalnych w Kolbuszowej Dolnej, Poland

Grade: 1st to 3rd of secondary level

Short description of the group (number of students, the type of disability):

The introductory part (15 min):

Implementing the movements to the rhythm of music

The end part (5 min):

Partner institution: Zespół Szkół Specjalnych w Kolbuszowej Dolnej, Poland

Grade: Students aged 10 - 16

Place: school playground

The introductory part (10 min):

1. Presentation of the groups, the subject and purpose of the lesson

a) They turn into a statue

- Pupils from groups (U1 and U2) do warm up exercises

- The teacher is introducing new exercises

a) From point "A" to point "B"

b) brings the Ringo ring from “B” to “A”

c) another runner leaves “A” and takes the ring to “B”

First team who complete the race wins

2. Relay-race with Ringo ring "who throws more accurately".

c) Trying to play one on one

The end part (5 min):

1. Breathing exercises using the "ringo ring".

2. Overview, summary of activities.

3. Farewell to the group.

Partner institution: Zespół Szkół Specjalnych w Kolbuszowej Dolnej, Poland

Grade: Students aged 18-22

Place: school yard

Sports equipment and didactic means: ball, bollard, ribbon, sash.

The introductory part (10 min):