Adaptive Teaching

Making sure every student feels included in physical education (PE) is very important. One way to do this is by using adaptive teaching strategies when planning and changing lessons. Adaptive teaching means giving all students the same learning goals but offering different levels of help as needed. Teachers can watch students' progress and give extra help to those who need it, while also giving more challenging tasks to those who do well. This is important in PE to make sure every student can join in and do well, no matter what challenges they may face.

To plan and change lessons effectively, teachers can use the STEPS framework. STEPS stands for: 

• Space 
• Task
• Equipment
• People and
• Speed (Time). 

It gives a simple way to plan activities and important things to think about when watching students during activities. The STEPS framework gives teachers an easy way to plan interesting and meaningful lessons and adjust activities to fit the students better. Let's look at each part of the framework and how it can make PE lessons better.

The STEPS Framework

Space

Space refers to the physical environment where the activity takes place. It's essential to consider the size, layout, and features of the space when planning and adapting PE activities. Decisions around space can provide or decrease challenge. For instance, in soccer, reducing the size of the pitch can intensify the game, requiring players to make quicker decisions and exhibit tighter ball control, while enlarging the space may allow for more time on the ball, opportunities to explore space or require longer passes.

Task

The Task aspect of the STEPS framework involves defining the objectives and challenges of the activity. Tasks should be clear, achievable, and aligned with the learning goals of the lesson.

For instance, could rules be adapted or conditions to activities be included to increase or decrease the level of challenge. Some examples of this could include requiring students to complete a set number of passes before attempting to score,
or adding some specific requirements into a dance routine. 

Equipment

Equipment encompasses the tools and materials needed to facilitate the activity. This can include sports equipment like balls, cones, nets, or fitness equipment like skipping ropes or mats. Choosing the right equipment is crucial for ensuring safety, engagement, and the successful execution of the activity.

When adapting a badminton lesson, a teacher might incorporate hoops as targets or use larger, slower shuttles and larger faced rackets to give the students more time and chance of maintaining a rally.

People

People, refers to the participants involved in the activity. It's essential to consider factors such as skill level, interests, and group dynamics when planning PE activities. Activities should be inclusive, allowing all students to participate and contribute regardless of their abilities.

For example, in a mixed-ability class, activities can be adapted to accommodate different skill levels. Pairing students with varying abilities in cooperative activities fosters student to student support and encourages collaboration. Additionally,
grouping students based on ability or prior activity experiences enables the teacher to adapt the activity to ensure success can still be achieved.

Speed (Time)

Speed, or time, is the final element of the STEPS framework, referring to the pace and overall time of the activity. Timing plays an important part in maintaining engagement, managing energy levels, and achieving the desired outcomes of the
lesson. 

For instance, if the goal is to improve fitness, activities like circuit training or completing timed challenges can be incorporated. On the other hand, if the focus is on skill development, allowing sufficient time for practice and feedback is essential
for development.

STEPS to Success

The STEPS framework provides a simple way to improve learning environments, helping students tackle difficulties and do well in class. By thinking carefully about Space, Task, Equipment, and People, PE teachers can better help all students and
create a friendlier and more inclusive learning setting. 

Consider the questions below to see if using the STEPS framework could help all students succeed:

Space

• Are the students finding the activity too challenging?
• Would more space increase the time provided to make key decisions?
• Is there enough room for all participants to move freely and safely?
• Does the current space limit the scope of the activity, hindering its effectiveness?

Task

• Are students struggling to grasp the current task?
• Would simplifying the task make it more accessible for everyone?
• Could adding complexity to the task provide a greater challenge for advanced participants?
• Is the current task promoting the intended learning outcomes effectively?

Equipment

• Are there enough resources available for all participants?
• Would different equipment better suit the needs of the activity?
• Could modifying the equipment increase safety or enhance engagement?
• Is the current equipment facilitating the desired skill development?

People

• Is the current group working together well and does everyone feel included?
• Are there any students who may benefit from being placed in a different group?
• Would adjusting the group size improve participation and teamwork?
• Are there any concerns regarding social dynamics that need to be addressed?
   

Conclusion

The STEPS framework gives a structured way to plan PE activities, considering space, task, equipment, people, and speed (time). By using this framework, PE teachers can create engaging and inclusive lessons that suit their students' various needs and abilities, making learning positive and rewarding.