Exploring Wheelchair Basketball

Overview

In this lesson, students participate in a modified wheelchair basketball session to explore how movement strategies can be adapted to achieve outcomes in a game setting. They also apply fair play rules and scoring systems, while taking on respectful roles to support team success.

Learning intentions

Students will be able to:

• apply and adapt movement strategies to create scoring opportunities in a small-sided wheelchair basketball game
• demonstrate how movement concepts (space, effort, time, and objects/people) influence their play
• follow and apply rules and a simple scoring system to promote fair play
• perform roles in a respectful way (player, partner support, official helper) to help the game run smoothly

Success criteria

• I can change how I move (speed, direction, and positioning) to get open or to create a scoring chance.
• I can use space wisely (find space, avoid collisions, and support teammates) during play.
• I can apply the rules fairly, including respectful contact and safe chair use.
• I can take a role (player or helper) and communicate in a respectful way to support team success.

Curriculum links

• Apply and adapt movement strategies to achieve movement outcomes - Demonstrate how movement concepts related to effort, space, time, objects and people can be applied when performing movement sequences - Apply rules and scoring systems to promote fair play when participating or designing physical activities - Perform a range of roles in respectful ways to achieve successful outcomes in group or team movement activities ## Lesson structure (45 minutes)

1. 0–5 min · Welcome and safety check. Teacher outlines the session purpose (adaptive sport) and checks key safety expectations for wheelchairs (control, slowing near others, listening to instructions). Students listen and repeat the top 2 safety expectations, then form teams for the warm-up.

2. 5–12 min · Movement concepts warm-up (station rotation). Teacher sets up 3–4 short stations using wheelchairs or “push-scooters” if wheelchairs are limited: (a) slalom for changing direction, (b) “find space” cone patrol, (c) pass-and-receive to a marked target, (d) stop-start practice for time/effort. Students rotate, focusing on one cue each time (e.g. “slow/fast”, “change direction”, “space for the pass”, “stop at the line”).

3. 12–18 min · Direct teach: adapting strategies for scoring. Teacher demonstrates two quick game adaptations:

• “Get open”: positioning to create a pass lane or a clearer shot area.
• “Shield and move”: using controlled chair positioning to protect space and then move into it when a teammate is ready. Teacher prompts students to identify space/time/effort choices in the demo. Students practise once with a partner: one dribbles/controls the ball area (using their chair movement), the other calls “space!” and offers where to pass.

4. 18–30 min · Small-sided game 1 (rules focus). Teacher runs 3v3 or 2v2 wheelchair basketball on a reduced court with soft boundaries and a simple rule set:

• scored by making a shot into a marked target/hoop area
• “no rough contact” and “safe chair distance” rule enforced by helpers
• turnover on ball out of bounds or after a score Students play the game while the teacher and helper officials watch for rule fairness and safe movement.

5. 30–38 min · Tactical adaptation and reflection (quick coach-circles). Teacher pauses play for 60 seconds per team: students choose one strategy change using a set question card: “What did we try to do to score more?” “How did we change our space or timing?” Students discuss and apply one adaptation immediately (e.g. switch the passing order, create a wider angle, or spread out to widen the scoring lane).

6. 38–44 min · Small-sided game 2 (roles focus). Teacher assigns roles each round: players, “rule helper” (checks safety/no contact), and “scorer/helper” (keeps tally using the agreed scoring system). Students rotate roles and play again, aiming to apply the strategy and fair play expectations.

7. 44–45 min · Exit check (1-minute reflection). Teacher asks students to complete a quick verbal or written response: “One strategy I used to help our team score was…” and “One fair play rule I followed today was…” Students submit/answer and teacher collects key observations for next lesson.

Resources

• Wheelchairs (or mobility alternatives) with protective checks completed
• Soft basketballs or lightweight foam balls
• Cones, tape markings, and portable hoops/targets
• Scoring cards and a simple tally method
• Coloured pinnies for teams and spotters
• Hula hoops or floor markers for safe stopping zones
• Rule cue cards for “rule helper” students
• First aid kit and basic supervision tools (e.g. whistle)

Assessment

• Teacher formative observation: identify who is adapting chair movement (space/effort/time) to create scoring opportunities.
• Rule helper feedback: note consistent fair play behaviours and safe chair control.
• Exit reflection: check students can name a strategy adaptation and a rule they followed.

Differentiation

• Support: provide visual cue cards for tactics (“get open”, “pass lane”, “stop-start timing”) and sentence starters for reflection.
• Equipment access: if fewer wheelchairs are available, rotate roles so every student participates as a player, supporter, scorer, and rule helper; use mobility alternatives for safe participation.
• SEN considerations: reduce playing area, increase time between rounds, and allow additional prompts for students needing extra structure.
• Extension: challenge advanced teams to attempt a specific scoring tactic (e.g. “two passes before shot” or “create space then shoot”) and evaluate whether it increased scoring chances.