Teaching Modified Games

Modified Games
Are games that look like the
actual sport on which they are
based, but adapted to suit the
players age, size, ability, skill
and experience.
(Hillary Commission of New Zealand)

Why Use Modified Games?

- Enable varieties
- Promote learning progressions
- Enable greater participation
- Promote fun way of learning
- Overcome shortage of equipment

Modifying Individual Sports

Examples:
Track & Field: Expanded take-off board;
Lower hurdles; use line instead of
circle for shot/discus.
Swimming: Use of fins; start race in water.
Gymnastics: Use long bench for balance
beam.

Modifying Dual Sports

Racquet games examples:

Move in serve lines.

Short-handled racquets.
Short wide / longer narrow court.
Different (i.e., slower moving) ball
Shorter-handled racquets

Modifying Team Sports

Sample modifications for Invasion Games
Gaining
Equipmen possessio
t
n
Use larger
balls
Use slower
balls.
Use shorter
handles on
striking
implements
(e.g., hockey
sticks)

Progression

Scoring

Do not allow
direct stealing
of a ball from
one player by
another.

Allow players some steps in

games where none is
allowed (e.g. Frisbee).

Increase the
ways in which
a player can
actually gain
possession

Consider
including the
opportunity of
scoring by
Reduce the pressure on a
progressing the
player as she or he attempts ball (or object)
to put the ball in play after
across an endan out-of-bounds play or a
line rather than
penalty (e.g. do not allow
into a specific
players to stand too close to goal.
the sideline).

Increase the time an

individual player can have
possession without being
penalized or in which they
must make a pass.

Make a goal
larger.
Make a goal
lower.

Modifying Team Sports

Sample modifications for Batting /Fielding Games
Equipment
Use larger balls
Use shorter
handled bats

Batting
Hit from a tee rather
than a pitch
Allow the batter to
receive a pitch/bowl
from his or her own
team
Have the duty team to
provide a pitcher,
aiming to present batter
friendly deliveries

Fielding
Have larger
targets to hit
(e.g. cricket)
Reduce the
size of the
sector **

Base
running
Limit the
stealing
options

Including Students w. Disabilities

Modify rules to equalize competition
Allow a student to kick or hit a stationary ball where it might
otherwise be pitched.
In volleyball allow them to catch the ball and throw it and/or
allow the ball to bounce.
Allow certain length of time to get to base or the goal
Involved the disabled student in the decision making
concerning rule modifications.
Decrease distances
Move bases closer together
Allow students to be closer to the target/goal/net
In volleyball or badminton allow them to serve from mid court

Including Students w. Disabilities

Analyze positions according to the abilities of
handicapped students
Allow them to be goalie, pitcher, or other position,
which entails limited mobility
A student with a heart problem may be goalie in soccer,
or a pitcher in softball
A one-leg amputee may be a pitcher or first baseman
Provide adapted equipment that makes performance
easier
larger bat,
larger, lighter and/or softer ball
larger, flat bases, goals, baskets etc.
Shorter racquet shaft or larger racquet face

Strategies For Modifying Games

C H AN G E

IT

C : Coaching Style (demo ? Discovery?)

H : How To Score
A : Area ( Large / Small )
N : Number (eg. 3 on 4)
G : Game Rules
E : Equipment (types & size)
I : Inclusion