Physical Education at Home for Students with Visual Impairment This video is posted online with the following chapter markers: Chapter 1. Why Physical Education? Chapter 2. Specific Challenges for Teaching PE Chapter 3. Ideas and Suggestions Chapter 4. Blind Tennis Resources Description of graphical content is included between Description Start and Description End. Transcript Start Chapter 1. Why Physical Education [ Slide start: ] Description Start: Title: Physical Education at Home for Students with Visual Impairment Content: April 22, 2020 Scott Baltisberger, VI Education Consultant, TSBVI Outreach Kristine Seljenes, PE Teacher, TSBVI Comprehensive Programs Kendra Dorty, Media Team, TSBVI Outreach Description End: Scott: Okay. Hey, good afternoon, everybody. I'm Scott Baltisberger with Texas School for the Blind and Visually Impaired Outreach Program. And you are here joining us with our webinar Physical Education at Home for Students with Visual Impairment. With me today is the Texas School for the Blind and Visually Impaired physical education teacher, Kristine Seljenes. Say hi, Kristine? Kristine: Hello, everybody! Scott: Well, thank you for joining us, everybody. So this -- this webinar was originally -- Kristine had originally planned this as the second installment of a -- of a physical education for students with visual impairment webinar, the second installment of that. But because of the current situation with the coronavirus and the -- and the lockdown, that we would kind of look at -- more specifically at how do you do physical education in the home for students who have visual impairments and also how might teachers support parents who are teaching physical education in the home. So let's go on. So what -- sorry, guys. [ Slide start: ] Description Start: Title: Outreach Resources during COVID-19 Content: • Coffee Hour [https://www.tsbvi.edu/coffeehour] o Mondays, Wednesday and Fridays o One hour Sessions at 10:00 AM (CDT) o Variety of topics • Texas Families Together o Tuesdays o One-Hour Sessions o Sharing, connecting, and encouraging as only family members can do! • Virtual Consultation o Informal one-on-one discussion with OTR Consultant o Rapid response (one to two days) Outreach Programs [https://www.tsbvi.edu/outreach] Description End: So y'all bear with us. [ Laughter ]. We are doing -- we are doing our webinars a little differently than we usually do. So we are having to rely on old Scott himself to run a lot of the show. Not just doing what media usually does for us. We will get there you this as best we can. Before we get started, I would like to point out some resources that Outreach is providing right now. During the quarantine. One of the things that we do is a coffee hour, Mondays, Wednesdays, Fridays at 10:00. A one hour session. Anybody can come in. You don't have to pre-register. You just show up. We've had a lot of neat topics. We've talked about active learning for students with multiple impairments, Cortical Visual Impairment, Braille learners. Lots of topics. If you go to the Outreach web page down there at the bottom, you can look at the schedule. We also do -- there's a program called Texas Families Together, those are on Tuesdays, one hour sessions-- I'm not sure, they were hoping to do several sessions. I'm not sure where they are right now with that. If you go and check they will have them all lined up. A chance for families, parents to get-together and meet and talk and just -- just connect. As only families can. And then finally, the last thing that we are doing is because a big part of outreach is to provide consultation and training services, direct for students and in schools-- we're not able to do that, of course, with the quarantine. And so we are looking at providing what -- what interactions and what collaboration we can remotely. So if you would have a specific question about a student, a specific question about a technology, a specific question about anything at all, go to our web page and click on the Rapid Response and we will get back to you within two days to talk about what you have going on. Okay. So I think we're ready to move on, Kristine. [ Slide start: ] Description Start: Title: Format for Today’s Discussion Content: • Why Physical Education? • Specific challenges for teaching PE in the home setting • Ideas and Suggestions • Bonus! Blind Tennis - with Kendra Dorty Description End: So this is what we're going to talk about today. We're going to talk about why physical education, why is physical education important, what are the components of it, and then we want to talk more specific about teaching PE in the home setting. And so some ideas and suggestions for that, Kristine has -- because Kristine you have actually been doing distance teaching of PE. Kristine: Yes. I have been teaching PE at the School for the Blind for about eight years now and then I've been doing virtual teaching PE for about three weeks now. So I'm figuring it out as I go. Scott: As us all. Finally a special treat, Kendra Dorty our tennis coach here at the school, she is going to come on and talk about blind tennis, she has a couple of guests I believe, too, so I really look forward to that. [ Slide start: ] Description Start: Title: Format for Today’s Discussion Content: • Why Physical Education? • Specific challenges for teaching PE in the home setting • Ideas and Suggestions • Bonus! Blind Tennis - with Kendra Dorty Description End: So first of all, could out -- we would like to know who is out in the audience. There's always other. Are you an other? Look at that. We've got -- a lot of PE teachers. Lots of TVIs, of course. But look at all of those PE teachers, Kristine. Kristine: Nice, I like it, welcome. Scott: Some others, no family members yet. This -- even if we don't have any family members, perhaps there will be some information that some of you guys, PE teachers, and TVIs and O&Ms could share, would help to share this with your families. Okay. Looks like we've got mostly TVIs and/or Orientation and Mobility Specialists and a good, nice chunk of Physical Education teachers. Thanks y'all for sharing. That helps. Okay. There we go. I'm trying to turn this off now. There, okay. [ Laughter ]. [ Slide start: ] Description Start: Title: Who is here? (Take our poll!) Content: • Teacher of Students with Visual Impairment • Orientation and Mobility Specialist • Physical Education Teacher • Family Member • Other Description End: Moving right along ... so -- so I want you guys to say, could you write in the chat like why is PE important? What do children learn in PE, and why is physical education important? You could say for kids in general, but also for our kids, kids who are blind or with visual impairments. Why is PE important? You can just write in the chat what you think. Okay. I can't see the chat. Kristine: Do you want me to read some answers for you? Scott: If you can look at the chat, it's not in my screen. Kristine: Independent mobility and exploration, body awareness, spatial, social engagement, skills, staying active, social skills, m strength, inclusion, overall health, inclusion, building self-esteem, reducing stress, perfect. You guys get it. I love it. Scott: Yep. That's pretty -- that pretty much takes the words out of our mouths, I think, Kristine. Kristine: Yep. Scott: Or mine, I'm sure that you will have more to say on it. So, yeah. [ Slide start: ] Description Start: Title: Why Physical Education? Content: • Write in the chat: o Why is PE important? o What should children learn in PE? Description End: So really -- looking at the three overall goals, this is sort of the official take, essential body management skills, physical fitness and fun, developing teamwork, sportsmanship and cooperation. What they didn't have, what they don't have here is that thing that you guys talked about, which I think Kristine you and I have been talking about how important it is right now, managing stress. Keeping yourself on an even keel. Which at this point in time, with everyone kind of in a stressful situation, I think that's really important to keep that in mind. Kristine: Yeah, I mean I know for myself personally speaking, I've had to make a point of getting outside, getting exercise, getting movement every day. And I just -- I mean, I'm sure everybody is with us. You know, you feel it if you don't move. And our kids are feeling it. You know our population is feeling it. Scott: Yeah, yeah. You know, I think there's a tendency sometimes to kind of sink into lethargy and non-movement so even if you on-- when kids need that sort of bump, that sort of motivation sometimes, it's not like when I was a kid, you know, my mom was like get out of the house! [indiscernible]. That's not necessarily an option right now. But if -- it's sort of like this is part of your education, you know, PE is a subject area that is tested in school. So you need to follow, you need to work on your PE skills now. [ Slide start: ] Description Start: Title: Why Physical Education? Content: • Write in the chat: o Why is PE important? o What should children learn in PE? • Three Overall Goals: o Teaching Essential Body Management Skills o Promoting Physical Fitness as Fun o Developing Teamwork, Sportsmanship and Cooperation Description End: Chapter 2. Specific Challenges for Teaching PE So, Kristine, the PE teacher's perspective. You've been a PE teacher, like you said, for a decade. And you are now trying to deal with being a PE teacher in a remote place, which is weird, right? Because PE is the one subject that you would think that the teacher needs to be in the room with the student. And they are in their home, they are not at a gym. So what's -- what do you think is going on there? Kristine: I mean, in terms of just our student population, it's kind of all over the place. We still have some families that we haven't had contact with at all. Some families don't have internet or if they have internet it's not reliable internet. Some parents and families do have internet, but their children are not really proficient at using a computer in any sense of the word -- you know, in any capacity. So they can't access themselves, so that means that the parent has to either be a part of it or for some of our students they have to fully support for them to participate in these activities. So it's kind of all over the board for us. [ Slide start: ] Description Start: Title: Ideas Content: • APH [https://sites.aph.org/physical-education/articles/adapted-physical-education-for-the-blind-and-visually-impaired/] • Dr. Lauren J. Lieberman - Books • Home Hacks [mailto:https://www.youtube.com/watch%3Fv=SZecIp-vOrQ] • Virtual Physical Education Resources for VI o Northwest Association for Blind Athletes [https://www.youtube.com/channel/UCOPE6im_djQrrpxTQ4CB0kA?pbjreload=10] o United States Association of Blind Athletes [https://www.youtube.com/channel/UCATTuzz8ew1r_eumY4khzUQ] o Eyes-Free Fitness [https://www.youtube.com/channel/UCSJCXbR__C7IztG4us-8Hjw/playlists] Description End: Scott: Yeah. So you guys, just looking at the chat, I figured out how to find the chat. [ Laughter ]. So I'm just -- if you guys want to come in and talk -- tell us about some of the things that you're dealing with or how you're doing -- how you are doing PE now, especially PE teachers. Or you TVIs might be trying to support that. What are some of the ways that you are doing that right now. Have a chance to share that. One thing that I have found in these webinars right now, it really helps, it helps me, I know, to hear from what everyone out there is doing. Because -- just because Kristine and I are sort of hosting this meeting, doesn't mean that we are the end-all and be-all on this topic. Kristine: Definitely not. Scott: We like having you guys share. While we're getting to that, while we're waiting for you guys to answer to give us some ideas, we want to talk about a few things here in particular. So I wanted to mention about -- about AP -- about -- about three things. [ Slide end: ] And here's what I was going to talk about. There's this really nice -- thing that you can share with your parents. Here it is. [Screen share:] And this is on the APH site. It's by -- it's an article by Kathy Letcher from Overbrook School for the Blind, a one pager with information about how to provide accommodations and adaptations for students who are blind and visually impaired. And it talks about why it's important, how is it important for kids who are blind and visually impaired and it gives kind of an overview about some strategies you can use. Kristine: Will you scroll down a little bit more, Scott. Because I really do like that adaptations section. I think it would be useful for a teacher to read through it and select a few of the things that makes sense for the person that you are trying to get information for. There's some really nice, really nice adaptations listed here. Scott: Yeah. It is a really neat thing to kind of -- you can find, stuff about throwing and catching, striking and hitting, running, balance -- how to do boundaries, different ways to adapt it that can make it really accessible to kids. And there's some stuff in here, I think they talked about using a balloon instead of a ball. That's a really neat -- particularly for parents, for families who are trying to do work in the home. That's a really nice one. Kristine: I see somebody is asking the question where do we find this? I am going to be sharing a document with you guys later on in this webinar and there's a link to this article included in that document as well, too, that you guys should be getting. Scott: It's on the -- APH site. American printing house for the blind. Yeah, Kristine -- that will be in the handout. But it's a really nice, nice kind of -- summation of things. [Screen share end:] So speaking of that, the other thing that I thought that I might share with you guys, before I let -- couple of things I want to share before Kristine launches into her thing, you know, think about throwing, so -- [indiscernible] -- more technical issues -- oops there we go. Nope. [Screen share:] Here we go. I was thinking about how do you do throwing indoors because if you don't have like a nerf ball, the danger of breaking things in your house, one of the things that I thought about was, you know, for someone who is blind, you want to have a sound target. You would like for the student to be able to -- like a bell ball for students, something with a sound, noise to it, that the student can actually when they throw it, they can hear where it goes and where it lands as opposed to me trying to say narrate, saying oh, wow it landed over there. I came up with this activity. [ Video start: ] I'm [indiscernible] when I -- you notice all of the Amazon delivery boxes. So I thought you need a target. You need a target that makes noise when you hit it. So I'm going to build a target with these boxes. And when they fall over, they will make a crash. If and when the student is able to hit it. Kristine: I would say another thing for the home is to have somebody kind of giving descriptive information about where that ball is being thrown and landing will help that student to understand, but having it make a sound is a nice option for sure. Scott: So these are -- [Rattling sounds] these are different -- there's a dog food can, a pill bottle, soda bottle, I put different things, Pennies, bolts, paper clips. So your object makes a noise. Then in order to -- I found an app, beeping, beeping app. [Noises and beeping]. And there you go. Kristine: Nice, nice shot. [ Laughter ]. [ Video end: ] Scott: So that's just one idea. Like a home hack, a homemade way to do that. Finally, the last thing that I wanted to show before I let Kristine jump into it is this -- this is a really nice thing that I ran across. This is a -- this is an indoor obstacle course. [ Video start: ] This child has vision. Avoid killing the dog. Crawling, running. Jumping. This is neat. Incorporates literacy. Climbing. Running. And jumping! [ Video end: ] [ Laughter ]. So, you know, this is -- something about this, that particular -- video was made by -- a family and their grandfather, I think, was the first -- what was she? He? Somehow I think in the APH, the library for the blind. You can set up an obstacle course like that involving all of these activities. You could use tape or something like that to show them how to move across it. It's a way to get your kids engaged. I like the way they incorporated literacy to it. You could have Braille reading if you wanted to. A funny thing, the girl they said read the letter, she looks for the letter she wants. Chapter 3. Resources for Remote PE Instruction So Kristine. Kristine: Yes, sir. Scott: I'm going to turn this over to you now because you have a lot better ideas, I have to admit. Kristine: Your video was pretty great. I don't have that video to share, so thank you for that, you gave me an idea. Some ideas for some sound ball, I appreciate it. I will make a -- a note as I'm seeing in the comments here, Mark Bullock is mentioning tin foil can be used on the floor to amplify sound to indicate where something is, bubble wrap can be used to walk or run on. Excellent suggestions. Balloon, he also mentioned balloons with rice, rolled up socks with bells in it, targets, pasta stones, paper clips in plastic bottles of different sizes, great suggestions, that's just a couple that I happen to have caught. There's probably more that I haven't been able to scroll through. I just like those. I'm taking notes, we're all learning here, right? Scott: Yeah, yeah. And -- and yeah. So -- so Kristine. Kristine: Is it time for my document? Scott: Yeah. Kristine: Me, okay. So, hi I have been putting together a document that has a lot of different links and resources that I'm going to go through. I'm going to give you an overthrew -- an overview of it and show you some videos within it. Hopefully it will work. Let me ... [Screen share:] Open it up. We will see how it goes. So you guys should be looking at my virtual FEC resources for the blind and visually impaired. Just to give you an overview of what's in here, I have a section on blind VI specific resources. I have some sample lesson plans that us PE teachers have done here as well, too. I have a section on -- on creating accessible documents and materials. There's a section for deafblind resources. And then there's a section that has -- just really kind of some extra stuff and I linked into -- Kendra is going to talk a little bit later about some tennis things, I kind of added it in last minutes, simple listening, movement and game activities and then some aerobic dance activities with some Spanish versions as well, too. I'm going to back up to the top as well. When you go to look for resources for exercise for blind or visually impaired, you really kind of start to find there's not a whole lot. But I have actually been pretty excited about the fact that I -- that I was able to come up with -- with some new stuff. One of the -- what do you say silver linings of this situation is there is more material that's being created now. As well as materials that have kind of been created in the past. So I'm going to start in the section of the blind VI specific resources. The first thing that I want to show you guys is this Eyes Free YouTube auditory fitness instruction. By this woman named Nell Scott from blind alive. What she has done is created a YouTube channel that has a collection of a bunch of different workouts. There is -- I'm going to show you -- I will go to all of the videos here. I kind of want you to see. There is something on eating, pilates, sculpting with weights, boot camp, gentle yoga for beginners. And the thing that's cool about it is it's all audio description. She doesn't actually even have a video. She doesn't even have a video playing. So I'm going to show you a little snippet of what that looks like. [ Video start: ] [ Music ] Thrive Alive! Mel Scott: This is your eyes free fitness, 20 minute lower body and balance workout. I'm Mel Scott. Make sure you've talked to your doctor before you begin this workout program. Today you're going to need a sturdy chair, a towel, a pillow, and if you would like to make the exercises a little more challenging, you can use light ankle weights. Let's begin today with a light walking-in-place. You can do this sitting, or you can do this standing up. A lot of the exercises today will be standing up. Let's take a nice easy walk, walk- in-place. Walking is a great way to get our body moving, our joints lubricated, because it's a natural movement. Okay it's time to stand up. Put the pillow away so that you don't trip over it or anything. Now is a good time to get your towel-- just drape it across the back of the chair. Walk to the back of your chair, hanging on with your hands. If you want to work with your balance, just hold on with your hands lightly. We're going to do hamstring curls. We're going to start on the right side, which means you're going to... put all of your weight into the left leg-- stand tall-- evenly distribute that weight across your left foot-- keep your knee a little bit soft, don't lock it-- stand tall. On the right side... you're going to lift that heel up to your rear end-- just keep the leg straight-- just lift that heel up to your rear end-- bending that knee, and back down. Stand tall. Here we go, we're gonna do ten. Lift up... and down. Heal up to your butt and down... [ Video end: ] So that's just a little snippet of that collection as well, too. I like her tempo, I like how descriptive she is and I really think she did a good job with that website. She had been creating a -- she had been creating an app as well, too, but wasn't able to keep it going at this point in time. So that's a bit unfortunate. But it's a really nice collection. If you have people that can follow along to verbal instructions, and participate, this would, I would say, be more for an academic student that can follow verbal directions. Scott: I -- follow directions and she gives really good descriptions. And that's such a common, you know, that -- that remote, you know, yoga online things like that, this is the first time that I have seen something like that so specific, so well done, you know, [indiscernible]. Kristine: Yes. The next resource I'm going to show you guys is the Northwest Association of the Blind Athletes video resource library. I saw in the chat some of you guys already kind of talked about it. [Screen share:] This is another really cool website that is full of information. I know they are also posting -- they are also posting daily lessons in here as well, too. But they have resources for days in here. They have the pre-teaching methods, teaching progressions, this section I think is pretty cool, this sports adaptations with instructional video play lists, goes over loco motor skills, object control skills and fitness skills. I'm going to play you another video that we have ready to go from that one as well, too. That kind of shows you one of the object control skills that is the dribbling lesson. And I, again, these videos that I'm sharing I have kind of pareed out to give you an idea of what it looks like. [ Video start: ] [Video] Kristine your cursor is blocking the screen. [ Video end: ] Kristine: So they have, again, they have dribbling, they have catching, they have throwing, they have all kinds of resources within those links, so it's definitely a great resource. I -- the reason that I had it blocked on my screen, I was trying to peek in the chat, I won't do that anymore. Somebody said blindalive, that's actually the same thing as that Eyes Free fitness. I gave the YouTube links because YouTube is a very accessible app in and of itself, people can navigate through it. I thought everybody is familiar with YouTube and that was an easier way for me to find Mel Scott's collection. The next resource that I want to point out -- United States Associate of Blind Athletes. They are doing COVID-19 different paraathletes doing short little videos, 8 to 12, 15 to 20 minutes, staying fit while staying put. They have new episodes every week. I have a link to a document that shows all of their resources as well, too. I went ahead and described the episodes. They have a -- they have a YouTube channel. I have a link for you guys that you will be able to find the full list and where they will be updating videos. I think it's every Wednesday that they are doing it. They have resistance band workouts, a lot of -- of high intensity interval trainings, yoga workout, upper body exercises, stretches and tobada. I will show you a clip of what that looks like. That is not necessarily as accessible for somebody without vision. They are also kind of learning as they are going right now. But it is cool, you know, shows roll models, athletes, in the field -- [ Video start: ] Lisa Czechowski: We're with USA Women's Goalball. And we're partnering with United States Association of Blind Athletes for Staying Fit While Staying Put. I'm Lisa Czechowski. Amanda Dennis: I'm Amanda Dennis. off-camera: And you have Eliana Mason and Marybai Huking on camera. Lisa: And today, we're going to go through some upper-body exercises that you can do in the home. So the first thing is you can get some things together that you may want to make it more challenging. Like we have bottles of water. They are unopened. So you don't get water everywhere. Amanda: Soup cans. Lisa: And anything else that you can think of to add some weight if you want to make these exercises more challenging. You can also use Therabands if you have access to them, as well. So the first thing one thinks you're going to do is have a nice little space to work in because we're going to warm up. All right, everybody. So let's get our legs and arms warmed up with some light jogging in place. Want to try to get the heart rate up a little bit. All right. So now let's get to the fun part. So we're going through several different upper-body exercises and we're going to do redemption exercises and then do one set of repetitions. If you want to make it more difficult. You should do more repetitions. So, again, one set of each thing, reps. So I want to grab my water bottles. Amanda: One person is going to be sideways in this video so you can get both views of a front view doing this and then also from a side view as well. Lisa: All right. First thing we're going to start with is a shoulder press. So take your hands and put on top of your shoulders. Palms facing out and you're going to reach straight up in the air toward the sky. And then we're going back down again. And we're going to do reps of that. So ready? One, two, three, four, five. [ Video end: ] Kristine: All right. So, again, I just want to promote that one as well, too, because not only is it an exercise program, it is also role models and current athletes that are out there doing the movement and -- those girls were members of the team USA girls go-ball team. Here is the link where -- well American Printing House for the Blind has a whole series of FEC videos, sports articles videos highlighting participating and teaching various sports skills. I saw some of you guys mentioned that on the chat as well, too. Next you have the link to the article that -- that Scott was referencing earlier that had those adaptations that I thought were really great as well, too. Going further down this document, there is this -- it's basically another document like this. It's another inclusive home fitness for students with visual impairments. It's a document created by Matthew Fire well from Brock port, a camp for students with blindness and visual impairment that teaches various kinds of sports skills and inclusion. I'm going to show you a brief journey into that. I'm not going to go through -- it references several things that I have referenced already. The Eyes Free fitness that we talked about. Revision fitness is pretty cool. It takes you to a website. I was able to do some scrambling, I found out his name is Teran, he has a Facebook page where he's doing live trainings that are pretty cool. I haven't checked out all of the links that are on this page, but there is one that I'm going to scroll down. The format, there's websites, audio descriptive full bodies workouts, he references the USABA keeping fit. A couple of national, I'm not sure what it stands for, but just more workouts. There's a whole section on descriptive yoga. I know our physical therapists have been promoting that cosmic kids, I haven't looked into that much myself. This yoga with Adrian is pretty cool. She is actually from Austin. She does a nice job just being descriptive by nature of her practice. And she is -- she's pretty silly. You are going to chuckle if you do her yoga. I recommend it for everybody to try at least one of her videos. There's some more cardio links. Some abdominal workouts, a link to guiding with physical distance. And this DIY home equipment workout video. I'm going to see if this will open for us. You can see this one. This one is cool! This one is full of all kinds of DIY equipment here. It has bottle bowling, cotton ball balls, milk jug catcher, panty hose wire hanger. Not necessarily all geared towards blind and visually impaired, but there's a lot of PE equipment at home resources in here, so I recommend that you check it out. I'm going to close this one. And then he also includes his own workout that he created, I believe that's what this is down here as well, too. Then he has at the bottom, he has YouTube links that show you just goes through how to do exercises, like how to do mountain climbers, how to do the Russian twist. There's some gold, some gold to find in there as well, too. Going back to my document that I have for you guys, a couple of Dr. Lauren Lieberman, running skills, it's just a nice one-page article. A quick reference guide for teaching locomotor skills. Also really good stuff. All available for you guys to take and use as you see fit, all of these things I'm linking to I didn't create. I did contact all of the websites that I showed you and made sure that I was able to share with you what I shared today. So next up, we have some sample TSBVI lesson plans that we created for TSBVI. I want to show -- Tony Riley is our newest PE teacher I will say. He did adult fitness beforehand. This is a really cute activity. There's been in the news, I don't know if you have seen it, you know, where parents be putting teddy bears, various kind of things in the window where kids can go around and spot the teddy bear or a rainbow has been a thing. He kind of created a scavenger hunt around the house, has things like find something light and lift it over your head 10 times. Find something that rolls, roll it 10 times. Listen for a bird or look for a bird in the sky. Just kind of a fun accessible scavenger hunt for our students that kind of combines movement with -- movement with -- with searching and being, you know, being around in their environment. I have Dr. Elina Mullen, also included a couple of her -- let me scroll down and show you. She kind of went through and did some exercises. She talked about making sure that you are aware of all aspects of the student's health, needs and, you know, you guys know that for the most part as TVIs and people in the field to be aware that we're not prescribing jumping and, you know, jumping for students with retinal precautions and to be doing things that might involve blows to the head for students, also, with retinal precautions or shunts. This is an activity where she just kind of talks with the parents about warming up, doing some jumping Jacks, some stretching. She has another activity down on the bottom, that is -- that is specifically for a student that has multiple disabilities and just kind of really going through a descriptive explanation of what -- what they can do that's on that student's level of learning as well, too. Which is, you know, clapping and tapping his right hand to his left shoulder, clapping, tapping, left hand to left shoulder. Those two are really great. I had a lot of parents that really wanted to just have general information about their students. I'm going to kind of fly through this a little bit because this is something that you can look at a little more later. I kind of talked about the things that I knew, the students already knew, that was available for them to do at home with their families, that would be something they could start with successfully with the intention of reaching out to the families again as we continue this process and adding new activities, but building upon things they already knew. So I kind of went through and I talked about the stretching routines that the students were already familiar with, simple things, arms up and down, shoulders up and down, torso twists. I had a section where I did special considerations for students that might need hand-under-hand assistance. You can see here. Just highlighting different aspects about the kinds of things that they would need. Also talking about the positive feedback, making sure that's infused with that as well, too. Making a big deal when you saw that they moved and partially participated. You know, this again is a student that needs a lot more support and needs a lot more recognition about their movements because moving can be a little more challenging for that person. I do the same thing with the exercise routine and then I have a basketball activity as well at the bottom where I have some alternatives to a basketball or basket that you could use shooting something on to the bed, shooting into a laundry basket or a bucket on a chair. If you don't -- or a trash can. A ball you can use slightly deflated basketball or any kind of ball, you can use c crumbled up paper, toilet paper roll, socks, give options for at home activities. Talked about some of the different skills, student specific, aiming shooting into a basket. Having them aim shooting into a basket by listening to a sound cue and feeling the location and then I kind of talked about what could be some sound cues, like you could tap on the basket. You could clap by the basket. You could use a radio or a phone or any item that makes a continuous sound. So that's one of the things that I sent home. I had another group of more academic students that -- that I wanted to kind of just -- I had a lot of athletes in this one class so I figured that they were all going stir crazy. So I only had them do one part of this activity, but I wanted them to have something hefty. So I put flexibility option, I did a recording of my own voice defining some basic stretches. Gave options for them to select the yoga with Adrienne I talked about. Then I also gave them the option of choosing their own adventure. One of the big things that we have been finding as we have been moving into this world of virtual teaching is, you know, our parents are overwhelmed with information and our students are overwhelmed with accessing this information and the information being just presented in a totally different way. I think I probably would do, if I could go back in time and do it again, I would probably come up with a much more simple option for them moving forward. But, you know, in the past. That's, you know, you can't go back. The other thing that I have been doing I also -- is some Zoom live Zoom lessons, I got permission from some of the parents to share, so I just kind of wanted to show this. I think that I'm just going to show one of these. [ Video start: ] Eddie: [laughing]. Kristine: Nice! Whoa! [laughs] Whoo hoo! [laughs] First, we're going to do some sit-ups today, I want to do three exercises. The first exercise is going to be sit-ups. Eddie: [laughs]. Kristine: Are you ready to lay down on your back? James: How do you do sit-ups? Kristine: Oh, I see you thinking about it. James: You're doing it. You're doing great so far. Kristine: Nice. Very good. Laying on your back. James: All right. Kristine: You ready? Even entertain. You want to count yourself today? You ready we're going to go up and down? Maybe do some high-fives when we come up? James: Keep on going! Kristine: You ready? We're gonna go up, up, up, up, up, up, up, up. James: You did it! Kristine: I saw it, he was thinking about it. Up! Two! Three! Oh, good job. Four! James: Yeah! Kristine: Whoo hoo! Nice! Five! James: Five! Kristine: And maybe if you want to give him a high-five every time he comes up, so he gets a little tactile. That's five. We got five more. You're doing great. James: Five, Eddie! Alright! Kristine: Four more. James: You got it! Kristine: So good! The next one we're going to do, second exercise is going to be hips-up. You're going to keep your feet flat and you're going to lift those hips up high to the sky. And James, you might give him a tap on the side of his hips if he doesn't come up in a little while. Hips up, up, up, up, up. And down. One. Up high, up high, up high! Two. So good. We're going to do ten, are you ready? Nice! Three. James: Yeah! How many more, Eddie? Count with us. Kristine: Oh, nice! Very good counting! Five! Six! Oh, that's so good. Seven! James: Keep going! Keep going! Keep going! Eddie: [laughs]. Kristine: You got three more, you're doing great. Eight! Oh, good one. Eddie: [laughs] James: Keep going! Keep going! Two more. Eddie: [laughs] Kristine: You're doing great!. Good morning. I'm proud of you, Eddie. Whoa! Eddie: [laughs]. Kristine: Two more, two more. You can do it. Ohhhhh? Eddie: [laughs]. Kristine: [laughs] Oh, up so high! Up so high! Up so high! Nine! James: Good job! Kristine: One more! James: All right! Kristine: So good, Eddie! I love it! [ Video end: ] Kristine: I'm going to skip ahead. We are already at 3:45 and I want to be able to make sure that you guys get to hear about tennis, because that is exciting, too. I'm going to show you another lesson that I'm doing with a student that does have vision. [ Video end: ] Kristine: Hi. Are you ready? Are you ready? Are we gonna stretch? What do you think? Yeah. Are you ready? I'm going to do a check-in. Let me see how much you're paying attention. Nose. Boom. So good. Head. Mom: Oh, mom is in this. Kristine: Your head, your head. Stacey. Head. [laughs] And a wave. And a wave. Uh huh. And your other hand. And two hands. Can you do two hands? Yeah, two! That was a good job. Mom: She's got a toy in this hand. Kristine: Ah ha! We're going to do some arms up and down. You ready? Go up, up, up! Stretching up! Stretching up! Yay! Good! Mom: Oh, look! Side leg lifts! You want to do some side leg lifts with me? Mom: Here, lay down. Kristine: You gotta lay down on your back and then you gotta go over on your side. It can be hard for her to stay in. Sometimes I'll sit behind her and I'll put my knees kind of up against her back and I can-- And then I can give her a tactile prompt under her-- under her, like, calf. You may not do this one. This is-- this is-- I'm challenging you guys on a Friday afternoon. Maybe not a great idea, you know? Mom: Oh, yeah! Lay down. Lay down. Kristine: Lay down on your back. Yeah. Get on your side. Mom: OK. On your side. Kristine: And then. Yeah. Then you tuck the leg, you go uuuuuuuup!. And down. One. Up, up, uuuuuup! Two! Show me. Leg up, up, up, up!. Three! [cheers]. Two more! Two more! Two more! Up and down! One more, one more! Yeah! Up high, up high! Yeah! So good, Stacey! Yeah! Stacey! That's a hard one, I'm proud of you. You're doing so good with your mom. Stacey. You are good. I like how you're doing your exercises with mom. Oh! Huh? Oh! I even found some pink-- a pink picture because I knew you had some pink ones. Well, we're gonna try those bicep curls. Remember, we do our arm up and down. Can you get-- can you get the pink weight? Where is it? Can you look? Yeah, get it. Good job. Yeah. You ready? Watch Ms. Kristine. Go up. And down. Show me. Up. And down. Mom: Good job! Kristine: Good! Again. Up! Show me. Mom: Up. Yeah. And down. Kristine: Two. Again, ready? Up. And down. Three. Good. And up. Show me. Two more, two more. Up. Mom: Do it. Come on. And down, four. One more. Up. And down. Five. Now we're going to do the other hand, put it in your other hand. We're gonna do five on the other side. On your right hand. You ready? Did you change your hand? Yeah. You ready? One. Good. Down. Again. Two. Mom: Raise it up. Show me. Mom: No, in this hand. Raise it up. Good job. Kristine: Down. Two. Good! Two. Up. Show me. Up. Yeah! Three! Good! Two more. Up. Yeah! Four! So good! One more. Up. Mom: Oh, no, this hand. Kristine: You gotta put it in your other hand, your right hand. One hand, one hand. Ready? Mom: Yeah. Right hand. Mom: This one. There you go. Kristine: Yeah! Good! Stacey! [ Video start: ] Kristine: So there's another example of really just trying to figure out how we can use what's familiar to the students in unfamiliar setting. She was used to using those pictures to communicate in class. I tried a couple of Zoom sessions first not doing that. I tried first just having the mom not even be in the room and just see if I could get her to participate without mom assisting and it just proved to be a little bit more challenging. She was distracted by a horse that would come up to the window and everything else other than just continuing to be with the computer. But she's continued to make more progress week after week. Moving along -- Chapter 4. Blind Tennis Resources Scott: That was really cool, Kristine. I think you gave a lot of information for people to peruse. But right now I want to take some time for Kendra to show about tennis, because she has a couple of guests on. So download the handout that Kristine shared and look over that stuff, because it's full of a lot more neat stuff like what she showed. Kendra, take it away. Kendra: Yes, thanks, I'm here at TSBVI. I work with Kristine, in our blind tennis program here, I'm just a tennis guru and love everything and all tennis. When we were having this PE webinar, we thought that we would be able to show some examples using tennis that we could also be using. [ Slide start: ] Description Start: Title: Resources for Blind Tennis Content: International Blind Tennis Association [http://ibta-takei.com/] • Facebook [https://www.facebook.com/groups/129804027216963/] o Mark Bullock [https://markcjbullock.wixsite.com/mysite] o Louise Assioun and Sue Morrison [http://www.lususports.com/] Description End: A lot of times I look at our Facebook that we have, the Facebook and there's the International Blind Tennis Association, and there I was able to see a lot of resources, a lot of different ideas and a lot of different people posting there. And so from that, it kind of hosts tournaments and upcoming things of that nature. But I saw some posts from Mark Bullock and Louise and Sue when I thought were really great examples and can give you guys some of that information. First off, I'll go to Mark. Mark if you want to just talk a little bit about yourself. We've got the website that you have. And some of your social media. But if you want to give a quick background to yourself, Mark? [ Slide start: ] Description Start: Title: Mark Bullock Content: Inclusive Sports Development Advisor & Coach, London, England • Twitter/Instagram [https://www.instagram.com/mark___bullock/] • Bullock Inclusion Sport YouTube Playlist [https://www.youtube.com/playlist?list=PLmMILE6TY56CYsR56OVqf4EyDbVqkG1Uc&fbclid=IwAR1dljy8_2UzjIz_yG2bVjaU0AmQGnS3b9VKD3eQMwutFPB26qJBpPjU2FQ] • Metro Blind Sport [https://www.metroblindsport.org/sports/tennis/] o "A London based Charity whose aim is to open doors to sport for all vision- impaired people, regardless of age or sporting ability. Our aim is to encourage participation and to create opportunities to take part in a wide range of activities." Description End: Mark: Can you hear me? Kendra: Yeah. Mark: First of all, thank you very much for the opportunity to be part of this call. It was an unexpected surprise. I'm here in London, it's 9:30. Almost 10:00 in the evening. But once again, thanks for the opportunity. My background is predominantly tennis and for a large part working in wheelchair tennis for the International Tennis Federation, but actually back in '91 I shared an office with a friend of mine who is visually impaired and was a sports development officer with people with disabilities, so activity for the blind and visually impaired has been very close to my heart during my career. Recently since I left the international federation for tennis about three years ago I have done a lot of work in visually impaired tennis. Special advisor for [indiscernible] up until recently. And -- and I actually at the moment I coach more tennis for the blind than I do anything else. I know Louise is also on this call. Who is a national coach in Great Britain, I won't steal Louise's thunder, but she's actually got great ideas. When we went into lockdown, in talking to the players that I work with, it was clear very quickly there was very little information out there. For visually impaired tennis. So we just started putting a few clips together. And showing them on social media. Sharing them on social media. A few ideas on things people could do, trying to make them into challenges and they've been very well received. And we've set up a YouTube channel as well. So -- as have LUSU to try to put the content in one place. So that people can access it and not have to search through our channel. So I think -- can we get -- I'm not wearing an eye mask for this. So the -- in the exercises we are, but this is an audible balloon with rice in it, I'm playing with my wife who is a wheelchair user with the concept of trying to make everything that we do as inclusive as possible. Also safe. Kendra: Let's play this one. Mark: So play it, yeah. [ Video start: ] Mark Bullock: Hi everybody! We're going to take on the Andy Murray 100 Rally Shot Challenge. I'm going to do it with my wife Samanta, who's the former number wheelchair tennis player in Brazil. We're doing it here in our lounge, over a micro net with... a balloon. It's got rice in it to make it... audible for the visually impaired. Okay. Here we go... One, two, three, four, five, six, seven, eight, nine, ten, 11, 12, 13, 14, 15, 16, 17... 20, 21, 22, 23, 24, 25, 26, 27, 28, 29... 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59... 61, 63, 65, 67, 69, seventy... one, 73, 75, 77, 79, 81, 83, 85, 87... 89, 91, 93, 95, 97, 99, 101 [wham] Uhh... [giggle] Just about made it with the help of the crossbar. Thank you very much everybody. Try the challenge! [ Video end: ] Mark: You don't have to go all the way through, Kendra. We did get to 100. Kendra: Yes, you do. [ Laughter ]. Mark: So that -- that wasn't particularly targeted for the visually impaired, we use an audible ball for everything that we do. But trying to make it inclusive and share ideas. It doesn't have to be 100. It can be 10. But that was a challenge that Andy Murray put out playing with his wife with a wicket and a ball in the garden. We wanted to adapt it to show that could be more inclusive. Kendra: Thanks so much. We have all of the links and everything else that we have in the handout for you. Being able to showcase that. I think they mentioned before in the chat with the rice and balloons, we can see some of that in action in a tennis setting. A safe setting as you said as well, indoors. I think that I will move us along, thank you so much again, Mark. [ Slide start: ] Description Start: Title: Lou Assioun and Sue Morrison Content: LUSU Sports Ltd, Leeds, England • Twitter [https://twitter.com/lususports?lang=en] • LUSU Facebook [https://www.facebook.com/LuSusports] • LUSU YouTube [https://www.youtube.com/channel/UC7ujScxWYb5PBG1RP_afjkw] Description End: Next slide, we have Lou and Sue. I think you weren't able to join us earlier but you are able to get in now. If you are able to unmute yourself. Say hello. Louise: Good evening. Hello. Thanks so much for joining us today. You guys had really valuable resources again that I saw, you know, just online with wonderful ideas, adaptations. Tennis and some other not tennis. So I thought that I would highlight a couple of those right now as well. Well, thank you. Kendra: Yes. Let's see. We've got -- one of these here we go. Let me get it full screen for everyone. Then I can get it to play. [Video] [ Video start: ] Lou: I've been asked to pop some ideas for tracking whilst you're at home. So, for VI players we've got a plastic golf ball with the ball bearings from inside of a sound tennis ball. [soft rattle] We've got a bell ball! So, it's a airflow ball with a bell inside. [bell ringing] We've got the VI sound tennis ball. [soft rattle] A small box of Kellogg's Rice Krispies. [rattle] And a Tupperware-- small Tupperware with some dried black peas in them. [loud rattle] So, for this activity... just going to pop the blindfold on... facing your partner... about a metrer away and a nice dynamic ready position. [rattle] Moving [indiscernible] to the sound. [rattle] [rattle] Okay that's all for the dried peas, let's try another one. [soft rattle] Oh, quieter! Kellogg's! [soft rattle] [soft rattle] [soft rattle] Okay, try something else. [soft rattle] That's a ball. [soft rattle] [soft rattle] [soft rattle] [rattle] Sound ball! [rattle] Slightly muffled compared to the rest of the balls. [rattle] [rattle] You've got one more? [bell ringing] Bell ball! [bell ringing] [bell ringing] [bell ringing] Okay, so that's a couple of ideas, and then I'll come back rest of the week with some others. Over to you! [ Video end: ] Kendra: Okay, that was showing some and it may have been that my sound wasn't playing fully for some of those, which is okay. Because we had it captioned and I think it was a good demonstration of you guys being able to show different tracking moves with different household items. Louise: That's correct. So we have a big philosophy about movement and tracking. And then the actual teaching the technique of tennis is the easy bit. But it's very much about movement based dynamic movements and then the tracking of the sounds and the audio ball. But yeah, myself and Sue, we've been working with various organizations across the UK, distributing equipment. So that children and young adults with a whole variety of disabilities as well as being blind and visually impaired during lockdown can take part in activity. So we've done loads of research and projects on putting the equipment into the family home and then working with the families via Zoom. Private Facebook messages and connecting families working together. So they can share ideas. So that's been really interesting project to be involved in during this sort of lockdown period. Kendra: Yeah, we've kind of figured the same just kind of going through other sources and as Kristine has said, she has some information that are general PE. I myself have been all over all of our tennis things, some of these are really great ideas. So when we come back with the students I have even more arsenal. We have another video I wasn't able to share but having it off of a tee, having the ball kind of connected to the string so that way students are able to kind of practice hitting or serving and then having that ball come back to them. Just all inclusive, really good tennis or no tennis, great, wonderful examples. I really appreciate you guys being able to join and letting us use your videos. We've got your links here and we want to also have your website so that people can go to and get some more ideas. I know they've been talking all throughout the chat and places to go, so I am so happy you were able to volunteer those for us today. Louise: Thank you for inviting us. Kendra: Thank you. Scott, I think we are about out of time. Scott: Can you go to the last slide there, Kendra? Kendra: Yeah. [ Slide start: ] Description Start: Title: Thank you for Joining Us Content: TSBVI logo Description End: Scott: Okay. Yeah. So yeah that -- I want to thank Lou and Sue and Mark for joining us. That was incredible. I really liked that last activity that the two of you guys demonstrated. That was really neat, that idea of tracking and localizing sound. It would be really neat, I would like to work with you, do some more stuff with you guys in the future, maybe more extended information about blind tennis. I think Kendra might be up for that as well. But anyway thanks again, thanks you guy, thanks Kendra for being here. Of course thank you very much to my old buddy Kristine Seljenes for all of that information she presented about physical education for blind and visually impaired students. I hope this was useful for you guys. If you want more information, our names, you've got my email, Kristine's email, Kendra's email on the handout. Please feel to contact us directly if you have any more questions or ideas to share. Really appreciate it. I hope this was helpful to you guys. I know that I learned a lot today. So thanks a lot. And -- and we'll see you guys next time. Fade to black.