1. Creating Modified Games

2. Modified Games Defined
Resemble the sport on which they
are based, but adapted to suit the
players’ age, size, ability, skill and
experience.
(Hillary Commission of New Zealand)

3. Nature of Games
Fundamentally revolves around
“solving a problem.”
For ex.
Volleyball: Strike ball over the net & inbounds
in a way that the other team cannot return it.
Softball: Put runners on base, and move
them over by hitting the ball in a way that
fielders cannot catch it on the fly.

4. Types of Game Rules
Primary Rules:
Define the way a game is played –
Changing a primary rule alters the
game fundamentally.
Secondary Rules:
Those rules that can be changed
without changing the fundamental
nature of the game.

5. Which rules to modify?
Primary Rules:
Define the way a game is played – Changing a primary rule
alters the game fundamentally.
Examples of Secondary Rules:
Size and type of equipment, size of
field/court, duration of game, net height,
scoring methods
Allows for matching of the game’s
challenge with the developmental level of
players

6. Key Strategies for Modifying
Games
Make scoring easier (e.g., differential scoring).
Slow the movement of the ball/object.
Increase opportunities to practice
techniques & tactics.
Sequencing games to enable learning of
tactics.
Change the scoring rules.

7. Modifying Individual Sports
Modifications here also include changes in equipment and/or
playing area.
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.

8. Modifying Dual Sports
Modifications here also include changes in equipment and/or
playing area.
Racquet games examples:
Move in serve lines.
Short-handled racquets.
Short wide / longer –narrow court.
Different (i.e., slower moving) ball
Shorter-handled racquets

9. Modifying Dual Sports (cont’d.)
Modifications here also include changes in equipment and/or
playing area.
Target games examples:
Archery: Shorten distance to target;
Larger targets.
Bowling: Shorten lane length; Use
bumpers (when @ bowling alley).
Golf: Play from 150 or 200 yds. in.

10. Modifying Team Sports
Sample modifications for Invasion Games
Equipment
Use larger balls
Use slower balls.
Use shorter
handles on
striking
implements (e.g.,
hockey sticks)
Gaining
possession
Do not allow
direct stealing of
a ball from one
player by
another.
Increase the
ways in which a
player can
actually gain
possession
Progression
Scoring
Allow players some steps in
games where none is allowed (e.g.
Frisbee).
Make a goal larger.
Increase the time an individual
player can have possession
without being penalized or in
which they must make a pass.
Consider including
the opportunity of
scoring by
progressing the ball
(or object) across
an end-line rather
than into a specific
goal.
Reduce the pressure on a player
as she or he attempts to put the
ball in play after an out-ofbounds play or a penalty (e.g. do
not allow players to stand too
close to the sideline).
Make a goal lower.

11. Modifying Team Sports
Sample modifications for Batting /Fielding Games
(a.k.a sector games)
Equipment
Use larger balls
Batting
Hit from a tee rather than a pitch
Fielding
Have larger targets
to hit (e.g. cricket)
Use shorter handled bats Allow the batter to receive a
pitch/bowl from his or her own team Reduce the size of
the sector **
Have the duty team to provide a
pitcher, aiming to present batter
friendly deliveries
Base running
Limit the
stealing
options
** with smaller sectors, team size is reduced as well

12. Modifying Games Within A Class
GENERAL RULE:
Within groups, differences in
experience increases across grade
levels, even in “novel” activities.

13. Modifying Games Within A Class
OVERRIDING GOAL:
Arrange evenly matched competition enabling ALL
students to enjoy the games and experience success
“Graded Competition”
A - Competition
B - Competition
C – Competition
Between-level differences
in equipment, rules etc.

14. Including Students w. Disabilities
Modifications generally focus on different rules, playing
positions, and equipment.
Modify activities 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 that is commensurate with the student student’s abilities
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 midcourt
Provide more chances to score
three foul shots instead of two; four strikes instead of three; ten arrows instead of six etc
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

15. Including Students w. Disabilities
(cont’d.)
If using a Sports Board, recruit its
assistance in finding ways to design
inclusive strategies.