Objectives of Adapted Physical Education

Adapted Physical Education works towards its aim through the following objectives:

1. To build a programme to meet the needs of CWSN

Because APE is developed around the needs of the individual, it is more beneficial for the student. The student is first assessed on physical-education parameters and an individual education plan is designed. For example, for a student with autism, a structured programme with clearly defined timings, days, trainer, start and finish of activity, and a description of each skill using visual cards supports successful participation.

2. To build in CWSN the capacity to be functionally active for a lifetime

For children with special needs, daily-life skills become difficult because of restricted movement, coordination challenges, lifestyle issues, behavioural problems and cognitive challenges. APE conditions the brain, the muscles and specific movements for different functional tasks, activities and sports skills, and so stimulates life-long activeness. For example, a student with cerebral palsy crossing an elementary ladder hurdle learns to control their reflexes, judge the space, and land their foot to regain balance and finish the task.

3. To provide a safe and accessible PE and sports programme

Safety must be a primary concern, because physical education is dynamic and reactive; for children with special needs, safety issues can be magnified. During an APE session, the environment, instruction and equipment are modified to make PE safe and accessible — for example, a guide or support rope for a person with visual impairment to run or walk along, or lighter equipment for students with slower action time.

4. To ensure active participation or transition towards the integrated/regular PE programme (Inclusion)

APE supports the student's transition from a specially designed programme towards an integrated one, enabling active (or, where needed, passive) participation. A person with severe intellectual disability may take part passively or with physical help to gain basic fitness for daily tasks, while a person with a mild disability may follow a skill-oriented programme aimed at a single sports skill such as dribbling, shooting or floating in water.

5. Helping to develop self-esteem in CWSN

When children with special needs can access an activity and participate successfully, their self-esteem and self-image improve. Realistic, achievable goals — and the recognition that comes with achieving them — encourage them to move on to higher goals and support positive behavioural change.

6. To promote regularity and discipline …