Netball Adaptations
Netball Adaptations
Netball is an important past time for many Australians, be they male or female, and understanding and feeling involved in one of Australia's national sports can be critical for students integration into mainstream schools.
Like all information on this website it is important to understand that these are just possible adaptations and for further information please contact your advisory teacher or Andrew Whisson (PE teacher at the SA School for Vision Impaired).
Potential Rule Changes
Communication is important in all sport adaptations and netball is no different. Enforcing that all students or athletes playing the game communicate their position allows athletes with vision impairment to feel confident on the field. This can be done by enforcing all athletes to communicate "Voi" when intending to take possession of the ball, either as an offender or defender. The failure to do so results in an obstruction, with the infringing player standing next to the player awarded the ball, with their hands by their side until the free pass or shot is taken. In enforcing this rule, we are able to ensure that an athlete with a vision impairment can have confidence in where their peers are and not have the ball whisked away from their grasp without being prepared.
Enforcing the players to call out to their intended target with a pass also means that all players are expecting to receive the ball and can turn and square off to their peers before the ball is passed to them.
Similarly, enforcing students to throw bounce passes acts to reduce the fear that the ball will hit them without warning. The bounce pass enforces the ball to always be traveling in the same direction (up towards the athlete) and then allows them to prepare for a more predictable movement and pass from their peers. The bounce pass also forces the ball to make a sound before reaching the student or athlete with a vision impairment.
Equipment
Depending on the individual students the equipment will differ greatly. Like most sports the choice of ball is important, while a student's low vision may require high contrasting equipment to their environment (see PE adaptations pages), those with no functional vision just require a ball and surface that is predictable in the bounce, and even the potential use of an audible ball such as a blind soccer ball. There are no audible netballs currently available, however, blind soccer balls can act as a effective alternative.
Blind soccer balls can make great audible netballs.
Drop down lines to mark the court may be necessary to ensure a high contrast to the floor and even act as a tactile reminder of the student or athlete's position on court. Similarly, the use of tactile lines with a high contrast tape could support students or athletes with vision impairment orientate and correct their position on court (see PE adaptations pages for how these can be created).
Drop down lines can act as great markers in basketball, allowing for a high contrast against the court whilst simultaneously acting as a tactile reminder should they be stepped upon.
Tactile lines are useful to support students or athletes orientate themselves on court.
Audible markers for the rings are also useful, this allows athletes to orientate themselves while playing and have a clear target for their shot. On shorter rings an athlete may be able to be guided by an adult who can grab or tap the ring, however, in game play this may not be the best option. The best option for this is a buzzer attached to the back of the ring. By giving a constant audible sound it is possible for the ring to act as an orientation tool and the target for the athlete or student with vision impairment.
Buzzers can be attached to the ring in order to create an audible marker and target.
How can all students be involved?
By ensuring the adaptations above, the lesson, unit or training will automatically become more inclusive and encourage all students or athletes to be involved. However, further rule changes could also encourage inclusive practice. The could be as simple as all students must touch the ball before a goal can be scored. This forces all students to turn to their team members or peers and support their involvement in the game.