Group management guide for inclusive vision-impaired sport

A guide for sports club leaders. Written by Titta Kiuru, Mira Räsänen and Ella Carr on the course PED0065 Teacher as a researcher of their own work, in collaboration with Aisti Sport ry (2024).

Introduction

This guide was designed together with Aisti Sport ry for leading a children's sports club. Aisti Sport ry is a sports club for the vision-impaired whose aim is to promote inclusive activity between disabled and non-disabled people. Everyone is welcome to take part in Aisti Sport's activities. The purpose of this collaboration project is to create a guide to leading a children's sports club for both new and experienced leaders. The guide is meant to support the induction of leaders and to give information on, among other things, group management and differentiation.

We have met with Aisti Sport's contact people and the sports club's leaders and discussed the guide's direction and their wishes for this project. In short, they hoped the project would add to their induction package and bring special-education expertise to group management and differentiation. We stay in close contact with our partner to make sure the project is genuinely useful to Aisti Sport. It is worth mentioning that one of the authors of this project has also led the sports club in question, which helps in targeting and planning the guide. We will pilot the guide once the project is complete, visiting the sports club ourselves to observe it and collect feedback, and we will revise the guide further if needed. In this guide we approach differentiation with vision impairment first, while also taking other support needs into account. We explain what is good to consider when differentiating different games and have differentiated a few popular games in advance. We also cover group management and give guidance on being a leader.

Group management guide

Inclusion

Inclusion means practices and attitudes that ensure all people can take part in society regardless of their background or characteristics. It seeks especially to support groups that have experienced discrimination or marginalisation, and focuses on promoting equality and fairness. Inclusion may require, for example, improving accessibility, changing attitudes and taking measures against discrimination. (Saari, 2011, p. 21.) Talking about belonging and participation also requires considering exclusion. Exclusion is leaving people out, a lack of opportunities to participate, or shutting people out. Reducing it means finding ways to increase participation (Saari, 2011, pp. 12, 19).

In discussion, the concept of inclusion is often linked to schools and children, where it refers to a child's right to study at their local school and receive the support they need there (Takala, 2016, pp. 13–17). All children can take part in the life of a school or another community if the adults in it know the children well and the support the children need can be provided. What matters is that every child feels a sense of belonging and is an equal member of the community. (Lakkala, Takala & Äikäs, 2020, p. 11.)

Inclusion can also be viewed from the perspective of sports policy. Inclusion in sports policy refers to measures and programmes that aim to promote the participation of all people in physical activity and sport, especially minority groups such as people with disabilities. Sports programmes aiming at inclusion include measures that support social responsibility, equality and anti-discrimination. (Saari, 2011, pp. 20–21.) Finland has many different adapted physical activity services and groups for children. Setting up special groups has its challenges, however, such as depending on cooperation between the family and many other actors – schools, social and health services, associations and clubs – and the possible need for individual instruction. On the other hand, many children would rather be active where everyone else is. From the perspective of inclusion, that is exactly how it should be: the child is free to choose. (Saari, 2011, p. 23.)

About group management

Group management means activity that creates and maintains a calm working atmosphere and the children's engagement in a lesson or other organised activity – in this case, led physical activity (Emmer & Stough, 2001, pp. 103–104). Group management includes both actions that prevent disruptions or challenges before they arise and actions that address disruptions that have already occurred. Preventive actions include, for example, agreeing on shared rules and getting to know the children better. Ways of addressing disruptions include requests to restore calm and possible consequences. (Korpershoek, Harms, de Boer, van Kuijk & Doolaard, 2016, pp. 645–646.) When working with children who have different support needs, it is essential to take this into account at every stage of building and maintaining group management.

A leader best supports a child's holistic development and growth when time is spent planning the activity and there is enough variety and diverse content. Where possible, the leader should vary the inclusion of different motor skills (balance, locomotor and object-control skills), environments (indoor and outdoor spaces, different structures such as stairs and climbing frames), materials and equipment (fabrics, balls, beanbags, bats) and teaching methods and groupings (how the activity is organised; individuals and pairs, small groups, the whole group). (Sääkslahti, 2018, p. 101.) The time needed for planning may vary depending on how experienced the leader is and how well they know the children in the group.

Successful group management depends on a sense of community. The things mentioned above, such as agreeing on shared rules, listening to and following the leader's instructions, and interaction within the group, work much better if the leader manages to create a positive and encouraging atmosphere in the group. Children can be motivated to take part in shared activities through positive, encouraging talk, and by praising and thanking them for the behaviour you hope to see. Different rewards, such as a game or activity of the children's choice, serve the same purpose. (Canter, 2010.) A positive atmosphere within the group also helps prevent conflicts and disruptions.

Vision impairment

In this guide we describe in general terms how vision impairment can be taken into account when planning activities. It is good to remember that vision impairment is a broad concept, and for example differentiating physical activity for a totally blind child or a partially sighted child can look very different. A vision impairment may show, for example, as problems with the field of vision, or with distinguishing lights, dimness, colours or contrasts (Näkövammaisten liitto, 2019). A partially sighted person may be helped if the lighting in the space can be adjusted dimmer (glare) or brighter. Larger sizes and colours of equipment may make them easier to tell apart. Tactile or coloured tape can be used to mark out the space or different places. Getting to know the group and knowing about different support needs helps when planning activities. Generally speaking, when planning physical activity for the vision-impaired it is good to emphasise using the other senses, especially hearing and touch. Aisti Sport has various sports equipment designed specifically with vision impairment in mind, such as bell balls. In addition, when playing ball games with children, for example, it is good to consider the purpose of the activity. When passing a ball back and forth, for instance, the ball should be big and soft enough to be easier to catch. When passing with the feet, you might consider whether the players are wearing shoes or not, or how far the ball should be kicked, and choose a suitable ball size and firmness accordingly.

Because a group often has movers of different levels with different support needs, coming up with activities that engage everyone can be a challenge. It is a good idea to involve the children in planning activities and to plan in advance how to differentiate them so that everyone can take part. There is more on differentiation in the next section. Finally, here is a short summary of how vision impairment can be taken into account in physical activity:

Using hearing and touch, and putting the activity clearly into words
- Sound beacons, music, bell balls
- Tactile tape, equipment of different textures and sizes
- Example game: while the music plays, the children move in way X. When the music stops, that is the signal to freeze in place. Can also be applied to the mirror game.
Making the area smaller and clearer (for example using the walls, or marking it out with mats/tape) and exploring it with the children
- Walk around the area and its distances together, and go through what is where
An opportunity for everyone to take part
- Differentiating games, for example so that in a ball game a goal can only be scored once everyone on the team has touched the ball
- Involving the children in planning activities and games

Differentiation

The key to differentiation is knowing the children and their individual needs (Opetushallitus, 2024). Getting to know them takes time, interaction between the child and the leader, and the leader observing the child's activity. Besides vision impairment, children may have other support needs, such as in emotional and social skills or motor skills, which should be taken into account when planning so that everyone can take part as fully as possible. This also helps support the group's activity as a whole. It is useful to take the children's wishes into account, as giving them more say can increase their motivation to take part (Opetushallitus, 2024).

Differentiation can be done by varying the content of the activity, that is, different games and play. When choosing them, it is important to consider whether they suit the participants of Aisti Play and, if needed, to modify the rules to ensure accessibility. Varied use of the environment, the space and different equipment is also part of differentiation. In addition, the use of sound, both by the participants and in the equipment, is an important part of the activity. Aisti Play uses an equipment bag, and in addition, for example, a music speaker to guide movement in the desired direction. Jingling balls and cones and balls of different colours can also support the activity. Depending on the size of the group, different groupings and team divisions can be used, which also helps support the development of social skills between different individuals as part of physical activity. (Opetushallitus, 2024.)

Being a leader

When working as a leader, showing interest in the children and what they do, and building a relationship with them, are key to running the activity successfully. It is important to create an encouraging and accepting atmosphere so that the children can feel safe being part of the group and the activity. Ensuring a sense of inclusion in the group means that every participant can concretely take part in the activity and influence it. The leader's task is also to make sure the activity matches the participants' abilities. The activity should be challenging enough for skills to develop, but it is also important to make room for experiences of success and to encourage the children and give them individual feedback. (Opetushallitus, 2024.)

The leader is responsible for carrying out the activity, and careful planning is part of that. It is important to know the flow of the session and the rules of the games well, so that you can instruct the group clearly and quickly enough. Situations can change, however, which is why anticipating is essential. It may mean changing the activity if a game cannot be made to work at that moment. It is then good to have other games thought out in advance as alternatives. A child's challenging behaviour, for example, can also affect the activity, in which case it is important to try to calm the situation by talking and to guide the child back into the activity when they are able to. When working with vision-impaired children, putting things into words becomes especially important, so the leader should speak as clearly and slowly as needed. (Opetushallitus, 2024.) In practice, this means giving instructions with verbal descriptions and avoiding terms that rely on seeing, such as "over there" or "this way". The leader can give instructions such as "at the end of the hall by the changing rooms" and also make a sound signal from that spot. Finally, you can make sure by asking whether all participants have understood the task.

Handling emotions

Social competence refers to social skills that show in behaviour and to socio-cognitive skills, that is, skills related to perception and interpretation. It also covers how well behaviour and peer relationships work, a positive image of oneself as a social actor, and an active orientation towards interaction. (Poikkeus, 2019, p. 181.) Besides social competence, the broader concept of social-emotional learning is used, in which self-regulation skills are central alongside social skills. These include emotional skills, such as regulating emotions and behaviour, and cognitive regulation, which means, for example, setting goals and skills related to attention. (Poikkeus, 2019, p. 182.) In children these skills are still developing, so it is important for the leader to, for example, put different emotions into words with the children and talk about the ways emotions can be expressed and handled. When needed, the leader must also be able to set limits on the children's behaviour and guide them to act in the hoped-for way. When resolving possible conflicts and handling the emotions that come with them, strong adult support is always good. (Poikkeus, 2019, p. 184.)

Arousal level

Maintaining and regulating arousal sustains functional ability, which in turn makes it possible to, for example, take part in sports club activities. Arousal, or level of alertness, varies over the day and is affected by, for example, the amount and quality of sleep, daily and meal rhythms and time spent outdoors. In addition, children coming to the sports club have had a day at daycare or school beforehand, and the load from that can also affect the child's arousal and behaviour. Arousal can be too high, which can cause difficulty concentrating, rowdiness, physical restlessness, difficulty sustaining attention and proneness to mistakes. On the other hand, arousal can also be too low, in which case it may show as difficulty concentrating, slowed or frozen activity, passivity, difficulty sustaining attention and slowed self-direction. As a leader, you can try to influence the children's arousal through the amount of lighting and activating exercises, as is the aim in the club. Depending on the situation, relaxing exercises are also possible. Arousal can also be influenced by adding or reducing stimuli as part of the activity. (Mielenterveystalo.fi.)

Motor skills

Motor skills play a central role in the sports club and develop through the activity, but possible difficulties can also show up during it. Motor skills are poorly developed when movements have not become automatic (Asunta, 2018, 43). Motor skills can be divided into fundamental motor skills, which include balance skills (rolling and turning), locomotor skills (e.g. running and leaping) and object-control skills (e.g. throwing and kicking a ball). These fundamental movement skills should be reached at around 3–7 years of age, and they form the basis for other, more varied and sport-specific movements. In addition there is motor control, which means regulating and directing movement – how the neuromuscular system works as it coordinates muscles and different parts of the body during movement. The regulation process thus means how we perceive the environment while moving, process information and command the muscles. (Asunta, 2018, 24–25.) Motor learning describes an individual's ability to perform a skill. Learning has taken place when performance has improved over a period of time and distractions no longer affect it very strongly. The skill can then also be applied to different situations and environments. (Asunta, 2018, 24–25.) An individual's learning can be slowed or prevented by the individual's characteristics (structural and functional) and by factors related to the task (goal, equipment, rules) or the environment (surface, attitudes, support, models) (Asunta, 2018, 26). It is important for the leader to try to take these factors into account and to create an environment and tasks that promote the children's learning and skill development as much as possible.

Self-regulation

Self-regulation means a child's ability to act purposefully, sustain effort and hold back immediate impulses (Aro, Laakso & Närhi, 2007, 13). Self-regulation is the foundation on which a child builds their readiness to learn, and key factors in its development are cognitive – especially language – development, relationships, and the guidance and support given by the environment. If there are gaps in development, they can show as various challenges in behaviour and working. Following instructions and adapting one's own behaviour to the demands of the situation, for example, may then be difficult for the child. (Aro, Laakso & Närhi, 2007, 12.) As a leader, you can support the development of children's self-regulation by building a positive relationship and by giving guidance and support suited to the child's needs. Giving positive feedback on the child's actions at the right moment is essential, especially for children who have difficulties with self-regulation.

Games and how to differentiate them

Next we present a few games, along with general ways to differentiate them. Once the leader gets to know their group, differentiation becomes much easier too. So you can – and should – freely adapt the instructions to suit your own group. Not everything always works for everyone, so experiment boldly and don't be afraid to fail. The activity and its planning don't need to be rocket science; the most important thing is that the children enjoy being active. Often quite simple games work well.

Keep your side clean

Rules: the group is split into two teams. Both teams have balls or other agreed objects on their own side. The aim is for a team to throw the balls on its own side over to the other team's side faster than the opposing team within a set time X. The team that has managed to throw more balls, that is, has fewer left on its own side when the agreed time is up, wins.

Differentiation:

Only one person may throw balls at a time (e.g. for 30 seconds); the leader gives permission, for example by saying the thrower's name, and when the time is up the next person gets to throw.
When dividing the teams, make sure both teams have sighted and vision-impaired players as evenly as possible. Alternatively, the leader can join one team to balance the game.

Mirror

Rules: one player is the "mirror", and the others try to move towards the mirror without being noticed/seen. The other players start from the same agreed line. If the mirror sees a player move, that player has to go back to the starting line. When the mirror turns their back to the other players, they may move. When the mirror turns to face them, the others must stop.

Differentiation:

Use sound or music as the signal to move/stop. The child who is the mirror can, for example, shake a bell ball as the signal for turning.
The leader helps the mirror by saying which players moved and have to go back to the starting line.
Another way of moving instead of walking, e.g. crawling.

The floor is lava

Rules: within an agreed area, your feet may not touch the floor (the lava); instead you move on different surfaces (e.g. chairs, mats). In the game version, an obstacle course is built over the lava area. In the obstacle course version, you move along the surfaces from an agreed starting point to the finish. A player loses or drops out of the game if they touch the "lava".

Differentiation:

An assistant on the obstacle course
Go through the course together as a group before the game starts
Get to know the different surfaces and textures in advance
Children can move in pairs, helping each other along

Tag

Rules: agree on one or more taggers. The aim is to catch the other players, who then also become taggers, or have to stand still in place, or whatever else has been agreed. In some versions, caught players can also be rescued in different ways, for example in banana tag.

Differentiation:

The tagger carries something that makes a sound, e.g. a bell ball, so the others know where they are moving
The others make noise so the tagger can find them more easily
Only one tagger, or the other players move in pairs, or the leader joins in if needed
Consider the size/boundaries of the area according to the size of the group
If it is hard for the tagger to catch the others, different ways of moving can be applied either to everyone or only to those being chased (for example jumping with feet together)

Land, sea, ship

Rules: the space is divided into three parts (land, sea, ship). The leader runs the game by calling out one place at a time, where the players then move. If someone goes to the wrong place, they drop out of the game.

Differentiation:

Alternative ways of moving
Mark the boundaries of the middle area, e.g. with tactile tape
Consider the size/boundaries of the area according to the size of the group

Dodgeball

Rules: at first there is one thrower, who tries to "burn" the other players by hitting them with a ball. A soft ball is thrown within the agreed area and at an agreed part of the body (e.g. from the neck down). When a player is hit, they also join in as a thrower.

Differentiation:

Consider the size, number and softness of the ball(s) and the size of the play area
- E.g. one bigger, soft ball that makes a sound to begin with, adding balls as needed
Rolling the ball instead of throwing it
Bell balls

Jam thief

Rules: the children sit on a bench (the jam shelf) at one end of the hall. One child stays in the middle of the hall as the jam thief. At the other end of the hall is a safe zone (another bench or the wall). The children on the shelf decide which jam they are and tell the leader. The leader can also assign a jam to a child (strawberry, apple, plum, lingonberry jam…). The jam thief starts calling out the names of jams. Everyone who has decided to be, say, strawberry jam when the thief calls it out runs towards the bench at the other end of the hall. The jam thief tries to catch the jams on the move. The thief puts caught jams aside in their own store, and those who escaped choose a new jam and go back to the others on the jam shelf. This continues until all the jams have been caught (or the jam thief's tummy is full).

Differentiation:

Make the space smaller if needed, e.g. use the hall crosswise
The jam thief carries a bell ball that makes a sound
One of the leaders stands at the end wall making a signal sound, so the children know which direction to run
If the space is quite small and the catcher catches the others too easily, the game can be adapted, for example so that the jam thief in the middle may not lift their feet off the floor and has to reach out to catch. There can then be more than one jam thief.

Hoko Hoko hunt

Rules: the leader divides the players into two groups, for example lions and tigers, and tells the groups apart with bibs, team bands or different sounds. Sit down at opposite ends of the hall. When the leader says "The lions escape!", everyone may run freely around the space. The lions try to avoid the tigers, while the tigers try to stay close to the lions. When the leader shouts "HOKO HOKO!", everyone stops. The tigers try to touch the nearest lion. Every tiger who manages to touch a lion earns a point for their team and may sit down. The game continues, and in the next round the leader calls "The tigers escape!". Points are counted after an even number of rounds.

Differentiation:

With a small group, the game can be adapted
- by making the space smaller
- by varying the time given for moving between very long and very short
- with different ways of moving, e.g. slithering, hopping, crawling, running, bear walking.

Moving the ball

Moving a ball around, and practising it, can be done with different balls, equipment or body parts. The ball can be moved, for example, with sticks, hoops, another ball, an elbow, a bat and so on. Together you can build, for example, an obstacle course in the hall to get through using different ways of moving the ball.

If you want to make moving the ball more of a group activity than an individual task:
- Put on some music, with the children standing in a queue/line. Each child in turn moves the ball a short distance in one of the ways mentioned above and returns to the queue, and then the next child may set off. This continues until the song ends. When the music stops, the child who is moving the ball at that moment gets to choose the next song/way of moving the ball.

Ball games and ball control

Ball games are varied and a favourite of many children. Ball control is a key skill in ball games. At first every child has to practise handling different balls: throwing, catching, bouncing, hitting and other skills related to different games. Ball control can pose some challenges for vision-impaired children. For example, impaired depth perception makes catching a ball harder. A totally blind child, in turn, cannot see the ball but can handle it using hearing and touch. (Sääkslahti, 2018, p. 24.) Difficulties with motor skills can also make ball control harder. On the other hand, handling different balls and playing with them can also support the development of motor skills. Plenty of repetition and suitable differentiation are key. (Sääkslahti, 2018, p. 31.)

As with other games, ball games in children's physical activity need suitable and flexible differentiation so that everyone can take part. The leader's task is to adapt the rules, equipment, playing area and other elements of the game to the children's skills and level of development. (Huovinen, Remahl & Turunen, 2009, p. 5.) When adapting ball games, at least the following should be considered: do we want to make the game easier or harder, and after adapting it, is the game still safe and challenging enough for all the children taking part? Adapted games can also be given a new name so that the children know to ask for them again. (Huovinen et al., 2009, p. 5.)

There are four key areas in adapting a ball game: teaching methods, rules, equipment and environment. Teaching methods here mean especially how the rules are taught to the children taking part. Instructions can be given, for example, verbally, by demonstrating, with picture cards – or with a combination of these. Practising ball control alone, in pairs or in a group is also essential. Adapting the rules allows/limits/guides, among other things, the time spent touching the ball, the style and speed of movement, the players' positions and the boundaries of the playing area. It is also common to define, for example, what the ball may hit, to whom it is thrown, rolled or carried, and whether the aim of the game is to score goals or to achieve something else alone or as a team. (Huovinen et al., 2009, p. 5.)

Equipment in ball games can be varied. Instead of one ball, several balls can be used; they can be bigger or smaller, lighter or heavier, or something home-made, depending on the adaptation wanted. In physical activity for vision-impaired children, a good adaptation of equipment is balls that make a sound when they move. Different bats and objects marking out the area can also be used creatively to support differentiation. Environmental factors include adaptations to the shape and size of the playing field. For example, the playing area can be made smaller or larger according to group size, goals can be added or removed, or the boundaries of the playing area can be marked in different ways, taking support needs into account. (Huovinen et al., 2009, p. 6.)

Dividing into teams

The games played in children's physical activity often involve dividing the group into teams of a certain size. Challenges can include players of different levels, the participants' readiness for the game in question, the group's internal dynamics, and a group that is too small or too large. The leader should take these factors into account and guide the team division accordingly. In particular, the division should avoid situations where someone may feel unwanted in a team, and situations where the teams are not evenly enough matched. The aim is that everyone is left feeling they are an important member of their own team.

Depending on the game, the leader should think in advance about whether to divide the teams beforehand to make the game as even as possible. If the teams are divided on the spot, it can be done in different ways so that no one is "picked last". The division can be made, for example, by splitting in two: the children stand in a line and say 1 and 2 in turn, which gives two teams – or as many as there are numbers said. A similar method is to first put the children in a line or a circle, after which the leader splits the groups "down the middle here". The division can also be made, for example, by the colour of clothing or other similar features. In addition, a traditional blind draw works for random division: for example, coloured pieces of paper are drawn from a hat and the team is decided by the colour. (Huovinen et al., 2009, p. 6.)

Structure

Structure means an organised and planned way of carrying out teaching or other activities with children. It can include scheduling, specific materials or equipment, teaching methods and assessment. The goal is a clear and workable framework within which the leader or teacher teaches or guides the group as well as possible. Structure is essential in all children's physical activity. When, for example, a lesson or a sports club session is planned as a clear whole, it gives the children a sense of security, helps the lesson or session run smoothly and prevents problem situations (Liikkuva koulu, 2018).

Examples of structure in children's physical activity are agreeing on shared rules, drawing up and keeping to a clear schedule, calming and supervising transitions, and giving instructions in different ways and as simply as possible. When giving instructions, the leader can, for example, use several channels: besides speech, gestures and sound signals, getting the message across can also be supported with pictures, text or colour codes (Liikkuva koulu, 2018). In a structured transition, the children know what is expected of them, where they should be and what happens next. Shared rules define, for example, how to ask for a turn to speak, how to move around the space and what is allowed when. Structure brings ease and safety to the children's time being active, and peace of mind to the leader.

Sources

Aro, T., Laakso, M-L. & Närhi, V. (2007). TOMERA – Toiminnanohjauksen ja itsesäätelyn kehityksen tukeminen päivähoidossa. NMI-bulletin, 17(2). Niilo Mäki -säätiö. Available at: bulletin.nmi.fi (in Finnish)
Asunta, P. (2018). Motorisen oppimisen vaikeuden tunnistaminen ja tukeminen kouluympäristössä. University of Jyväskylä. Available at: jyx.jyu.fi (in Finnish)
Canter, L. (2010). Assertive discipline: Positive behavior management for today's classroom. Solution Tree Press.
Emmer, E. & Stough, L. (2001). Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist, 36:2, 103–112. Available at: doi.org/10.1207/S15326985EP3602_5
Hausstätter, R. S., Kjäldman, I.-O., Kontu, E., Pirttimaa, R. & Takala, M. (2016). Erityispedagogiikka ja kouluikä, ed. Marjatta Takala. 2nd edition. Gaudeamus. (In Finnish.)
Huovinen, T., Remahl, V. & Turunen, S. (2009). Pallopelejä ja pelisovelluksia. Koululiikuntaliitto KLL ry, Opetushallitus. Seinäjoki. (In Finnish.)
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M. & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students' academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643–680. Available at: doi.org/10.3102/0034654315626799
Lakkala, S., Takala, M. & Äikäs, A. (eds.) (2020). Mahdoton inkluusio?: tunnista haasteet ja mahdollisuudet. PS-kustannus. (In Finnish.)
Liikkuva koulu (2018). Innosta tukea tarvitseva lapsi liikkumaan. Article, 14 February 2018. Ministry of Education and Culture. Available at: liikkuvakoulu.fi (in Finnish)
Mielenterveystalo.fi. Available at: mielenterveystalo.fi (in Finnish)
Näkövammaisten liitto (2019). Näkövammaisuus. Available at: nkl.fi (in Finnish)
Opetushallitus (2024). Ohjaus, eriyttäminen ja tuki liikunnassa vuosiluokilla 1–2, 3–6 ja 7–9. Available at: oph.fi (in Finnish)
Poikkeus, A-M. (2019). Sosiaaliset suhteet ja vuorovaikutustaidot. In T. Ahonen, M. Aro, T. Aro, M-K. Lerkkanen & T. Siiskonen (eds.), Oppimisen vaikeudet (pp. 180–192). Jyväskylä: Niilo Mäki Instituutti. (In Finnish.)
Saari, A. (2011). Inkluusion nosteet ja esteet liikuntakulttuurissa: tavoitteena kaikille avoin liikunnallinen iltapäivätoiminta. Studies in sport, physical education and health, (174). (In Finnish.)
Sääkslahti, A. (2018). Liikunta varhaiskasvatuksessa. 2nd, revised edition. PS-kustannus. (In Finnish.)
Some of the games are from: liikeimpulssi.fi (in Finnish)