Appendix M: Sport-On accessibility suggestions

Sport-On Accessibility Suggestions

Photo credit: https://unsplash.com/photos/JO19K0HDDXI

Developed by: Karla Lowe, Cat van der Walt, Maria Zazzero & Tahneil McGuire

Acknowledgements: Kate McMahon (Kids&Co lab), The University of the Sunshine

Coast
Environment
Obstructions
 Obstacles along the main path where people walk need to be removed or relocated.
Obstacles may include:
o Overhanging obstacles such as tree’s branches, signs, lights.
o Fixed objects such as tree roots, bins, bollards.
o Unfixed objects such as cars, stalls.
 The minimum width of a walkway needs to be 900mm and a clear height of 2000mm.
Although a width of 2000mm is recommended. This will ensure there is enough space
for people to walk in both directions.
 If you cannot move an obstruction, it needs to be raised up, such as on a platform. If
the obstruction cannot be raised, it needs to have markings on the ground around it.
These markings need to be tactile and contrasts with the background 1.

Signage
 Signs must be visible, well located and lit at night. Signs must also be readable and
easy to understand.
 Signs should be durable, weather-resistant and prevent glare.
 The colour of the sign should be different to the surroundings so people who have
partial sight can see it.
 The international symbol of access should be used, as long as it’s appropriate 1.
 Signs should include a visual, be tactile and include braille, especially in toilets 2.

Figure 1: International
Symbol of Access

Photo credit:
https://unsplash.com/photos/UudGNHJdN
So

Pathways
 Pathways must be safe for all people such as wheelchair users.
 Pathways should not:
o Be uneven or be unpaved
o Have holes or changes in level (the gradient should not exceed 1:20)
o Be too narrow
o Contain obstructions
  Install a contrasting tactile guideline along the edge of the pathway for people with
partial vision.
 Grates, drains and manholes should be outside of the pathway and covered with a
sturdy lid1.

Parking
 There should be 1 disability accessible parking spot for every 50 general parking spots.
 Disability accessible parking spaces need:
o To be no more than 50m away from the entrance.
o A minimum width of 3200mm, however 3600mm is preferred.
o A level access from the parking spot to the pathway1.
o To have a sign displaying the international symbol of access.

Figure 2: Disability
accessible parking
spaces

Photo credit:
https://unsplash.com/photo
s/EHil9yGtKak

Bathrooms & Toilets

 Provide separate male and female bathroom and toilets.
 Install doors that are at a minimum 850mm wide and open out or slide.
 Provide enough space for people with wheelchairs or assistive devices/aids to
manoeuvre.
 Install handrails and grab rails (preferably L-shaped). This will assist wheelchair users
or people who require the support when transferring.
o Grab rails should be installed 800mm high2.

Ramps
 Ramps should be provided where there is a change in the level of the path and the
gradient is steeper than 1:20.
 If the gradient is steeper than 1:20, a landing must be provided every 15m.
 If there are multiple slopes in a ramp, the gradients must be the same.
 All ramps must have a handrail on each side of the ramp.
o Handrails need to be positioned 900mm to 1000mm above the slope and
900mm to 1100mm above the landing.
 o Handrails should extend a minimum 300mm past the top and bottom of the
ramp.
 Steeper gradients may pose a hazard to some users. This is because it could cause them
to potentially fall out of their wheelchair.
 Ramps that have are very long will cause users to fatigue and may be too tiring for them
use.
 Ramps should be non-slip in case of wet weather and illuminated when dark2,3.

Stairs
 If your site has steps/stairs, ramps should always be provided with the steps/stairs.
 The dimensions of the steps need be a consistent size throughout.
o The rise of the step should be between 150mm and 180mm.
o The width of the steps should be no less than 1200mm.
 Steps should be non-slip and well drained to avoid pooling of water.
 Steps should also have a contrasting strip to show the edge of the steps. This should
extend for the whole length of the step.
 A hazard warning surface should be placed on the landing at the top and bottom of the
stairs. This should be wide enough that users with a visual impairment do not step over
it. If they step over this, they may not be aware that they are approaching stairs.
 Landings should be provided at the top and bottom of each step.
 Single steps should be avoided as this can present a trip hazard. Instead, a gradual
incline should be implemented.
 There should be handrails on both sides of the stairs3.

Figure 3: Hazard Warning

Surface

Photo credit:
https://unsplash.com/photos/iUJrCuo
zW4k

Entrances & Lobbies

 Entrances should be easy to find with clear signage and appropriate lighting.
 Entrances should connect to an accessible path and be near the parking area. This will
make it accessible for all users, such as wheelchair users.
 There should be space in front of the entrance to provide shelter and protection in case
of wet weather1,3.

Drinking Fountains
 Drinking fountains need to be easy find
and use.
 Water fountains should have a clear knee-
space for users who are seated.
 Drinking fountains need to be removed
from the pathway to ensure it is not an
obstruction3.

Seating
 Seating should be provided along
pathways at regular intervals.
 Seating is beneficial to have after
ramps, stairs or in sheltered areas.
 Seating should not be placed on the
pathway, instead seats should be
600mm away from the path. This is so
it does not cause an obstruction.
 It would be beneficial to have a
900mm square pavement next to the Figure 4: Drinking fountain with knee space
seat. This would allow a wheelchair Photo credit: https://unsplash.com/photos/VrdUgDQnJqo

user to rest. A parent with a stroller

could also use this area to safely
position their stroller3.

Disability Training
There are a range of disability awareness courses currently available. Many of these are free
and can be completed online. These courses provide information on disabilities and inclusive
practices. This knowledge will allow you to provide appropriate sporting activities and support
your athletes4. Please review the governing body of your sport (e.g., football Queensland) for
available courses. If there are no disability training courses available, several have been
provided below.

SportAus – Community Coaching: Essential Skills Course5

Overview: This course has 8 modules that have been created for coaches of all abilities (new,
current, or returning coaches). It is designed for coaches to be able to create inclusive, safe,
and positive environments. Each of the 8 modules take approximately 20 minutes to
complete. They contain videos and the transcript to facilitate different learning styles. At the
end of each module there are quizzes to be completed before moving to a new module. At
the completion of this course, a certificate will be provided. This course is about general
coaching skills and does not have extensive detail on disability awareness. However, it does
acknowledge inclusive practices and coaching for people with disabilities5.

Link to this course: https://www.sportaus.gov.au/coaching/course

For more information on the modules and further resources, please refer to this document:
https://www.sportaus.gov.au/__data/assets/pdf_file/0007/1050766/Community-Coaching-
Essential-Skills-Resource-Links-31-MAY2022.pdf

Play by the rules – Inclusive coaching course6

Overview: A 5 module course aimed at community coaches to increase inclusivity. This course
includes practical scenarios, case studies and quizzes. The approximate length of this course
is 2 hours and can be stopped and resumed later. This course is focused on coaching people
with disabilities and how to modify your coaching to support your athletes. After completing
this course, you will be provided with a certificate that can be used to demonstrate that you
have an understanding about coaching athletes with disabilities.
The five modules include:
 Introduction to inclusive coaching
 Inclusion, diversity, and discrimination
 Understanding the individual
 Modifying your coaching practice
 Conclusion6

Link to this course: https://www.playbytherules.net.au/online-courses/inclusive-coaching-

course

Disability Sports Australia – Adaption and inclusion club certification 7

Overview: Disability Sports Australia aims to increase the participation of people with
disabilities in sport. They hope to achieve this by introducing inclusive principles to
community sporting clubs. Once completing this course, your club will be provided with a
certificate and logo to display throughout your club. You may wish to display this on your
website, social media, facilities, marketing products, etc. This certification will make it easier
for people with disabilities and their families to identify your club as being disability friendly.
Please note that this course is not available until November 2022. However, you can register
your interest and will be contacted when this course is available 7.
Link to this course: https://www.sports.org.au/club-certification

The Disability Resource – Disability awareness certification 8 & program delivery and
strategies certification9
Overview: This is a two-part certification course. The first component briefly introduces
sporting clubs to different disabilities and the functional impacts. It also highlights how this
might affect participation in sporting activities8. The second component addresses attitudes
towards athletes with disabilities and activity modifications and strategies 9. At the completion
of each of these courses, you will have to correctly answer a few questions before being
provided with a certification for each of these courses8,9.

Link to the disability awareness certification course: http://disability-

resource.org.au/courses/disability-awareness-certification/

Link to the program delivery and strategies certification course: http://disability-

resource.org.au/courses/program-delivery-strategies-certification/

For more information on disabilities, creating programs and managing club personnel:
http://disability-resource.org.au/resources/

SPORT4ALL – Inclusion education10

Overview: This course has been created to increase sporting coaches’ knowledge of providing
accessible sporting options in grassroot clubs. This course includes 8 modules including
communication and language, bias, inclusive mindset and building an inclusive club and
culture. This course has videos, quizzes, and links to resources. This will provide you with the
necessary skills to increase the disability awareness of your club and personnel 10.

Link to the inclusion education course: https://sport4all.com.au/for-clubs/

Graded Activities
The current sporting culture has a focus on competition and winning games. There is also a
lack of flexibility in changing the rules to suit the skills of the athlete. This can cause some
athletes to have lower confidence and well-being, feel less skilful, uncomfortable in the team
environment, excluded, and not accepted by their peers or coach 11. To increase the inclusion
of all athletes, sporting activities need to have a focus on participation, having fun and
building their skills11. A social competition is one way to create a fun, social and skill building
environment that is inclusive of all abilities11. Different models for increasing the participation
of children with disabilities and modifying sporting activities have been explored below.

Inclusion Spectrum
The Inclusion Spectrum is a tool for sports coaches to identify or adapt participation
opportunities for people with disabilities. This tool should always be used alongside
discussions with the child and their families. This is to clarify if modifications are required and
to what degree they would like for their child12. There are 7 components that should be
considered when children with disabilities are looking to be involved in your sporting club.

These 7 components include:

 No modifications
 Minor modifications
 Major modifications
 Primarily for people with disabilities
o Athletes with disabilities and their typically developing peers participate in
activities designed for people with disabilities, e.g., wheelchair rugby.
 Only for people with disabilities
o Competitions or games only for people with disabilities.
 Non-playing role
o People with disabilities are involved in club roles such as volunteering,
officiating, being on the committee, etc.
 What’s possible
o Consider what programs can be developed in the future. What can be explored
to create new options for people with disabilities to participate in12,13.

Figure 5: Inclusion
Spectrum
Credit: Sport Aus, n.d.

PWD= People with

disabilities
 STEP Model
The STEP model was created to assist sport providers to adapt activities to increase the
inclusion of children in sport14. By modifying components of the activity, children of all
abilities can participate in the activity and feel greater inclusion 15. Changes to an activity can
be made by using one or multiple areas of this model 15.

Examples
S Space  Space can refer to several adaptations. However, generally this refers to
increasing or decreasing the size of the field/playing area to match the abilities
of the player e.g., their fitness, skills, experience, etc.
 If you’re completing drills, you might want to vary the start point (e.g., further
away, or closer to the goal) to suit the abilities of the player14,15.
T Task  Task refers to ensuring all players have equal opportunity to participate in the
activity. A complex skill can be broken down into smaller components that the
player can practice and make it easier to learn the skill.
 It is also important to allow players ample opportunity to practice skills. After
the player has mastered the skill, slowly increase the difficulty. This is
important to do before expecting the player to do this skill in a competitive
environment, in a game for example14,15.
E Equipment  Equipment such as the ball, striking and catching tools can be adapted. This
will increase or decrease the difficulty of the activity and make it more
accessible for your players. Some adaptations can include:
o Lighter balls for players who fatigue easily or are learning a new
skill14,15.
o Bigger balls will be easier for children to catch14-16.
o Colourful cones, bibs and balls may increase the participation of
children who have visual impairments14,16.
o Balls that make a noise/rattle can increase the inclusion of players who
are hard of hearing15.
P People  Try to match players of similar abilities in small group activities such as training
drills or small-sided games.
 Unequal team numbers might increase the inclusion of some players. It may
also maximise participation and maintain a degree of competition14,15.

TREE Model
This Australian developed inclusion model was guided by the STEP model; however, the
TREE model draws attention to the actions of the coach 15. The TREE model is a practical tool
that supports the coach to modify and adapt activities. This is so activities are more inclusive
of athlete’s different abilities17. Like the STEP model, one or all areas can be adapted.
 Examples
T Teaching/ 1. This component refers to way a game or activity is communicated to the
Coaching player and how the coach organises or facilitates the session. The way
Style instructions are communicated to a player can have an impact on the inclusion
of the player in activities17. Some strategies to implement include:
a. Simple and concise communication and instructions.
b. Using visual and auditory cues.
c. Having demonstrations and/or body cues.
d. Encourage participation and teamwork.
e. Check your players understanding and ask questions17,18.
R Rules and 2. The rule and regulations of a game may be modified or adapted based on the
Regulations player’s needs.
3. Some players may have difficulty understanding the rules of following the
rules. If this is case, rules can be simplified and re-introduced at a later date
when their skill levels increase.
4. Some strategies include:
a. You might also slowly introduce the rules one-by-one, so it is less
overwhelming and easier to remember.
b. Try to reduce the time between giving the instructions and beginning
the activity so the instructions are fresh in the players mind.
c. Reduce or extend the amount of time to perform the activity or game
(Australian Sports commission, n.d.; Play by the rules, 2022b).
d. Have more opportunities for breaks and to ask questions.
e. Changing the way players can score to make it easier or more
challenging.
f. Reducing the competitiveness so all players are included 18.
E Environment  Attention should be paid to ensuring the equipment meets the needs of the
player and modifying or changing the equipment in a situation where it
doesn’t14. Strategies include:
o Lighter or shorter striking equipment.
o Lighter, bigger, brighter, or louder balls.
o Equipment that contrasts with the background16,18.
E Equipment  The playing environment must be accessed to ensure that it suits the need of
the players.
o The facilities and playing areas are accessible wheelchair and assistive
device users.
o There are benches and sitting areas for player to have a break17.
o The size of the playing area can be reduced to make it more achievable.
o The size of the playing area can be increased to allow more space
between players.
 o The height of nets, baskets and goals can be decreased to make it
easier to score goals.
o Games should be played inside where possible to reduce the impact of
the elements such as the sun.
o Distractions should be minimised to increase the engagement of the
player18.

CHANGE IT Approach
The CHANGE IT approach is an Australian developed inclusion approach. It assists coaches
and teachers to implement activities that promote the inclusion of all athletes and
abilities16. The CHANGE IT approach highlights elements of a game that can be made easier
or more challenging, while also maintaining the essence of the game. Any or all these
principles can be used to change elements of the game to meet the needs of your
athletes19.
Examples
C Coaching - Adapt your coaching style to suit the needs of each of your athletes. You may
styles need to modify how you provide instructions, give demonstrations or
feedback.
- When modifying how you provide instructions, you might need to change how
you communicate with your athlete. For example, using simple or more
complex language, using visual, auditory, or kinaesthetic cues.
- You may need to provide the athlete with more support and guidance, or you
might challenge them more19,20.
H How you  Adjust the opportunities for scoring by making goals easier or more difficult to
score/win achieve. By making it easier for goals to be scored, this can increase the
inclusiveness of the game19,20.
A Area  The game difficulty can be modified by changing the shape or size of the
playing area. For example:
o Short and wide area
o Long and narrow area
o Smaller or larger areas
o Zones e.g., scoring zones, no-go zones, imaginary zones around people
to reduce contact.
o Shallow or deeper water
 The surface of a playing area needs to be considered when trying to increase
inclusivity. For example:
o Hard surfaces such as concrete for wheelchair users.
o Soft surfaces for children with prostheses19,20.
N Number of  The size of the team can increase of decrease the participation of the players.
players For example, decreasing the team size from 12 vs 12 to 3 vs 3 maximises the
participation of the players.
  Having uneven teams (e.g., 5 vs 3) can increase the ability of the team with
more players to score/win the game. This also provides a greater challenge for
the team with less players19,20.
G Game rules  Changing the rules of the game can either increase or decrease the difficulty of
the game and the participation of the players. Some changes to the rules may
include:
o 3 team members need to touch the ball before trying to score.
o Walking instead of running
o Underarm throws only
o Assigning players specific roles19,20.
E Equipment  Using different balls, striking equipment, catching equipment, etc., can
accommodate different abilities or provide an additional challenge.
 Different balls may include softer, harder, smaller, larger, different colours
that contrast, balloons, etc.
 Lighter and shorter striking equipment such as bats or rackets can make it
easier.
 If children are having difficulty with the equipment, then the equipment might
be removed so they can hit/punch the ball with their hand or kick it.
 Other peers can also be incorporated to assist the athlete with learning and
developing their skills19,20.
I Inclusion  Include the athlete in the decision making when modifying the game/activity
by asking the athlete what modifications would increase their involvement and
engagement.
 Avoiding labelling the player or making them feel negatively when changing
the rules.
 Try not to significantly reduce the difficulty of the activity, instead provide a
“just right” challenge that is achievable.
 Try to maintain the essence of the game and only modify when required 19,20.
T Time  The intensity of the game can be modified by increasing or decreasing the time
to complete the activity.
 More time for breaks can be added to allow players to rest.
 The duration of the activity/game can be modified depending on the attention
span or fitness of the player19,20.

For more information on the CHANGE IT principles, please use these links:
https://www.clearinghouseforsport.gov.au/__data/assets/pdf_file/0010/864370/Change_It
_guide.pdf
https://www.clearinghouseforsport.gov.au/__data/assets/pdf_file/0008/864260/PFL_Coac
hesGuide.pdf
https://www.bwha.com.au/wp-content/uploads/2021/02/Resource-CHANGE-It.pdf
Attitudes and Awareness

Affordability
Within your club, there may be families of children who may be financially disadvantaged.
To reduce the financial strain and increase inclusion, some adjustments may be made where
possible. These include:
 Having knowledge of organisations that can support children to be involved in sport
and providing this to the families. Some organisations include:
o https://teamsports4all.com.au/support-a-child/
o https://www.sportaccessfoundation.org.au/what-we-do/grants-program
o https://www.qld.gov.au/recreation/sports/funding/grants-
funding#:~:text=For%20children,state%2C%20national%20and%20internatio
nal%20competitions.
o https://www.qld.gov.au/recreation/sports/funding/fairplay/apply
 Having fundraisers to develop a pool of funds that families can apply for and access if
they cannot afford fees.
 Having second hand uniforms.
 Having flexible payment options such as smaller instalments.
 Offering a volunteering program to reduce fees21.

Family Members
Where possible, try to include the family members of your athletes. This can be completed
by allowing them to be volunteers, managers of a team or simply spectators who come to
competitions and training sessions. The family members of your athletes may be their main
source of support so allow your players to seek support if they required it. Additionally,
some family members may not be able to attend competitions or training due to personal,
work, financial or other reasons22. If this is the case, demonstrated flexibility and
understanding of this situation and don’t make the child or family feel negatively because of
this.

Policies
Introducing policies into your clubs can set the expectation that your club is inclusive of all
athletes. These policies can also be used to build a culture within your club that is
welcoming and respectful by having all member sign these policies so that everyone is heard
accountable for their actions.
Disability Inclusion Policy:
 Can be produced to outline your club’s commitment to including all athletes, the
strategies you have implemented to meet this commitment and the expectations
you have of all club members.
  A link to a disability inclusion policy template has been provided:
https://www.playbytherules.net.au/resources/templates/disability-inclusion-policy23
 Within this disability inclusion policy, a helpful strategy may be to hold training or
information sessions for any new personnel starting at your clubs. It is
recommended that you:
o Discuss the expected culture of the club.
o Raise awareness of the needs of people with disabilities.
o How to include people with disabilities.
o How to communicate with them.
 You may also wish to highlight the human rights legislation and disability
discrimination act that protects disadvantaged people from discrimination or
unlawful behaviour21,24.
 It is also recommended that you conduct refresher sessions at least every year.
 You might also consider having a spokesperson within the committee on the behalf
of your athletes with a disability. Another option is to develop a formal role of an all-
abilities coordinator (or another name of your choosing). This will raise awareness
and demonstrate your commitment to your athletes with disabilities25.

Communication and Marketing

Appropriate Language
When communicating with an individual with a disability and their family, it is best to use
person-centred language. However, please always ask the individual and their family about
their preferred language. Examples have been provided.
Don’t use Acceptable Language
 Disabled  People with a disability
 Deaf  Person who is deaf
 Person who is hard of hearing
 Blind  Person who is blind
 Visually impaired  Person who has partial sight
 Wheelchair bound  Wheelchair user
 Stuck in a wheelchair  Person who uses a wheelchair
 Mentally retarded  Person with an intellectual disability
 Intellectually disabled
 Physically challenged  Person with a disability24
 Special needs

For more information on acceptable language, please refer to the below websites:
 https://pwd.org.au/wp-content/uploads/2021/12/PWDA-Language-Guide-v2-
2021.pdf
  https://www.nds.org.au/images/resources/employment/WA-Public-Sector-
Disability-Employment-Confidence/Disability-Employer-Resource---Inclusive-
Language-and-Engagement.pdf

Come and Try Days

Come and try days are a great way to attract new people to your club and see what you
have to offer. These days should be aimed everyone regardless of their experience playing
the sport or their abilities. These events should be free and personnel available to talk with
families and answer any questions21.

Promotional Material
 If your club has a website, Facebook page or an online platform, the following
information should be included:
 How your club, programs and events are inclusive and can be adapted.
 What types of support your club and personnel can provide.
 The eligibility for each of your programs or events (i.e., age group,
experience, etc.).
 Specific details regarding your programs and events (i.e., location, cost,
length of program, time of training/competition, etc.).
 Contact information.
 Information about whether siblings and parents can be involved.
 Information about any barriers to participation (e.g., 200m distance to
playing field, gravel footpath, etc)26.
 When promoting and advertising your club and available events, consider using
marketing principles.
 Marketing basics: https://www.business.qld.gov.au/running-
business/marketing-sales/marketing/strategy-planning/marketing-basics 27
 Use multiple methods of promotions to ensure you are reaching as many people as
possible.
 25 free ways to advertise your event:
https://www.ourcommunity.com.au/management/view_help_sheet.do?artic
leid=297 28
 References

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6. Play by the rules. (2022c). Inclusive Coaching Course.

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resource.org.au/courses/disability-awareness-certification/

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