Bringing the paralympic spirit into the classroom

Para sport champion Jaden Movold talks with a young student.

Paralympics New Zealand is transforming how primary school students perceive disability with a new programme inspired by the lives and stories of Paralympians and para athletes.

The programme, Seeing is Believing, integrates the Paralympic Movement into curriculum learning opportunities in primary schools and kura. The programme and matching I’mPOSSIBLE resources were developed by the International Paralympic Committee and tailored to the Aotearoa New Zealand context by Paralympics New Zealand.

Central to the programme are the ‘para sport champions’ – exceptional Paralympians and para athletes who challenge perceptions of disability. They highlight the Paralympic values of courage, determination, inspiration, and equality.

“These elements combine values-based learning with the lived experiences of Paralympians and para athletes,” says Greg Warnecke, chief executive of Paralympics New Zealand.

“It’s a powerful combination which inspires both participation and inclusion in school environments.”

Para sport champions are exceptional Paralympians and para athletes who challenge perceptions of disability.

Classroom impact

Hobsonville Point Primary School’s middle leader Reid Walker shares his insights and experiences, highlighting the programme’s impact on his classroom.

Initially sceptical about how the programme would fit into the curriculum, Reid and his colleagues decided to give it a try after meetings with Paralympics New Zealand’s education lead. The programme’s flexible approach allowed them to integrate as much or as little as they wanted into their curriculum.

The Seeing is Believing programme inspires participation and inclusion.

“Our children loved it. We thought it was intriguing and empowering. My initial thoughts are that it is looking and feeling great.”

Reid found the implementation process straightforward, thanks to the lack of a rigid schoolwide timetable. He appreciated the wealth of online resources and the support, which allowed for a tailored approach.

“The support was amazing and being able to talk to other schools helped us adapt the programme to our needs,” he explains.

When para sport champion Jaden Movold visited, the students were initially overwhelmed and awed by meeting someone with a disability who had achieved so much.

“The children asked if Jaden would have chosen a different path if he could, and his perspective on achieving great things despite his disability was humbling. It was quite humbling not only for a child but also for the teacher.”

Learning and inclusion

Reid observed significant changes in his students’ understanding of disability and the values embodied by Paralympians.

“Their understanding of disability has definitely improved. The programme provided more examples that aligned with the disposition qualities or key competencies we talk about.”

One memorable moment for Reid was when students, eight months after the pilot, identified their para sport champion as a role model.

Students are often in awe meeting athletes with disabilities who had achieved so much.

“We were looking at leaders in the sporting field, and some students – unprompted – mentioned our para sport champion. That’s what we were after.”

Reid encourages other teachers to embrace the programme, citing its potential to build essential skills and knowledge in students. He also noted the broader applications of the programme, from fostering empathy to supporting behavioural shifts in students.

Looking ahead, Reid hopes the programme will instil a lasting shift in students’ perspectives, helping them understand perseverance, resilience, and determination.

“If we have created memories that alter their perspectives moving forward, that’s a success. Just having the presence of an athlete is affirming for our disabled children.”

Schools can register to explore the resources and prepare for participation coinciding with the Paris 2024 Paralympic Games.
For more information, visit education.paralympics.org.nz(external link)

Para sport champion Jaden Movold’s main sport is wheelchair racing. He competes on both track and road in distances from 100 metres to 21 kilometres.

Empowering accessible sporting experiences

In a move towards accessible inclusive sports education, the Halberg Foundation’s Inclusion Training programme has found a new home on the CoachMate app.

Halberg Foundation’s training app is an intuitive and easily accessible resource for teachers to use.

Alongside 20 engaging games and activities, Halberg has developed 10 learning modules in collaboration with CoachMate. These modules delve into the fundamental concepts of disability and inclusion, equipping teachers and coaches with the knowledge and confidence needed to create truly inclusive sports environments.

Additionally, the app offers step-by-step instructions on utilising the ‘STEP’ model to modify and adapt various sports activities.

Mark Harrop, principal of Ngahinapouri School and user of the CoachMate app, says it’s an intuitive and easily accessible resource for teachers to use.

Find more information at halberg.co.nz/train(external link) or download the CoachMate app from the Apple Store or Google Play.

Oaklynn Specialist School held an adapted Weet-Bix TRYathlon for more than 200 students.

Specialist schools connecting through sport

At Oaklynn Specialist School in Tāmaki Makaurau Auckland, physical activity and sport doesn’t just support cognitive development and emotional regulation for ākonga, it benefits them socially.

“Everybody needs to feel connected to their community, and sport does that,” says associate principal Emma Cutts.

Over the last 18 months, the school has been supported by Healthy Active Learning and Tū Manawa Active Aotearoa for a year of dance classes, an adapted Weet-Bix TRYathlon for specialist units in the area, and interschool matches facilitated by Netball Waitākere.

Having the right tools to participate

With 11 percent of young people between 8 and 15 identifying as disabled in Aotearoa, a key part of Shanley Joyce’s job as a Healthy Active Learning advisor is to make sure teachers have the tools and confidence to ensure all students have quality physical education and activity experiences.

“Sometimes students don’t get to participate in health and PE lessons because teachers find it too challenging to bring them outside,” says Shanley.

Research from Sport NZ supports this. It shows that one of the biggest contributors to the lower rate of physical literacy amongst disabled tamariki is the limited availability of opportunities.

Shanley’s main tip for kaiako wanting to help shift this is communication – both with students and whānau.

“Talk to students,” she says. “Ask them, ‘What do you want to do? How can we make it work for you?’ Taking the time to do that can save so much heartache.”

She adds that it can often be as simple as changing the texture or colour of a ball, particularly for neurodivergent students.

All participants in the TRYathlon received medals and t-shirts.

Emma agrees, and says it is important to base physical activity around the interests of any young person, encouraging kaiako to start small.

Encouraging participation through preparation

A great example of how communication can enhance physical activity experience is Oaklynn’s adapted Weet-Bix TRYathlon, says Emma.

After trialling the event in 2022, the school spent 12 months gently preparing students and teachers for the event ahead, sharing photos and videos of what they could expect. This included chill-out zones for students, bouncy castles, and medals and t-shirts for every participant.

Emma says the day, held at the end of 2023, was amazing.

Over 200 ākonga from Oaklynn and Arohanui special schools attended with their carers, kaiako, therapists, and teacher aides. There were even students from Hobsonville Point Secondary and Te Atatū Intermediate there to cheer on their friends from the satellite units.

“The feeling of being included in such a large event and receiving special taonga like medals and uniforms, it’s not something we can easily create on our own,” says Emma.

A platform for integration

Oaklynn School, which has 230 students in satellite units at 11 schools across Central West Auckland, can sometimes struggle to integrate across the wider school community where their unit is situated.

Shanley hopes to see that change and believes physical activity is the perfect platform to do so.

Communication is a key part of creating options for inclusive physical activity.

“One of my goals is to get all mainstream schools who have satellite units working together a lot more.”

For Emma, that would be a win-win for all students.

“We want all children to leave school being young adults that care for the whole of their community, rather than othering people,” she says.

When it comes to her hopes for the students at Oaklynn, providing opportunities to be active is all about supporting their wellbeing for years to come.

“I would love for them to know that movement is a strategy that they can go to and that will make them feel better.”