MANAGERIAL ROUTINES

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30 squash racquets, 30 squash balls, pinnies
Balls of all sizes (ex: volleyballs, tennisballs, soccerballs, bouncy balls etc.) depending on days activity
Bean bags and/or cones

PROCEDURES

• Attendance taken at beginning of class
• Students will be expected to be changed into proper strip and ready for activity within 5 minutes of  class start time
• In most cases there will be no playing prior to start of class as there will be warm-ups designed for the beginning of each class
• The students will be held accountable for listening to the teachers instructions with regards to the distribution and collection of class materials.  During the class, groups or pairs will have a # for each person.  Each # will be responsible for a task, whether it be finding a space in the gym or collecting materials. All materials used must be returned by the group at the end of class
• Starting and stopping activities: aaaannd stop!, 1,2,3,start, Everyone in!, a whistle if necessary
• Little free class time is planned for, but if a situation calls for it then the students will be given a choice of doing some games or activities which they have been previously taught
• At the end of class cues will be reviewed and all materials are returned. Some students will aid the teacher in putting away equipment.

• Nobody speaks while the teacher is speaking, in order that the instructions/cues etc. can be easily heard and understood by all learners. If a problem persists, use of the 3 strike rule will be implemented.
• Students must let the teacher know if they are needing to use the washroom, and must return promptly
• Strip must be worn in order to participate in class. Those without strip will be given an assignment for the class (eg. peer assessment, teacher time on task assessment)
• Misbehaviour will not be tolerated. Use of the 3 strike rule.

1) Student given fair warning of misbehaviour and the consequences
2) Student formally talked to in class or after class (or both)
3) Student subject to discipline by the principal and parents become involved
 

In PE classes and recreation experiences alike there has been a real focs on inclusion and ensuring that everyone has the right to enjoy an active lifestyle regardless of their physical, cognitive, and social abilities.  Facilities are uild in order to be accessible to all the public, and modifications to activity and game as well as adapted equipment make it possible fot everyone to participate.

In this unit plan we have also made concessions for special needs.  Instead of goign into great detial about the specific challenges that may appear in a Squash unit we thought that by addressing the sissue in general terms, a teach er may be able to draw their own conclusion on how to ensure that their PE classes were equitable.

For students with special needs regarding motor ability or hand dexterity adaptions on ball size, the bounce of the ball and whether racquets were used at all can be made.

For wheel chair users a more confined space can be adapted and again larger more bouncy balls may be used.

In many cases some of the special needs cases go more unoticed as in the cases of Attention Deficite Disorder and may affect the class in a more disruptive manner.  In these cases it is important as a teacher to always keep the class busy with interesting tasks.  It is important that supervision is efficient as mentioned above and that disiplinary matters are taken care of immediately so as not to disrupt class.