VIDBE-Q 2025 Volume 70 Issue 4
while achieving it in their own way, with adaptations that match individual
abilities; it also stimulates problem solving, cooperation, and motivation. See
MOVE AS YOU ARE Booklet/MOOC for the dedicated section.
Aim of the Article
This article provides a structured, classroom-focused two-hour sequence for
a mixed-ability PE class that includes one student with VI. The plan is intended to
be feasible within a normal timetable and usable by a general PE teacher who has
reviewed, even briefly, the MOVE AS YOU ARE Booklet and MOOC (MOVE
AS YOU ARE Consortium, 2024a; MOVE AS YOU ARE Consortium, 2024b) or,
at minimum, is familiar with the basics: teaching methods such as concise
verbalization and tactile modeling, guiding methods and setup of perimeters and
safe zones.
Research to Practice: A Two‑Hour School‑Based Proposal
We assume a sighted class with one student with VI in the first weeks of the
school year. The dual objective is (a) to build an inclusive climate and a shared
vocabulary of roles and safety cues (Hour 1), and (b) to deliver a narrative-play
experience that weaves FMS, cooperation, and enjoyment (Hour 2). This approach
aims to support the student with VI without reducing challenge for sighted peers.
4.1 Hour 1—60 minutes: "In the Other's Shoes" (Operational Empathy and
Safe Movement)
186
