STEP Model: Adapt a Game for Everyone
In groups, students adapt a familiar game so a student profile can truly take part, using the STEP model: Space, Task, Equipment and People. They lead it with the class, and everyone judges the inclusion.
How to play
- Explain STEP: to adapt a game, change the Space, the Task, the Equipment or the People (groupings and roles). Make 5 groups of 5 (3 min).
- Each group gets a game (steal the bacon, dodgeball, tag, keep-away or relays) and a profile: a wheelchair user, a student with low vision, a Deaf student, a student who tires quickly or an autistic student overwhelmed by shouting.
- Design: the group changes at least one thing per STEP letter so that person truly plays, and writes it down (6 min).
- Test: each group explains its game in 1 minute and leads it for 2 minutes with the whole class (15 min total).
- After each test, thumbs up or down: Did the profile matter? Is it still fun? The group notes one improvement.
Rules
- No adaptation may leave the profile as a spectator or a token player with no real role.
- Work with profiles, not specific classmates, unless that person wants to advise the group.
- Adaptations can't create hazards: no running blindfolded and no pushing chairs at speed.
Variations
Easier
A list of STEP ideas to choose from.
Standard
Five groups adapt a game to one profile with STEP and test it.
Harder
Two profiles at once, in a single game that works for both.
Adaptations
- Disability: students with disabilities may advise on their own profile if they wish.
- Autism or shyness: the recorder role, with no explaining out loud.
- Fitness level: low-movement roles during testing, such as referee.
Learning goals
- Apply the STEP model to modify a game.
- Design adaptations with real, not token, participation.
- Value inclusion as the group's responsibility.
Equipment for a class of 25
- task cards: 10
- assorted equipment
- cones: 20
- soft balls: 5
Teacher tip
Keep cones, hoops, soft balls and pinnies handy so tests don't stall. If a group gives the profile a passive role, ask, “And what does she get to decide?”
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