UNIFIED SCHOOLS FIELD
DAY GUIDE
Minnesota
Special Olympics
Unified Schools
Below is a listing of resources that have been developed to implement Unied Field Days with
elementary schools in mind. These resources can be adapted and modied to the individual needs of
dierent school communities and student populations. Feel free to tear or print o individual pages
to distribute to activity station leaders.
TABLE OF CONTENTS
Section 1: Overview and Implementations
Section 6:
Section 9: Additional Resources
Minneapolis Public Schools Unied Field Day Manual Table of Contents | 2
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This Unied Field Day Guide is brought to you by Special Olympics
Minnesota and its aliates.
Overview, Mission & Contributors
SECTION 1
3
This document is one piece in a series of Special Olympics Minnesota Unied Schools resources to conduct Unied Field Days. Each document may be
used individually or in combination with others as the plan is implemented. They outline strategies to support educators and supporting sta with
inclusive school environments. These resources are designed as examples and samples that can be modied to meet the needs of each individual
classroom or school district.
Minneapolis Public Schools Unied Field Day Manual Section 1: Mission, Values & Contributors | 4
Unied programs provide a unique opportunity for students with and without disabilities to come
together through ongoing educational and physical activities. Unied PE is aligned to the 2018 MN
Physical Education standards and grade-level outcomes. Additionally, Unied programs support the
development of leadership skills for all students, encouraging all students to foster an inclusive mindset,
classroom and learning environment.
The purpose of the Unied Field Day Manual is to provide a track and eld framework and guide for all
physical education and DAPE (developmental adapted physical education) teachers to teach Unied. The
Unied Field Day Manual provides lesson plan examples, SEL objectives, ability awareness information,
and much more for teachers to support all students and their learning.
We exist to ensure that all students learn.
We support their growth into knowledgeable, skilled and condent citizens capable of succeeding in
their work, personal, family and community lives into the 21st century.
ues
1. Right to a quality education.
2. Importance of family.
3. Equity.
4. Diversity.
Minneapolis Public Schools promises an inspirational education experience in a safe, welcoming
environment for all diverse learners to acquire the tools and skills necessary to condently engage in
the global community.
Martha Grimes, Elementary Physical Education Teacher
Paul Perkins, Elementary Physical Education Teacher
Daniel Polland, Elementary Physical Education Teacher
Angie Powell, District DAPE Coordinator
Sara Sykes, Elementary DAPE Teacher
Jacqueline Wincek, High School Physical Education Teacher
Jessica Braun, High School DAPE Teacher
Sarah Loch, District Physical Education Coordinator
Proctor High School, MN
Unied Sports combines an approximately equal number of people with intellectual disabilities and
people without intellectual disabilities for training and competition. This program is oered in schools
and communities for both youth and adults.
Through program evaluation, some very signicant outcomes have been found regarding the positive
impact that Unied Sports has on participants. Two examples include:
• Unied Sports participation leads to improved sports skills and tness for youth with and without
intellectual disabilities (Baran et al., 2013).
1
• Participation in Unied Sports leads to more positive attitudes and perceptions among youth
without intellectual disabilities toward their peers with intellectual disabilities (McConkey, Dowling,
Hassan, & Menke, 2013).
2
1
Baran, F., Aktop, A., Özer, D., Nalbant, S., Ağlamış, E., Barak, S., & Hutzler, Y. (2013). The effects of a Special Olympics Unified
Sports Soccer training program on anthropometry, physical fitness and skilled performance in Special Olympics soccer athletes
and non-disabled partners. Research in Developmental Disabilities, 34(1), 695-709.
2
McConkey, R., Dowling, S., Hassan, D., & Menke, S. (2013). Promoting social inclusion through Unied Sports for youth with
intellectual disabilities: A ve-nation study. Journal of Intellectual Disability Research, 57(10), 923-935.
Minneapolis Public Schools Unied Field Day Manual Section 1: Mission, Values & Contributors | 5
Special Olympics Minnesota oers children and adults with intellectual disabilities year-round sports
training and competition. Through Special Olympics' athletic, health and leadership programs, people
with intellectual disabilities transform themselves, their communities and the world.
In order to implement a more unied eld day, getting any/all of the following support can be vital to its
success and continued growth:
• District support
• High School support
• Local and State Corporate support
• School Scheduling arrangements and support
• Busing and Transportation support
There are many ways in which a Unied Field Day can be successful. Below are dierent models in which
a eld day can be set up to provide maximum inclusion and a fun, memorable day for everyone! The key
will be to nd something that can be manageable for your school/district.
The entire school will be involved in a day
of various running and eld events. The
students will all be participating together
with and against each other. With the
exception of grade level groups, or an older
"group leader" for your grades, students
will not be grouped based on physical or
mental abilities, but will be all together.
Smaller districts with only a couple of
elementary schools can group together to
have a larger eld day with multiple schools
being represented. When deciding on if this
is right for your school, ask yourself "do I
have enough time, space, and resources to
allow everyone to participate equally?"
Create your own Unied Field Day at your
school! Not all schools have the same
resources, space, equipment, schedule,
etc., so this may be the best option if
transportation is not available or right for
you. This allows you the ability to decide
the types of events and activities for your
students. You'll want to enlist help from
PTO, parents, high school students, local
businesses, etc.
Pick a location for your Unied Field
Day! This takes planning, organization,
communication and time to be done well.
Start by nding a location that works with
your Field Day itinerary, and your students'
needs. Make sure to coordinate set up/take
down time into your space rental/usage
and consider transportation costs/means.
Recruit and prep volunteers, invite other
schools and spectators, etc.
Special Olympics Minnesota Unied Wellness Resources Section 1: Introduction to Special Olympics Unied Champion Schools | 6
Gathering help and volunteers can be a challenge, but they are pivotal to making a Unied Field Day run
successfully.
1. Start by reaching out to your school's PTO to garner parent support. If your building also has a
designated volunteer coordinator, they will be able to gather parent and community member support.
2. Contact local businesses and let them know what you are planning and how they can support you in
your eorts. This can help create unparalleled community bonds between business and schools.
3. Another great way to get help is to reach out to your high school and ask for student volunteers. Your
local high school may have a Unied PE class to partner with, or simply high school students interested
in volunteering.
4. When in doubt, speak with your building leader/principal to call or communicate with parents.
5. Don't be afraid to use social media, video technology, etc. as your school allows to draw up support
and volunteers for your Unied Field Day!
• State Level: SOMN
• Local Businesses: Advertise on t-shirts,
donate prizes or refreshments, volunteer
setup and take down
• Parents, siblings and relatives: volunteer,
setup and take down
• High School Students: volunteer during
event, setup, take down and working at events
to help younger groups of students
Special Olympics Minnesota Unied Wellness Resources Section 1: Introduction to Special Olympics Unied Champion Schools | 7
1. Choosing a Date
Many chose the end of the school year to organize a Unied Field Day as it is a culminating event to
celebrate the students and the hard work throughout the year. However, a eld day can be implemented
any time of year with varying factors to be considered. If this is done in the spring, be sure in plan for rain
and schedule a rain make-up day. Generally, the last Friday of the year is a great time for this, and if there
is rain, it can be rescheduled for the nal Monday or Tuesday of the year. Also depending on the Unied
Field Day model, an at school Field Day would be much easier to reschedule, however if you plan to have
multiple schools and at a dierent location, all those initial plans also need to have back up plans in case
of rain. When considering date, also consider bus schedule, school event schedule, location availability,
volunteers, etc.
2. T-Shirts
T-Shirts are a great extra for a Unied Field Day. There are many routes to take for t-shirt design. You can
reach out to SOMN for support in your t-shirt design process, create your own, or have your students
create t-shirt designs. This last option could be presented as a contest.
If you choose to have a contest, make sure to set some clear parameters. Have a specic time when kids
can turn in their designs. At the deadline, you can decide on how to choose the winning design. Some
options may include the whole school voting in morning meeting/homeroom, have the sta vote, or
make a Unied voting panel.
In order to help students keep track of the events, activities or stations they competed/participated in,
you can design the back of the T-Shirt that shows a list or “Score Card” of events on the back and then
have the event, activity or station lead mark the students shirt when they are done. The shirt can be
marked with a number, score, initial or simply a check mark to show completion. The goal of the students
should be to try as many of the events as possible and try to improve if doing them multiple times.
Contact a local apparel company that could donate or discount the T-Shirts. Contact your district oce
or building leader to see if funds are available for shirts, or ask students to cover shirt cost and use
“scholarship” money for those who are not able. If a T-shirt is not an option, creating a similar score card
on a piece of paper (card stock, 3”x5”) for the students to hold or pin to their shirt.
3. Preparing Your Students
One of the best way to prepare for the Unied Field day, is to prepare your students. Students should
see and practice all events prior to the day. They should be comfortable with how each event works and
adaptations available to them
Special Olympics Minnesota Unied Wellness Resources Section 1: Introduction to Special Olympics Unied Champion Schools | 8
• Equipment Needed
• Schedule
• Entrance and Opening Ceremonies
• Lunch
• Splitting Up Sessions
• Closing Ceremonies
• Clean Up
• Scoring, Rewards and Awards
Equipment Needed
Keep in mind this isn't a comprehensive list, as modications and adjustments will be
needed for each event and dierent materials may be necessary to meet individual
athlete needs. Many of these items can be sourced from your own gym, or a local high
school's gym.
• Event signs and materials to hang or put in
ground
• Cones in varying sizes and colors
• Adjustable height hurdles
• 2x4 beams for r wheelchair hurdles
• High Jump bar and mat
• Wedge mat
• Rakes for sand
• Landing mats
• Field tape measure
• Relay batons*
• Softballs*
• Soccer balls*
• Hockey sticks*
• Hockey pucks/balls*
• Hula hoops*
• Bats*
• Adjustable batting tee
• Rackets*
• Bean bags*
• Basketballs*
• Balls*
• Javelins*
• Frisbees*
• Fling socks*
• Volleyballs*
• Footballs*
• Leaping, hurdling and balancing objects for
an obstacle course
* Best to get this equipment in dierent sizes, weights, sizes and possibly colors to
accommodate the largest amount of students.
Special Olympics Minnesota Unied Wellness Resources Section 1: Introduction to Special Olympics Unied Champion Schools | 9
Plan on have an entrance or opening ceremony in which students can enter the activity
location to music, and/or volunteers clapping and cheering for students. If there is space,
the students can do a lap around, walking or jogging and waving to volunteers, an Olympics
Victory Lap of sorts. After the “Entrance” the students or grade levels should be guided as to
what session they are in and where their events are located.
There are a few dierent ways to schedule your Unied Field Day. Depending on space and
location, your building may need to get creative with your day. You will need to talk with your
building leader about the amount of time you have available and what the day schedule of the
building will look like. That will help in determining the Unied Field Day schedule. Below are
Field Day schedule examples.
Whole school-If your whole school is participating, you can have your students rotate through
the sessions by grade level. If you choose to have all grades out at the same time, you could
combine grade levels for “Running” while the other grades are in the “Field”. Now for this,
the students would get more time at in the “Field” session, so there would need to be more
events, activities and stations.
Multi-School-This type of model will make the day schedule a bit more complex, however if
rotations and switches are communicated and it follows on time, it works. Your Unied Day
can have 4 sessions, 2-”Running” and 2-”Field”. Each session is approximately 45 minutes long
and you will rotate Running, Field, Running, Field. Session 1 should start right away and follow
it with session 2. Then break for lunch, 40 minutes, and back for session 3 and 4. This can
become a long day, especially in warmer weather. Provide water and if possible, a cool area
for lunch and rest. This type of schedule can also work for a Whole School model as well as at
home or traveling Unied Days.
Lunch should start and end at a designated time and should also be communicated to parents
and guardians that it is or will be picnic style and although the school will still provide lunch,
it may be bag lunch style, outside on grass, in the bleachers, in classroom, etc… Lunch should
also provide the students an opportunity to rest in a cool space (if weather requires), replenish
uids, eat lunch, use restrooms as well as time to x equipment, reset areas and reorganize
(Teacher). Coordinate with building leaders about their expectations for lunch and possible
recess needs, if at home school.
Special Olympics Minnesota Unied Wellness Resources Section 1: Introduction to Special Olympics Unied Champion Schools | 10
There will be 2 dierent sessions and within those sessions, there are dierent events,
activities or stations. The dierent sessions should be “Running” and “Field”. These events can
be unique to each school or they can be activities that are more widely used. These events,
whether running or eld, should be known to your students and should not take any teaching
on the day of the Unied Field day. The students should already know what to do and how
to be as successful as possible at that particular event, activity or station. Below is a list of
activities that can be included but not needed in a successful Unied Field Day. Your school
will want to have many dierent events, activities or stations to help reduce long lines and to
provide maximum participation. Your daily schedule will also determine your session times and
events, activities or station numbers.
Running: 50 meter, 50 meter hurdles, 100 meter, 200 meter 4x100 relay race
Field: Long Jump, high jump, shot put (lightweight or softballs), softball throw (distance),
soccer kick (accuracy), hula hoop, bean bag toss, batting hit (distance), obstacle course, javelin
throw, hockey shot, basketball shot, frisbee toss (accuracy), Fling Sock, racket and volley
challenges, football throw (accuracy), and football kick (distance)
Field sessions can be longer in time than the Running sessions. From there you can further
break down eld sessions into two sub-sessions: traditional and non-traditional. For example,
non-traditional can be activities or challenges that you have done in PE class during the school
year.
The conclusion of the nal session will also lead into the closing ceremonies. This is a way in
which the athletes will be recognized once again, and they will ow out of the stadium or
designated area and into the bussing area or back into the building. This is a great to bring a
close to the day and to let students know it is now a transition time. Not only will the athletes
be recognized again, the volunteers are also again being recognized by the athletes for their
hard work and support.
This is now the time for your break down and pick up of events, activities and stations. Make
sure to ask volunteers to bring their spots equipment back to a designated area for pick, if
possible.
Special Olympics Minnesota Unied Wellness Resources Section 1: Introduction to Special Olympics Unied Champion Schools | 11
There are many ways in which you can score a Field Day. This decision should be made based
on student population, teacher/volunteer support and number/type of events. Below are
some common ways of scoring:
PARTICIPATORY: Your eld day could be more about participation and enjoying the activities,
Using the t-shirt model previously mentioned or another tracking model, this makes the day
about participation and not about meeting a certain score. This is a very low competitive
model that emphasizes fun and enjoyment, versus competition.
SELECTIVELY SCORED: You may also choose to record only select scores. For example, score
only the racing events or certain eld events that you feel would be best, or allow athletes to
take their top 3 best performances among the events and use those to score.
COMPETITIVE SCORING: Another more extreme example is to use technology to catalog and
keep track of scores. Each event can be broken down into point brackets. When an athlete
completes that activity, their score is compared to the point bracket and they are then
assigned that score. At the end of the day, each student will have a complete point total and
may be used to assign places for the athletes. This style may also be used in a team style,
in which the athletes’ scores are added with their teams and then their team receives an
“average” score, which is then compared to the other teams.
This takes a lot of support from the teachers and school volunteers. All events need to be
added into the scoring document, in a Google or Excel spreadsheet, and all events will need a
scoring point bracket.
Rewards and Awards
As far as rewards or awards, each school or schools can determine their own way to recognize
the athletes. It should be about the spirit of the day and the fun and camaraderie of all who
participated.
Special Olympics Minnesota Unied Wellness Resources Section 1: Introduction to Special Olympics Unied Champion Schools | 12
SECTION 2
Unied Field Day Themes
13
This document is one piece in a series of Special Olympics Minnesota Unied Schools resources to conduct Unied Field Days. Each document may be
used individually or in combination with others as the plan is implemented. They outline strategies to support educators and supporting sta with
inclusive school environments. These resources are designed as examples and samples that can be modied to meet the needs of each individual
classroom or school district.
Minneapolis Public Schools Unied Track & Field Manual Section 2: Sample Unied Field Day Themes | 14
One way to engage students in the planning and execution of a Unied Field day is to select a specic theme for
the event. These special themes could include, but are not limited to:
• Person First
• Friend Field Day
• History Day
• Popular Children's Book
• The Olympic Games
• Wacky Olympics
• Health & Fitness
• STEM Olympics
• And more!
• Take the Pledge
• Kindness Acrostic
• Historical Hopping Race
• Storybook Putt Putt
• DIY Opening Ceremonies
• Hula Hoop Marathon
• Parachute Popcorn
• Addition Obstacles
• And more!
SECTION 3
This document is one piece in a series of Special Olympics Minnesota Unied Schools resources to conduct Unied Field Days. Each document may be
used individually or in combination with others as the plan is implemented. They outline strategies to support educators and supporting sta with
inclusive school environments. These resources are designed as examples and samples that can be modied to meet the needs of each individual
classroom or school district.
The following pages contain six in-depth lesson plans, followed by more general descriptions and modications of events, categorized as traditional
eld events, traditional running events, and non-traditional running events.
Unied Field Day Lesson Plans &
Activities
15
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 16
• I can assist my fellow
classmates.
• I can listen quietly for
instructions.
• I can measure a thrown shot
put.
• I will bring people together
for competition.
• Relationship skills: I will throw
the shot put when given the
signal. I will communicate
positively with my partner.
• Self-management: I will set
a throwing goal for the shot
put and help my partner
throw safely.
• Standard 1: Demonstrates
the competency in motor
skills and movement patterns
needed to perform a variety
of physical activities.
• Standard 3: Participates
regularly in physical activity.
• Standard 4: Exhibits
responsible personal and
social behavior that respects
self and others in physical
activity settings.
Begin with teacher- or student-led stretching:
• V-sit stretch (both sides)
• Buttery stretch (10 second count)
• Stomach crunches (45 seconds)
• Plank push-up (15 seconds)
• Jumping jacks (45 seconds)
After stretching, try a few track-focused running drills:
• High knees
• Butt kicks
• Combination (3 high knees + 3 butt
icks pattern)
• Lunge walk
• The "5-Cone Game"
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 17
10 min - Welcome + Warm-Up
It may be helpful to show students one or a few of the following videos:
• Beginner/How-To: "How to Throw a Shot Put"
• Beginner/How-To: "Little Athletics Getting Started Circle Throws"
• Elite Shot Put: "USA's Carter pit-throws for Shot Put gold"
• Elite Shot Put: "Ryan Crouser wins Shot Put gold with an Olympic Record"
It is also helpful to review the following details of the shot put throw:
• Grip of shot put
• Throwing mechanics from a standing position
• Weight transfer
• Bringing non-throwing arm through as throw is done
• Note that the thrower cannot step over fault line
The steps can be primarily broken down as follows:
• Students will use a weighted ball and place it under their chin on the throwing arm side of
their body.
• Athletes take 2-3 approach steps to the throw line and push, not throw, the weighted ball
forward.
• Distance is measured from the throw line to where the ball lands.
• Softee softballs (used as shot puts)
• Yardsticks for each group
• Recording sheet
• Clipboard
• Tape to mark throwing sector
• Access to YouTube
• Video projection
Equipment Needed:
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 18
Transition
5-7 min - Closure
In groups of 3-4 students, practice the actual throw using a fault line. Remember that students
cannot cross the fault line when completing their throw.
Assign students the following roles:
• Observer: The one cheering on classmates, observing the thrower's technique, and
measuring the throw (if desired).
• Thrower: The one using proper technique to throw the shot put.
• Retriever: The one picking up the shot put after it has been thrown. Remind students
to wait until the throw is complete to retrieve the shot put, and to be aware of other
groups throwing at the same time.
• If there are four students in a group, there can be two observers.
Rotate roles in this pattern:
• Observer to thrower, thrower to retriever, and retriever to observer.
If this is the rst time students are performing the shot put, there is no need to measure their
throws. However, it can be helpful to have students measure and record each throw. In doing
this, they can learn to judge the shot put throw and experience reading a measuring device.
A fun way to wrap-up the shot put station is with some nish line shuttle relays:
• Students will stay in their already formed shot put groups of 3-4 people.
• Each team will be given one baton.
• Each student in the group will run a set distance around a cone and then back to their
group, then handing o the baton and having a seat.
• The rst team to have all of their group members nished and seated wins!
• Take a water break.
• Return to squads/groups and wait for further instruction.
Use a lighter or larger ball to “throw”. Athlete may be assisted to throwing line and/or during their
throwing motion.
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 19
• I can complete a warm-up,
listen to skill instruction,
perform skills, and cool-down
with a Unied Partner.
• I will encourage and measure
my partner's standing long
jump and running long jump.
• Standard 1: Demonstrates
the competency in motor
skills and movement patterns
needed to perform a variety
of physical activities.
• Standard 2: Demonstrates
understanding of movement
concepts, principles, strategy
and tactics as they apply to
the learning and performance
of physical activities.
• Standard 4: Exhibits
responsible personal and
social behavior that respects
self and others in physical
activity settings.
Students can begin with a combination walk and jog with a partner.
• Students can follow a walk one minute, jog one minute pattern.
After the running warm-up, perform leg stretches as a group or in pairs:
• V-sit stretch (both sides)
• Buttery stretch (20 second count)
• High knees
• Butt kicks
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 20
5-7 min - Welcome + Warm-Up
Standing Long Jump:
• Stand in a partial squat stance with feet shoulder width apart.
• Utilizing a big arm swing and a counter-movement of the legs, jump forward as far as you
can.
• Try to land with your feet out in front of you, reaching as far as possible with your legs.
• If you feel that you're going to fall, do your best to fall forward. When measuring the
standing long jump, measurements are taken closest to the starting line, even if that is a
hand, bottom, shoulder, etc.
Running Long Jump:
• Take o in a sprint from the designated start line on the opposite end of the pit.
• When you reach the take-o line (which should be clearly designated with paint or tape),
take-o on one foot and launch yourself into the air toward the pit. Allow athletes two
attempts to get this right.
• Try to land with your feet out in front of you, reaching as far as possible with your legs.
• If you feel that you're going to fall, do your best to fall forward. Same measurement
rules apply here. Usually, the measurement is taken from the back of the heel.
• Clipboard
• Metric tape measure
• Recording sheet + writing utensils
• Pit rakes
Equipment Needed:
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 21
Transition
• Students will now perform the standing and running long jumps three times each. Their jumps
will be measured.
• It can be helpful to have students form a line where everyone jumps one at a time.
Beginning with the standing long jump, students will jump and then jog to the back of the
line, cycling through until the whole class has gone three times. Repeat for the running
long jump.
• Take a water break.
• Return to squads/groups and wait for further instruction.
10 min - Closure
• Consider ending the long jump station with an optimistic stretching closure. Students can form
a circle, stretching and cooling down as they reect on the exercise that was just performed.
Some questions to ask the students are:
• What is one new thing you learned from this station?
• What surprised you about learning how to long jump?
• Will you continue practicing the long jump after today?
• How did your classmates support you while performing this activity?
• Have the students get into groups of 2-3 and practice the motion of both the standing and
running long jump.
• Use this time to walk around and help students get used to the technique, so that injuries are
less likely when actually performing the jumps for measurement.
Athletes with wheelchairs will get 3 individual wheel pushes before gliding. The distance will
be from start to end of glide. Students who are individually mobile, but require hand-over-hand
assistance, may require more personalized assistance, such as being able to make a 2 foot jump
from the edge of the sand pit.
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 22
• I can understand that a
proper warm-up reduces
chance of injury and improves
performance.
• I can identify three elements
of sprint mechanics.
• I can demonstrate a proper
race start and sprint form.
• I can use a stopwatch to time
my partners and classmates.
• I can cooperate and work
together with classmates.
• I understand Unied sports
rules and strategies.
• Relationship skills: I will
encourage and cheer on all
athletes and partners.
• Self-management: I will set a
goal of completing the hurdle
race.
• Standard 1: Demonstrates
the competency in motor
skills and movement patterns
needed to perform a variety
of physical activities.
• Standard 2: Demonstrates
understanding of movement
concepts, principles, strategy
and tactics as they apply to
the learning and performance
of physical activities.
• Standard 4: Exhibits
responsible personal and
social behavior that respects
self and others in physical
activity settings.
• Begin with a music-guided warm-up. Use music to start and stop the students, to change
direction, or to change the type of movement. Students will use the following movements as
directed by the teacher or facilitator:
• Jog
• Shue
• Skip for height
• Skip for distance
• High knees
• Butt kicks
• Grapevine
• Jump
• Gallop
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 23
10 min - Welcome + Warm-Up
Mini Hurdles Instructions
• Using only one hurdle, demonstrate and then have students practice starting and leaping over
to get used to the motion. The following cues may be helpful when introducing hurdles to
students:
• Run fast toward the hurdle and get ready to leap before you approach the hurdle.
• The take-o distance will depend on the age and ability of each individual student.
• Jump o your dominant foot pushing through your toes, and kick your non-dominant leg
forward.
• Land on your front leg with knees slightly bent for a soft landing.
• After your trailing leg clears over the hurdle, snap it down to continue running when you
clear the hurdle.
• Mini hurdles
• Stopwatch
• Tape (If start line is not already marked)
Equipment Needed:
Minneapolis Public Schools Unied Field Day Manual Section3: Sample Unied Lesson Plans & Activities | 24
Transition
5-7 min - Closure
• Group students into dierent heats. The fewer the heats, the more practice that students will
get.
• For each heat, use the traditional race start call of, "On your marks. Set. Go!"
• "On your marks."
• Stand with one foot in front of the other with your toes pointed forward.
• Your front toe should be just behind the start line. The heel on your back foot is o the
ground.
• Arms should be relaxed and at your sides.
• "Set."
• Bend your knees and hips to a comfortable position.
• Look down at the ground in front of your leading foot.
• The arm opposite of your leading leg should be up and ready.
• "Go!"
• Push hard with both feet to take o.
• Drive your arms and knees to gain speed.
• Keep your head down, and gradually stand up until in the sprinting position.
• It can be helpful to do a review of the mini hurdles at the close of the activity. Consider calling
on students to verbalize or physically demonstrate the leaping technique.
• Take a water break.
• Return to squads/groups and wait for further instruction.
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 25
• I can understand that a
proper warm-up reduces
chance of injury and improves
performance.
• I can identify three elements
of sprint mechanics.
• I can demonstrate a proper
race start and sprint form.
• I can use a stopwatch to time
my partners and classmates.
• I can work to improve my
activity specic skills.
• I understand Unied sports
rules and strategies.
• Relationship skills: I will
encourage and cheer on all
athletes and partners.
• Relationship skills: I will help
my partner with the starting
position.
• Self-management: I will
motivate myself and partners
to set and achieve goals.
• Standard 1: Demonstrates
the competency in motor
skills and movement patterns
needed to perform a variety
of physical activities.
• Standard 2: Demonstrates
understanding of movement
concepts, principles, strategy
and tactics as they apply to
the learning and performance
of physical activities.
• Standard 4: Exhibits
responsible personal and
social behavior that respects
self and others in physical
activity settings.
• Begin with a music-guided warm-up. Use music to start and stop the students, to change
direction, or to change the type of movement. Students will use the following movements as
directed by the teacher or facilitator:
• Jog
• Shue
• Skip for height
• Skip for distance
• High knees
• Butt kicks
• Grapevine
• Jump
• Gallop
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 26
10 min - Welcome + Warm-Up
• Group students in groups of three.
• The rst group will step up to the starting line.
• The teacher or instructor will say "On your marks. Get set. Go!" and will correct students' form
on each cue.
• On "Go!" students will run 15 meters as fast as they can.
• Repeat for the second and third groups.
• Complete as many rounds as needed until students fully understand the mechanics of starting
and sprinting.
• Remind students to run hard all the way past the nish line. Tell them to not slow down
as the approach the end.
• It can be helpful to place a cone about 10 meters past the nish line as a reminder for
students to run hard until they reach that marker.
• Stopwatches
• Tape (If start line is not already marked)
Equipment Needed:
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 27
Transition
5-7 min - Closure
• Keep students in their already formed groups of three.
• One group will be at the other end of the race, waiting at the nish line with stopwatches.
• Another group will be at the start line in the ready position.
• The nal group will behind the start line, stretching and waiting for their turn to run.
• The teacher or instructor will say "On your marks. Get set. Go!" and the race will start.
• On "Go!" students will run 50 meters as fast as they can.
• Rotate the group positions until every student has had the chance to race at least once.
• It may be necessary to do a quick run-through with the students on how to use a stopwatch
and time their classmates.
• Remind students to run hard all the way past the nish line. Tell them to not slow down
as the approach the end.
• It can be helpful to place a cone about 10 meters past the nish line as a reminder for
students to run hard until they reach that marker.
• It can be helpful to do a review of the 50 meter dash at the close of the activity. Consider calling
on students to verbalize or physically demonstrate the starting technique.
• If there is signicant extra time and depending on the size of the group, you can host a bracket-
style race challenge.
• Take a water break.
• Return to squads/groups and wait for further instruction.
Athletes may walk to gather their breath and then nish, trying their best to run the whole time.
Athletes in wheelchairs may have a person push them during the race if environment allows.
Athletes may have a “support runner” with them to help with the completion of the race.
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 28
• I can understand that a
proper warm-up reduces
chance of injury and improves
performance.
• I can pass and receive the
relay baton two dierent
ways.
• I can work with others to
perform a relay race.
• I can understand relay race
hand-o zones.
• I can cooperate and work
together with classmates.
• I understand Unied sports
rules and strategies.
• Relationship skills: I will
encourage and cheer on all
athletes and partners.
• Relationship skills: I will
understand the importance of
teamwork in a relay race.
• Self-management: I will
motivate myself and partners
to set and achieve goals.
• Standard 1: Demonstrates
the competency in motor
skills and movement patterns
needed to perform a variety
of physical activities.
• Standard 2: Demonstrates
understanding of movement
concepts, principles, strategy
and tactics as they apply to
the learning and performance
of physical activities.
• Standard 4: Exhibits
responsible personal and
social behavior that respects
self and others in physical
activity settings.
• Begin with a music-guided warm-up. Use music to start and stop the students, to change
direction, or to change the type of movement. Students will use the following movements as
directed by the teacher or facilitator:
• Jog
• Shue
• Skip for height
• Skip for distance
• High knees
• Butt icks
• Grapevine
• Jump
• Gallop
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 29
10 min - Welcome + Warm-Up
• The most important skill to teach within team relay races is how to transfer the baton between
teammates. Before relays begin, demonstrate the proper hand-o technique to students:
• Underhand: The outgoing runner holds their receiving hand in a position very similar to
the bridge formed in the starting blocks. Hand is held still, slightly behind the hip. The
incoming runner uses an up-sweep motion to place the baton in the hand.
• Overhand: For an overhand exchange, the outgoing runner holds their receiving hand
back with their palm facing up. The runner's arm is straight and held higher than the hip.
The incoming runner uses a down-sweep motion to place the baton in the runner's hand.
• After this skill is demonstrated by the teacher or instructor, it can be benecial for students to
practice the motion of transferring the baton.
• Have the students stand in a line, passing the baton up and down the line using either the
underhand or overhand exchange technique.
• Stopwatch
• Batons
• Tape (If start line is not already marked)
Equipment Needed:
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 30
Transition
• Group students into dierent teams of four. A Unied team will ideally be made up of two
athletes who have disabilities and two Unied Partners who do not.
• Teach students where they start on the track. Use small cones to mark o the hand-o zones
for each relay baton hand-o.
• Teams will want to gather before the race, to establish whether they will use an overhand or
underhand baton hand-o.
• Teams will also need to assign roles to each teammate, determining which leg of the race they
will run.
• For each heat, use the traditional race start call of, "On your marks. Set. Go!"
• Students will complete the race and then switch which leg of the race they run for the next
heat.
• It can be helpful to do a review of relay races at the close of the activity. Consider calling on
students to verbalize or physically demonstrate the dierent hand-o techniques.
• Take a water break.
• Return to squads/groups and wait for further instruction.
Athletes may walk to gather their breath and then nish their part of the race, trying their best
to run the whole time. Athletes in wheelchairs may have a person push them during the race if
environment allows. Athletes may have a “support runner” with them to help with the completion
of their portion of the race. The racing baton may be switched out for something that is easier to
grip/hold onto such as a cut pool noodle.
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 31
• I can cooperate and work
together with classmates.
• I can use specic skills to help
me stay calm when exposed
to stressful events.
• I will participate in activities
that help me manage
stress, control impulses
and motivate me to build
relationships with my peers.
I will practice self-awareness:
the ability to accurately
recognize one's own emotions,
thoughts and values and how
they inuence behavior. The
ability to accurately assess
one's strengths and limitations,
with a well-grounded sense
of condence, optimism and a
"growth mindset."
• Standard 4: Exhibits
responsible personal and
social behavior that respects
self and others in physical
activity settings.
• Identifying emotions
• Accurate self-perception
• Recognizing strengths
• Self-condence
• Self-ecacy
• Place yoga mats or chairs in a circular pattern on the oor or ground. Introduce and help
students experience the following elements of yoga:
• Grounding
• Expansion
• Balance
• Rhythm
• Demonstrate and help students experience the following yoga poses:
• Bow pose
• Bridge Pose
• Cat pose
• Cobra pose
• Corpse pose
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 32
SEL Stations Instructions
• Place therapy balls in a safe area with enough spacing. Students can perform the following
positions on the ball, either supported or unsupported:
• Sitting + bouncing
• Sitting + leg kicks
• Sitting + hand touch-downs
• Sitting + twisting
• Sitting + arm movements
• Prone on the ball + feet on the oor
• Supine on the ball + knees on the oor
• Sit-ups on the ball
• Cow pose
• Happy baby pose
• Mountain pose
• Tree pose
• Yoga mats
• Chairs
• Various instruments
• Therapy balls
Equipment Needed:
Minneapolis Public Schools Unied Field Day Manual Section3: Sample Unied Lesson Plans & Activities | 33
• Work with your district music therapist and have them provide ideas and/or structure for
calming musical strategies. SEL-focused activities may include:
• Playing various instruments
• Singing relaxing songs as a group
• Music-guided meditation
• Songwriting or poetry to music
1.
2.
3.
4.
5. How did I help others during today's Unied Field Day? How do I feel I may have
hindered others?
6. What were some things my classmates did that helped me to learn or overcome
obstacles?
7. What did I learn were my greatest strengths? My biggest areas for improvement?
8. What moments was I most proud of my eorts?
9. How can I better support and encourage my classmates at the next Unied Field Day?
10. Am I proud of what I have accomplished today?
11. How will I use what I've learned today in the future?
12. What does it mean to live "Unied"?
13. How can I practice using a Unied mindset every day?
1. What are my rst thoughts about today's Unied Field Day? Are my thoughts mostly
positive or negative?
2. What did I discover about myself today?
3. What were some of my most challenging moments today? Why were they challenging?
4. How well did I communicate with my partners, teammates and classmates throughout
the day?
Minneapolis Public Schools Unied Field Day Manual Section 3: Sample Unied Lesson Plans & Activities | 34
Read and have students practice guided relaxation (below), as they calm their sense and nd their center
outdoors.
Peaceful Buttery:
• Close your eyes and take in a nice deep breathe.
• Allow your tummy to ll up like a balloon, and then exhale slowly. Do this ve times to really relax your
whole body completely.
• (Pause for breathing.)
• Your body begins to feel deeply relaxed and sinks down further and further into your nice, soft bed. Your
legs begin to feel very heavy. Your arms begin to feel heavy and relaxed. You enjoy every moment as
your body continues to relax with each word I say.
• Now as your body relaxes, imagine you’re a beautiful buttery uttering high in the sky. You see the
lovely green valley below you with lots of colorful owers, just waiting for you to enjoy. You feel the
wind blow against your delicate wings.
• As the wind touches you, it gently blows away any worries, any stress you feel. Feel how wonderful
it feels to be so free. Your mind is clear and calm. You have left any worries far behind now. You are
completely peaceful. You are beautiful as you allow your true happiness to shine through.
• The sun touches your body and warms you. The big, puy clouds oating in the sky remind you how
relaxed and calm you can be whenever you want, just by thinking about it.
• The earth is a patchwork of color and you enjoy each moment here, gliding along feeling so joyful and
peaceful. You spread your wings far and stretch.
• It feels so good. Your body is calm and your mind is peaceful.
• You are ready for wonderful, peaceful relaxation.
• Take in a deep breath now and exhale slowly. When you are ready, give your body a big stretch. With
a clear, calm mind, say these words to yourself: I am peaceful and I am calm, ready for a wonderful
adventure in relaxland.
• Relax one and all.
Throw with a Football type motion
Athletes get 2-3 approach steps to the “throwing line”
Distance is measured from “Throwing line” to the where javelin lands
Use plastic/foam style javelins
• Shotput (see Activity #1)
• Long Jump (see Activity #2)
• Javelin
• High Jump
Traditional Field Activities
: Lower the bar to jump over. Allow athletes to jump face down over bar.
Place a wedge mat on high jump mat and allow athlete to roll down (Low mobility athlete). Lower
the bar near ground and use a lower mat to allow athletes to roll over bar and down the mat.
Use pool noodles and alter the length if needed. Use small PVC pipe
to line pool noodle to help with durability and accuracy. Athletes may receive hand-over-hand
assistance if needed.
Athletes approach in an “arcing running pattern” from the side
Jumping take o with 1 foot and lead with shoulders over the bar rst (Chest up)
Do not knock the bar o the stands
Special Olympics Minnesota Unied Wellness Resources Section 3: Sample Course Syllabus & Unit Schedule | 35
50, 100, and 200 Meter Races
8 Athletes race at a time in each designated race
Start at the “Start Line” and begin on starters’ mark
Run through the “Finish Line”
Race heats may be random or may be organized by class
May not interfere with other runners
Must complete the race
50 Meter Hurdles
Many of the same cues as above
Must attempt to jump over all Hurdles
Once completed with race, help to x any fallen hurdles in your designated lane
• 50 meter
• 50 meter hurdle
• 100 meter
• 200 meter
• 4x100 meter relay or 4x50 for younger
grades (see Activity #5)
Athletes may walk to gather their breath and then nish, trying their
best to run the whole time. Hurdles can be set at a lower height. Athletes can step over them
or jump on the side of them. Athletes in wheelchairs may have a ‘speed bump’ such as a 2x4 for
‘hurdle’ over. Athletes may have a “support runner” with them to help with the completion of the
race.
Athletes may walk to gather their breath and then nish, trying their best to run the
whole time. Athletes in wheelchairs may have a person push them during the race if environment
allows. Athletes may have a “support runner” with them to help with the completion of the race.
Special Olympics Minnesota Unied Wellness Resources Section 3: Sample Course Syllabus & Unit Schedule | 36
Students will get 3 opportunities to attempt to throw a soft-core softball as far as possible
within designed boundaries
Athletes will use opposite foot/arm to overhand throw the ball
Distance is measured from the throw line to where the ball lands.
Athletes will get 3 opportunities to throw a frisbee at a designated target.
Athletes will have their distance measured from their frisbees thrown, to the assigned target. (The
closer the better)
The closest distance will be counted for each athlete
Athletes should use the proper frisbee throwing techniques, such as same side foot and throwing arm
forward and the T-model.
• Softball Distance Throw
• Frisbee Accuracy
• Fling Sock Distance
• Soccer accuracy
• Hula Hoop
• Bean Bag Toss
• T-Ball Distance Hit
• Partner Volley
• Football Punt
• Football Throw Accuracy
• Basketball Shots
• Hockey Accuracy
• Lacrosse Shot Accuracy
• Tennis/Pickle ball
• Sensory Station (see Activity #6
• Obstacle Course
Non-Traditional Field Activities
Athletes will be able to use a softer grip or easier grip ball to throw (ex. Whie
ball, gator ball). They will also be able to try either and to throw using same side foot and arm.
Athlete may have hand over hand help.
Athletes may choose from dierent frisbee to use: plastic frisbee or heavier
frisbee, a soft/Nerf frisbee, or a ring frisbee. They may start at a closer distance to the target..
Athlete may have hand over hand help.
Special Olympics Minnesota Unied Wellness Resources Section 3: Sample Course Syllabus & Unit Schedule | 37
Athletes will get 3 opportunities to throw a ing sock forward for distance.
Fling sock, or fox tail, is held on too on the tail and swung around backwards and released in an
underhand motion.
The ing sock should be thrown forward in a 45 degree angle.
The farthest throw from the designated starting line will be the score recorded.
Athletes will get 3 opportunities to kick a soccer ball at a designated target(s)
Athletes will kick from a designated distance, example is 50 feet away.
Target can a ag or cone or small goals
Hula Hoop
Using many dierent body parts, how long can athletes keep the hula hoop spinning around their body.
This can be done for time or for participation.
Athletes may have hand over hand assistance. They may start at a closer
distance to the target. Athlete may have a modied arm swing.
Athletes may choose from dierent soccer balls to use: bigger, smaller, lighter,
heavier, foam, rubber etc. They may start at a closer distance to the target. Athlete may have
hand over foot assistance
Use a lighter weight ball, make the targets larger, move closer to the targets, have more
chances or incorporate practice opportunities
smaller size hoops and larger sizes, dierent weights of hoops, hand over hand
assistance, hula hoop using various parts of the body (ex. Arm or leg).
Special Olympics Minnesota Unied Wellness Resources Section 3: Sample Course Syllabus & Unit Schedule | 38
Athletes will get 3 opportunities to underhand throw bean bags to a designated target
Athletes will stand 18’ away and underhand throwing a bean bag at a rectangular target (18”x24”
approx.) with a 6” diameter whole in the middle (Corn Hole board)
Landing on the rectangle is designated a certain # of points and in the hole is designated another set of
points.
Underhand toss is done using the opposite foot, opposite arm throwing technique
Athlete will get 3 opportunities to hit a ball o a stationary batting tee for distance.
Athletes will stand on their preferred side of the tee and hit the ball forward.
Farthest hit ball from the batting tee will be recorded.
Athletes will make groups of 2 - 4 and get 3 opportunities
They will chose a type of ball to volley between their group
The ball may not touch the ground
Athletes must strike, not catch the ball. Most volley consecutively without the ball hitting the ground
will count
Athletes will be able to use a dierent size and/or weight of beanbag. Athlete
may have hand over hand help. They will also be able to try either and to throw using same side
foot and arm. Athlete may have hand over hand help. They may also move to a closer location
to throw from.
The type of bat can choose from dierent bats: metal, foam, plastic, bigger,
smaller. The size and density of ball can also be changed along with the height of the tee.
Athletes may also use hand over hand assistance if needed.
Athletes may choose the type of ball they use, from a foam ball, volleyball,
large volleyball, beach ball, balloon, etc. Athletes may use any part of their body and a single
athlete may hit ball consecutive times.
Special Olympics Minnesota Unied Wellness Resources Section 3: Sample Course Syllabus & Unit Schedule | 39
Athlete will get 3 attempts to punt a football from a designated starting line as far forward as possible
Athletes will punt the ball, categorized by dropping the ball from 2 hands in a downward manner and
then striking the ball in a kicking motion as the ball falls to the ground. The ball should be propelled in a
45 degree forward path
Distance will be measured from the starting line to where the ball comes to a complete stop.
Athletes will get 3 opportunities to throw from a designated throwing line to a target
Throwing line is about 50 feet from throwing targets
Throwing target can dier, but example is a rectangle 18”x36”
Athletes will use opposite foot, opposite arm throwing motion during attempts
Athletes will get 30 seconds to make as many shots as possible on a designated basketball hoop.
Athletes will need to shoot from designated spot around the hoop
May have a partner to help rebound
Total number of shots made from designated spot will be counted.
Athletes may choose footballs of dierent size, weight, and material. The
athlete may use an assistant’s help to drop the ball from various heights. The athlete may also
chose to use a kicking tee. Athletes may also use hand over foot assistance if needed.
There can be multiple lines for throwing (ex. 25 - 50ft). Athletes may choose
footballs of dierent sizes, weights and materials ( ex rubber vs. foam). Athletes may also use
hand over hand assistance if needed.
Athletes may choose from a variety of size balls and weights. The shooting
height may also be adjusted depending on the hoop style and equipment. A hula hoop can be
hung from the backboard/rim to allow for a lower target. Chalk or poly spots may be used t o
designate shooting areas. Hand over hand assistance may be used if an athlete needs.
Special Olympics Minnesota Unied Wellness Resources Section 3: Sample Course Syllabus & Unit Schedule | 40
Athletes will get 3 opportunities to shoot at a designated target(s)
Targets may vary, example-12” circles on a gym mat
Shooting from 15-20 feet away
Using a preferred oor hockey ball/tennis ball
Athletes will get 3 opportunities to “shoot” lacrosse style at a designated target(s)
Targets may vary, example-12” circles on a gym mat
Shooting from 10-15 feet away
Using a preferred lacrosse style ball/tennis ball
Athletes will partner up and stand on opposite sides of a volleying net
Athletes will attempt to volley a ball over a net while only striking the ball one time per turn.
Groups will get 3 attempts
Most consecutive volleys will be the score recorded
Ball may hit the ground 1 time max. In between strikes
Athletes may choose to move closer to the targets and/or use a dierent style
of ball. Athletes can choose sticks of various sizes, weights and materials (plastic, foam, longer
or shorter sta etc.). Athletes may also have hand over hand assistance in needed.
Athletes may choose to move closer to the targets and/or use a dierent style
of ball. They may choose to use a larger lacrosse stick with larger head as well. Athletes may also
have hand over hand assistance in needed.
Partners may choose the size of their racket or paddle. They may also choose
balls of dierent sizes, weights and materials. Athletes may also used hand over hand assistance
if needed.
Special Olympics Minnesota Unied Wellness Resources Section 3: Sample Course Syllabus & Unit Schedule | 41
Athletes will go through a designed challenge course for a time
The course may have weaving poles, tires, jumping hurdles, over and under challenges
Athletes may have 3 attempts but must wait in line if there is one
Course may be designed any way desired and depending on equipment
available. Low and high balance beams may require athletes to need assistance, as well as
athletes in wheelchairs.
All of the following balls can be found at gophersport.com, and can be great modications of
texture, size, and hardness for students. As always, nd what works best for your students.
Coated Foam Ball PackHigh Density Fleece Balls
Medium Density Fleece Balls Rubber Band Balls
Special Olympics Minnesota Unied Wellness Resources Section 3: Sample Course Syllabus & Unit Schedule | 42
Unied SEL Objectives
SECTION 4
43
This document is one piece in a series of Special Olympics Minnesota Unied Schools resources to conduct Unied Field Days. Each document may be
used individually or in combination with others as the plan is implemented. They outline strategies to support educators and supporting sta with
inclusive school environments. These resources are designed as examples and samples that can be modied to meet the needs of each individual
classroom or school district.
Minneapolis Public Schools Unied Field Day Manual Section 4: Unied SEL Objectives | 44
I will practice social awareness:
the ability to take the
perspective of and empathize
with others, including those
from diverse backgrounds
and cultures. The ability to
understand social and ethical
norms for behavior and to
recognize family, school and
community resources and
support.
• Perspective-taking
• Empathy
• Appreciating diversity
• Respect for others
I will practice relationship
building: the ability to establish
and maintain healthy and
rewarding relationships with
diverse individuals and groups.
The ability to communicate
clearly, listen well, cooperate
with others, resist inappropriate
social pressure, negotiate
conict constructively, and seek
and oer help when needed.
• Communication
• Social engagement
• Relationship building
• Teamwork
I will practice self-awareness:
the ability to accurately
recognize one's own emotions,
thoughts and values, and how
they inuence behavior. The
ability to accurately assess
one's strengths and limitations,
with a well-grounded sense
of condence, optimism and a
"growth mindset."
• Identifying emotions
• Accurate self-perception
• Recognizing strengths
• Self-condence
• Self-ecacy
Equipment Modications
SECTION 5
45
This document is one piece in a series of Special Olympics Minnesota Unied Schools resources to conduct Unied Field Days. Each document may be
used individually or in combination with others as the plan is implemented. They outline strategies to support educators and supporting sta with
inclusive school environments. These resources are designed as examples and samples that can be modied to meet the needs of each individual
classroom or school district.
Minneapolis Public Schools Unied Field Day Manual Section 5: Equipment Modications | 46
The benet of hosting a Unied Field Day is the opportunity to adapt the activites and equipment
used depending on individual students' needs and abilities. See below for common modications:
• "On your marks."
• Stand with one foot in front of the
other, with your toes pointed forward.
• Your front toe is behind the start, the
heel on your back foot o the ground.
• Arms are relaxed by your side.
• "Set."
• Bend at the knees and hips.
• Look down in front of your front foot.
• The arm opposite of your front leg
should be forward.
• "Go!"
• Push hard with both feet.
• Drive your arms and knees.
• Keep your head down, and gradually
stand up into the sprinting position.
• "On your marks."
• Wheelchair front wheel is just behind the
start line.
• Your head is forward and your arms
should be relaxed.
• "Set."
• Hands move back, gripping the push rim.
• Your head and chest should be slightly
tilted forward.
• "Go!"
• Push the rim hard with your hands.
• As you push with your hands, use
your core and lean forward to gain
momentum.
Traditional Race Cues
While preparing and executing a Unied Field Day, consider the following questions:
• Am I aware of the students' medical conditions or restrictions?
• Am I aware of the types of disabilities that students may have?
• Autism
• Intellectual disability
• Developmental delay
• Physical impairment
• Emotional or behavioral disability
• Deafness or hard of hearing
• Blindness or visual impairments
• Do I feel prepared with the levels of adult and sta support that we have in place?
• Do any runners need assists?
• Am I prepared to reinforce correct behavior and proper athletic technique?
This document is one piece in a series of Special Olympics Minnesota Unied Schools resources to conduct Unied Field Days. Each document may be
used individually or in combination with others as the plan is implemented. They outline strategies to support educators and supporting sta with
inclusive school environments. These resources are designed as examples and samples that can be modied to meet the needs of each individual
classroom or school district.
DisAbility Awareness
SECTION 6
47
• Always ask before giving assistance, and let the person tell you what you may do to be helpful.
• Speak to the person directly, not the support person or companion.
• Don't assume a person who has limited or no speech cannot understand what is being said. People often
understand more than they express.
• Never pretend you understand what is said when you don't. Ask the person to tell you again what was
said. Repeat what you understand.
• You may not be able to see someone's disability. There are many disabilities that are hidden within a
person ("invisible disabilities").
• Most people who have disabilities want to help others, as well as be supported. They enjoy making a
dierence in someone's life, just like everyone else.
• Avoid speaking for others. Encourage a person to speak on their own behalf. If you must restate
something, be careful not to change the meaning.
Minneapolis Public School Unied Field Day Manual Section 6: (Dis)Ability Awareness | 48
• person with a disability
• person diagnosed with a mental illness
• person who is deaf or hard of hearing
• person with an intellectual disability
• person with a physical disability
• disabled or handicapped person
• crazy, insane or loony person
• deaf person
• retard
• crippled person
• Have the support of the person be low-key, almost "invisible" to others. Don't over support someone and
undermine their abilities.
• Focus on what a person can do, not what they have diculties with.
• Avoid using the terms "low-functioning" and "high-functioning" when describing others.
• Remember there is much research about expectations. Children perform to the level of expectations of
teachers and guardians.
"As long as people treat me like a person rst, I don't get
too bogged down with terms."
- Louise Evans
Unied Field Day Vocabulary
SECTION 7
49
This document is one piece in a series of Special Olympics Minnesota Unied Schools resources to conduct Unied Field Days. Each document may be
used individually or in combination with others as the plan is implemented. They outline strategies to support educators and supporting sta with
inclusive school environments. These resources are designed as examples and samples that can be modied to meet the needs of each individual
classroom or school district.
The following is a list of some terms or phrases that may be used in the planning and execution of a Unied
Field Day event. These words are provided in three languages: English, Spanish and Somali.
Track
Lane
Field
Athlete
Partner
Unied
Assisted device
Wheelchair
Relays
Running long jump
Standing long jump
High jump
Softball throw
Competition
Cooperation
Race
Sportspersonship
Fair play
Guide running
Whistle start
Visual start
Touch start
Standing start
Staging
Finish line
Person rst
Relationship building
Ability awareness
Minneapolis Public Schools Unied Field Day Manual Section 7: Unied Field Day Vocabulary | 50
Pista
Carril
Campo
Atleta
Compañero
Unicado
Dispositivo asistido
Silla de ruedas
Relés
Corriedo salto de longitud
De pie salto de longitud
Salto alto
Tiro de softbol
Competencia
Cooperción
Carrera
Deportividad
Juego Limpio
Guía corriendo
Inicio de silbato
Inicio visual
Inicio táctil
Salida parada
Area de ensayo
Línea de meta
Persona primero
Construyedo una relación
Conciencia de habilidad
Somali
Raadi
Lane
Goobta
Ciyaaraha
Lamaane
Mideysan
Qalab caawiyey
Kursiga curyaanka
Raajooyinka
Dhamaan boodada dheer
Oo taagan booda dheer
Boodi sare
Tuurista Kubbadda
Tartanka
Iskaashiga
Jinsiyad
Isboortiga
Ciyaar Ciyaar ah
Hagaha
Furka
Muuqal
Taabo
Joogitaanka
Diyaarinta
Khadka dhammeystiran
Qofka marka hore
Dhisidda ziriirka
Ka warnhayhta kartida
This document is one piece in a series of Special Olympics Minnesota Unied Schools resources to conduct Unied Field Days. Each document may be
used individually or in combination with others as the plan is implemented. They outline strategies to support educators and supporting sta with
inclusive school environments. These resources are designed as examples and samples that can be modied to meet the needs of each individual
classroom or school district.
Additional Resources
SECTION 9
51
Below is a list of suggested resources and activities that can be used to enhance a Unied event.
• Special Olympics coaching guides & sports rules (includes things such as drills, instruction strategies, training plans,
skills assessments): http://www.specialolympics.org/sports.aspx
• Unied Sports information and resources: http://www.specialolympics.org/unied-sports.aspx
• Guide to Inclusive Physical Education: A Special Olympics New Jersey resource on inclusive PE that includes sport-
specic modications and teaching strategies: http://www.sonj.org/inclusive-physical-education-guide.html
• Quick Reference Coaching Guide: strategies to improve learning and performance:
http://media.specialolympics.org/resources/sports-essentials/unied-sports/Athlete-Behavior-and-Characteristics.pdf
• SHAPE America National Physical Education Standards: http://www.shapeamerica.org/standards/pe/
• Motor Activities Training Program (MATP) Guide: This resource includes activities designed for people with
severe or profound intellectual disability who are unable to participate in Ocial Special Olympics sports:
http://digitalguides.specialolympics.org/matp/?#/6
• High School Playbook for Unied Champion Schools:
www.specialolympics.org/hsplaybook
• Resources and information for all things related to Unied Champion Schools:
www.specialolympics.org/Sections/What_We_Do/Project_Unify/Unied_Schools.aspx
Minneapolis Public Schools Unied Field Day Manual Section 9: Additional Resources | 52
Minneapolis Public Schools Unied Field Day Manual Section 9: Additional Resources | 53
• SOt: An 8-week Unied program developed by Special Olympics Minnesota that gets participants active while
teaching them about holistic wellness: http://specialolympicsminnesota.org/sot/
• Special Olympics Fitness Model Resources: This includes a variety of inclusive tness programs that could be
implemented during class or outside of school hours:
http://resources.specialolympics.org/Taxonomy/Health/_Catalog_of_Fitness_Model.aspx
• Strive: A Special Olympics tness assessment tool and supporting health resources:
http://resources.specialolympics.org/Topics/Strive/Strive_Resources.aspx
• General Special Olympics Health Resources:
http://resources.specialolympics.org/Topics/Healthy_Athletes/Healthy_Athletes_Resources.aspx
• Coaching Unied Sports Course (no cost) & additional coaching courses: www.NFHSLearn.com
• Introduction to Autism and Instructional Strategies for Coaching (no cost):
http://specialolympicsva.org/sports/coaches-corner/a-coachs-playbook-autism
• Coaching Special Olympics athletes course ($16.95): http://www.asep.com/asep_content/org/sona.cfm
• Contact information for the Special Olympics Minnesota oce:
https://www.specialolympics.org/programs/united-states/minnesota
• Inclusive Youth Leadership Guidebook (activities for students & educators):
http://media.specialolympics.org/soi/les/resources/Project_Unify/IYLGuidebook.pdf
• SO Get Into It (age appropriate lessons & activities that promote inclusion & understanding):
https://getintoit.specialolympics.org/
Minnesota
Special Olympics
Unified Schools
