Table tennis is a lifetime sport that anybody at

any age can play. It resembles the game of tennis, but

can be less strenuous. Because it is less physically

demanding, many individuals with disabilities are able to

benefit from learning the skills of table tennis.

It is in physical education at the junior high/middle school level that the

foundation of sport skills are established and then applied during intramural and

community recreation programs. Whether students with disabilities go on to join a

disability sports program in the community or recreate with family and friends, they need

the same instructional opportunities as their classmates without disabilities.

Assessment

Evaluate each student’s present level of table tennis skill for probability of

2. Tables and net brackets should be checked for sharp edges and stability.

3. Activities should be situated so that students have adequate space free from

obstacles and other students. The teacher should ensure that the number of

tables is appropriate to the available space.

4. Have students standing away from table, while another game is going on, so

that no one ends up getting hurt.

5. Present activities according to the student’s physical characteristics and

capabilities, as well as his/her mental age.

to help a student progress in physical education, then it should be identified at the Case

Conference and included on the IEP form.

General Adaptations can include:

1. Employ the buddy system.

2. Modification of game rules should not be discouraged and should be regulated

Specific adaptations for associated disabling conditions are listed below. The

adaptations are provided in categories by disability in order to facilitate easy access to

3. Have a general outline of what will be covered in class written out in advance.

4. Give adequate visual instruction with labeled cue cards that help tell the

Visual Impairment

1. Place paper on the parts of the court not being used so that players will be

able to tell by the difference in the sound of the ball striking the surfaces if the

ball is good or out of bounds.

2. If a sighted player is the opponent for the beginning player with limited vision,

the former may be required to play the full court while the latter plays half the

court.

6. The student may start the game by gently tossing the ball over the net to the

opponent.

Psychomotor Disabilities

Orthopedic Impairment

1. For play by a student in a wheelchair, the table should be situated in an area

with sufficient room to accommodate the movement of the chairs and the

table must be high enough to provide for knee clearance.

front of the end line if it is necessary to maintain balance.

3. The player in a wheelchair will keep the center position but will stay closer to

One Leg Involvement

1. Students can either play the ball from a chair or they can use crutches to

support their weight.

2. The table or playing area can be made smaller to accommodate limited

mobility, so that they are able to move freely.

Two Leg Involvement

1. Make sure that the table is low enough for them to reach over it and hit the

ball.

2. Position the front of the wheelchair parallel to the opponent across the table.

Other Health Impairment

1. Have the student hit the ball from a chair or have a chair available for him/her

to sit down if rest is needed during play.

2. Do not rush students into finishing the game.

3. Have a buddy retrieve the balls that are hit past the table a great distance.

Barriers for participation in table tennis and other sports by individuals with

disabilities are decreasing. More than ever, physical education teachers must endeavor

to read professional journals, attend conferences and workshops, and join professional

organizations to avail themselves of information on how to teach specific sports to their

students of varying skill levels. Being an informed professional is half the battle in

allowing students with disabilities to gain access to lifetime physical activities like table

tennis.

Resources

IA: Kendall/Hunt.

Adapted Physical Education student at Manchester College, Spring 2008.

The adaptations and teaching strategies contained in this document are only

suggestions. Each student must be considered individually, and in many cases,

a physician’s written consent must be obtained.