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CPD Level 3 Adaptive Body Dynamics
(Emphasising adaptability and movement) 

This course is tailored for individuals who may lack a background in sports or recreational activities but work with or care for someone with mild to complex physical and/or mental challenges, with the aim to give you the confidence on how you can assist them. 

For example

Feeding, Sitting, Standing, Personal Care and exercise, in your home, community, parks or sports centres.

 

Before engaging in any exercise or other non medical physical activity it is crucial to obtain proper written consent to ensure that all necessary permissions are in place to protect you and the client

​​​​​​​Assessment Instructions

To demonstrate your understanding of adaptive exercise principles, complete the following:

  1. Create 5 Adaptive Exercises: Use sports equipment or everyday household objects to design activities that meet specific needs. Each exercise should reflect your creative approach to addressing physical, cognitive, or sensory requirements.

  2. For Each Exercise, Provide:

  3. Description: Clearly describe the activity, including its purpose and how it supports the individual.

  4. Modification Details: Explain the adaptive techniques or equipment ​

 ABD - Literature

Advance your CPD and gain essential skills to confidently support individuals with special needs, the frail elderly and senior citizens with mobility challenges.

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Whether you’re a professional or an unpaid carer, this program offers practical, adaptable techniques and a holistic approach to care, empowering you to create meaningful and lasting impact.

Course Level: Level 3

Estimated Duration: 16 Weeks

Course Fee: £200 per participant

 

Course Overview

Set yourself apart with the Adaptive Body Dynamics course an innovative program that equips participants with practical tools to foster inclusion and adaptability in sports and recreational settings.

This hands-on course is tailored to support individuals with special needs and mobility challenges, focusing on experiential learning to enhance physical and mental engagement.

Designed to empower carers, support workers, and professionals, the course strengthens your skills, builds confidence, and aligns with modern well-being initiatives. No prior sports or recreation experience is required just a passion for making a difference.

Learning Outcomes

By the end of the course, participants will:

  1. Improve motor skills, physical fitness, and functional abilities.

  2. Understand how to adapt sports and recreational activities to meet clients' individual needs.

  3. Develop observational strategies to modify activities and equipment.

  4. Acquire practical skills for creating engaging, adaptive experiences for clients with special needs

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Key Competencies Covered

  • Skills Development: Modifying activities and equipment to suit clients’ physical and cognitive abilities.

  • Training in Adaptive Techniques: Proficiency in adapting mainstream sports for special needs.

  • Knowledge Expansion: A comprehensive understanding of improving recreational activities for individuals with diverse abilities.

Experiential Learning Approach

The course utilizes experiential learning, allowing participants to learn by observing, interacting, and applying techniques in real-world scenarios. This method includes:

  1. Goal Setting: Setting personalized objectives for each client.

  2. Experimenting and Observing: Applying adaptive techniques and modifying based on client feedback.

  3. Reviewing: Reflecting on successes and challenges to refine methods.

  4. Action Planning: Developing tailored strategies for future activities based on client progress.

Course Structure

  1. Introduction
    Overview of experiential learning techniques and the importance of client-carer interaction.

  2. Core Content

    • Adapting Activities: Modifying sports and equipment based on clients' needs.

    • Observing Client Engagement: Identifying suitable activities and tools.

    • Health and Safety Protocols: Special focus on wheelchair pushers, support workers, and carers.

    • Short Activity Sessions: Techniques for running adaptable 3–5-minute activities that can be scaled according to client progress and attention.

  3. Practical Experience
    Hands-on sessions with a toolkit of adaptive ideas for mainstream sports centres and everyday environments. Participants practice creating activities using everyday objects, emphasizing safety and client engagement.

  4. Unique Course Benefits

    • Focuses on special needs awareness and interaction, with insights into managing challenges like hygiene, self-harm, and incontinence.

    • Prioritizes the physical and emotional well-being of carers, support workers, and parents.

    • Provides practical tips on adapting everyday objects to promote client engagement.

 

The Adaptive Exercise Design assessment, with each component weighted to reflect its importance in demonstrating practical skills and comprehension of course objectives.

 It assesses a wide range of skills application, creativity, problem-solving, communication, and safety awareness. Here’s a suggested breakdown for the score:

This distribution highlights the importance of clear explanations and risk awareness, which are essential for safe and effective adaptive practices.
 

Risk Assessment: Additionally, conduct a risk assessment for different environments (e.g., private gyms, outdoor spaces, and personal spaces at home or work) to ensure safety in adaptive activities.

Considerations:

  • Think about how each exercise is suited to your client’s specific needs.

 

  • Ensure that all modifications are safe and practical, and provide clear instructions for someone else to recreate them.

 

  • Always get documented consent before taking Photos or VOD images, for publicity and sharing with family and other agencies and professionals.

 

  • Always pre book appointments and confirm the visit or cancellations in advance.

 

  • Evidence, based on up to  date case history of each induvial client before doing any form of exercise find out what you can or cannot do with a client.

 

  • Always get GP consent from client when needed.

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The Adaptive Body Dynamics CPD course  codes of practice, regulations, and standards

Health and Safety Standards: Emphasizing safe practices for both instructors and participants, referencing guidelines such as the Health and Safety Executive (HSE) regulations.

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Equality and Diversity: Including the Equality Act 2010, ensuring inclusive practices that support all participants, regardless of background or ability.

 

Professional Ethics: Covering standards for professionalism, client confidentiality, and informed consent, ensuring instructors are compliant with ethical practices.

The Care Act 2014: This outlines the duty of care and safeguarding responsibilities for those working with vulnerable individuals, particularly those with special needs.

 

The Disability Discrimination Act 1995 (DDA): This provides legal obligations related to ensuring accessibility and reasonable adjustments for individuals with disabilities in education and sports activities.

Physical Activity and Health Guidelines: Reference to the Chief Medical Officer’s guidelines for physical activity, particularly for individuals with special needs, promoting safe and effective exercise strategies.

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Formal Policy: Handling Disruptive or Disinterested Delegates

1. Purpose

To provide clear guidance for instructors on managing behaviours that disrupt the learning environment or indicate disengagement.

2. Scope

This policy applies to all training sessions and CPD courses delivered under Zodiac Arts.

3. Procedures

a) Prevention

  • Establish ground rules for participation at the start of the session.

  • Encourage a supportive and inclusive atmosphere.

b) Addressing Issues

  • Handle minor disruptions calmly with non-confrontational reminders.

  • Engage disinterested delegates by incorporating interactive activities or tailoring content where possible.

c) Private Discussion

  • Speak privately with the delegate during a break to understand the issue and offer support.

d) Escalation

  • If the behaviour continues to disrupt the session, politely excuse the delegate for a break and inform the course administrator.

  • Document the incident and any actions taken for follow-up.

e) Continuous Improvement

  • Instructors are encouraged to reflect on sessions and share feedback with Zodiac Arts for future adjustments.

4. Support for Instructors

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5. Contact   For escalation or additional support, reach out to the course administrator at lccarbonzodiacarts@gmail.com.​

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Instructors can contact Zodiac Arts for additional training or guidance on managing challenging scenarios.

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Beanbag Activity Examples and modifications

An Example of what you can try out and the Beaty of using a beanbag rather than a ball is that a beanbag doesn't roll away.

 

Activity: Using beanbags as an adaptable tool for clients with limited motor skills, disabilities, or learning difficulties.

  1. Aims for the Carer (or Professional):

    • To provide a safe, engaging, and inclusive activity that is easy to implement and adapt.

    • To encourage non-sporting individuals, such as support workers, carers, or teachers, to adopt proactive approaches to physical and recreational engagement.

    • To focus on the client’s well-being through simple, accessible activities that promote interaction, confidence, and enjoyment.

    • To foster a mindset of creativity and participation, helping professionals move beyond passive support roles to actively engage their clients.

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  2. Aims for the Client:

    • To improve motor skills, coordination, and sensory awareness in a supportive environment.

    • To increase confidence and independence through interactive tasks.

    • To benefit from physical and mental stimulation that promotes overall well-being.

  3. Exercise Instructions:

    • Place beanbags of 3-4 different colours within easy reach of the client.

    • Colour Recognition: Utilise beanbags in three or  more  different colours.                                                                               You can call out a colour and prompt the individual to nod, reach, or touch the corresponding beanbag.                          his activity supports body awareness by teaching right-hand and left-hand coordination

      • Reach and touch the beanbag.

      • Throw it into a bucket or target.

      • Hold it in one or both hands.

      • Catch: Encourage the individual to catch the beanbag using either hand.

    • Adjust the difficulty by changing the client’s position (e.g., sitting or standing) or altering the distance to the target.

  4. Benefits for the Carer and Client:

    • Carer/Non-Sporting Professional:

      • Gain confidence in leading proactive, recreational activities without requiring prior experience in sports.

      • Learn simple, adaptable techniques that enhance the client’s well-being.

      • Build rapport and a sense of achievement by engaging in meaningful, interactive exercises.

    • Client:

      • Develop physical and cognitive skills in a fun, low-pressure setting.

      • Feel supported and motivated by an actively engaged carer or professional.

      • Enjoy a sense of accomplishment through achievable and tailored activities.

      • By integrating these techniques, can create proactive, engaging, and inclusive experiences for individuals with varying abilities.

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Health and Safety

Reminder:

• Always ensure health and safety measures are in place before beginning exercises.

• Obtain GP referrals or consent where applicable, especially for participants with medical conditions or disabilities.

 

Examples of Adaptations:

• Use beanbags with textured surfaces for sensory input.

• Place beanbags on a tray or table for easier access.

• Add auditory cues (e.g., a bell inside the beanbag) for clients with visual impairments.

 

Student Activity:

• Identify different ways to adapt the beanbag activity for clients in your environment using everyday items.

• Share examples during a follow-up session or in an online discussion forum.

 

 Environment-Based Adaptation

What items from your environment (home, community or workplace) could be used to adapt this activity?

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Examples:

• Household items like soft cushions, small pillows, or weighted bags.

• Affordable tools from stores like Poundland (e.g., colourful sponges, lightweight buckets).

• DIY adaptations such as filling socks with rice or beans for an improvised beanbag.

 

Reflection and Knowledge Sharing

How many different ways can you make the beanbag game into a useful tool for your client?

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Conclusion:

400 words to explain 5 the different exercise 

I hope the beanbags examples from the previous paragraphs has given you more of an understanding for you to complete the last question modules 11 with your creativity using drawing, pictures/

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Contact Information

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Dementia

 Here are a few ways the course could benefit those working with individuals with dementia:

  1. Enhancing Movement and Coordination: People with dementia often experience motor skill decline and difficulty with coordination. The course can provide guidance on adaptive physical activities to help improve these skills and keep participants engaged.

  2. Creating Safe Environments: One of the key aspects of the course, focusing on safety and risk assessments, is essential for dementia care. It will guide practitioners in adjusting physical spaces and activities to ensure they are safe and dementia-friendly.

  3. Building Cognitive and Physical Stimulation: Dementia care often involves exercises and appropriate music to help stimulate both the body and mind. Adaptive activities, as taught in your course, can help maintain cognitive function and reduce behavioral symptoms associated with dementia, like agitation or depression.

  4. Personalized Activity Modification: The course emphasizes modifying activities and equipment, which can be very beneficial in creating personalized experiences for people with dementia, catering to their cognitive and physical abilities.

  5. Engagement Techniques for Carers: The experiential learning aspect of the course can support carers in understanding how to engage people with dementia effectively, encouraging participation in physical activities while also considering their comfort and well-being.

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CPD Adaptive Body Dynamics          

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